34
Eloise Lopez Metcalfe Grow Your Own Summit Chicago, Illinois May 12, 2006 UCLA Center X Teacher Education Program

Eloise Lopez Metcalfe

  • Upload
    ramiro

  • View
    43

  • Download
    1

Embed Size (px)

DESCRIPTION

UCLA Center X Teacher Education Program. Eloise Lopez Metcalfe. Grow Your Own Summit Chicago, Illinois May 12, 2006. The Center X Experiment In 1994, we asked :. - PowerPoint PPT Presentation

Citation preview

Page 1: Eloise Lopez Metcalfe

Eloise Lopez Metcalfe Grow Your Own SummitChicago, Illinois

May 12, 2006

UCLA Center X

Teacher Education Program

Page 2: Eloise Lopez Metcalfe

The Center X ExperimentIn 1994, we asked:

Is it possible to create a teacher education program that would attract a racially diverse group of college students with more than good grades—students who wanted to become urban teachers in order to further social justice in the world around them—and then engage them for two years in an intensive program focused exclusively on the theories and practices they would need to stay and be successful in high-poverty urban schools?

Jeannie Oakes, FounderMegan Franke, Director

Page 3: Eloise Lopez Metcalfe

Center X Teacher Education Program

• An explicit commitment to social justice, made real by continual struggle about what it means and how it is enacted in urban schools

• Engaging a diverse group of faculty and teacher candidates in small, long-term learning communities (teams and cohorts)

• Viewing learning as social and dialogical inquiry within communities of practice

• Constant grounding of practice in theory and of theory in practice, both in university courses and in K-12 fieldwork

Page 4: Eloise Lopez Metcalfe

A social justice perspective

• Considers the values & politics that pervade education, as well as the technical matters of teaching and learning

• Asks critical questions about how conventional schooling came to be and about who benefits from the status quo

• Pays attention to inequalities & seeks alternatives

• Treats cultural & linguistic diversity as an asset to teaching and learning

Page 5: Eloise Lopez Metcalfe

Our Mission

• Provide high-status preservice education and radically improve urban schooling for California’s racially, culturally, and linguistically diverse children

Page 6: Eloise Lopez Metcalfe

Goal…prepare teachers with

•Commitment•Capacity•Resilience

Page 7: Eloise Lopez Metcalfe

Four roles for TEP Teachers

• Caring advocate for all students

• Reflective, Inquiry based practitioner

• Generative change agent• Community Builder

Page 8: Eloise Lopez Metcalfe

All about learning

• Learning as a social activity

– Identity– Knowledge and skills

– Inquiry– Community

Page 9: Eloise Lopez Metcalfe

Identity

Page 10: Eloise Lopez Metcalfe

Inquiry

• Learning occurs through ongoing dialogue

• Formal and informal– Inquiry groups– Car rides

Page 11: Eloise Lopez Metcalfe

Knowledge and skills

• Develop as we do our work

• In apprenticeship

• In scholarship and practice

Page 12: Eloise Lopez Metcalfe

Community

• Multiple communities– Urban schools– Urban communities

– UCLA families

• Situated in work– Developing relationships

– Community projects– Cohort model– Urban Education Network

Page 13: Eloise Lopez Metcalfe

• We believe that our theory of learning, enacted across multiple sites, supports teachers to become skilled classroom practitioners as well as public intellectuals who work for educational equity and access through multiple forms of democratic participation

Page 14: Eloise Lopez Metcalfe

“What we need in teacher education is not better generic strategies

for “teaching multicultural education” or “teaching for

diversity” nor more lessons about basket making and other customs in non-Anglo cultures. Instead, I propose that what we need are generative ways for prospective

teachers, experienced teachers, and teacher educators alike to work

together in communities of learners – to explore and consider their own assumptions, understand the values

and practices of families and cultures that are different from their own, and construct pedagogy that takes these into account in locally appropriate and culturally sensitive ways.” (Marilyn

Cochran-Smith)

Page 15: Eloise Lopez Metcalfe

Center X Teacher Education Program

• Integrating the technical dimensions of teaching with the moral, cultural and political

• Emphasizing the importance of knowing communities as well as knowing schools and classrooms

• Extending formal preparation into the first year of teaching

• Maintaining connections and support beyond the first year

Page 16: Eloise Lopez Metcalfe

TEP Description2 year program focusing on Social Justice in Los Angeles Partnership Schools:

• Year 1– coursework, observation participation, student teaching (preliminary credential)

• Year 2– full-time teaching, weekly seminar, inquiry project (Masters Degree)

Page 17: Eloise Lopez Metcalfe

FALL WINTER SPRING

Field Observation & ParticipationNovice Seminar

Field Student TeachingNovice Seminar

Field Student TeachingNovice Seminar

COURSE WORK COURSE WORK COURSE WORK

MethodsIdentitySocial FoundationEd Psych

MethodsCommunityLanguage & Culture Language Acquisition

MethodsSpecial Needs

BCLAD Language BCLAD Culture BCLAD Methods

Preliminary Credential

Two Year Graduate Program

Novice Year: Embedded Assessments and

Teaching Event

Page 18: Eloise Lopez Metcalfe

Resident Year: Advanced Study Course Work

Resident Year Inquiry

FALL WINTER SPRING

Field Resident Teaching

Field Resident Teaching

Field Resident Teaching

COURSE WORK COURSE WORK COURSE WORK

Instructional Strategies in Urban Education

Instructional Strategies in Urban Education(ELL/Special Populations)

Instructional Strategies in Urban Education (Technology)

Instructional Decision Making Curricular Decision Making / Health Education

Knowledge and Inquiry in the Classroom

Master of Education Professional Clear Credential

Page 19: Eloise Lopez Metcalfe

 

• A recent innovation within Center X and TEP

• Goal of Center Schools: Allow TEP to strategically focus its work in urban communities by forming deep connections and reciprocal relationships with the faculties, administrators, and neighboring communities of specific school sites.

• Currently, there are a handful of elementary and middle Center Schools and plans underway for two Center High Schools Jody Priselac, Executive Director

Center Schools

Page 20: Eloise Lopez Metcalfe

 

• Neighborhood teams—consisting of first year teacher education students in urban communities of close proximity who are placed in specific school sites for course work, observation and participation, and student teaching

• A faculty advisor and field supervisors—to coordinate each neighborhood team

• Guiding teachers to mentor 1st year teacher ed students

• Weekly team meetings in Center Schools—to debrief their observations, learn more about themselves, their colleagues, teaching in urban schools, including, the nature of urban schools, parents and communities

Center Schools have:

Page 21: Eloise Lopez Metcalfe

 

Scale: It’s tough to get a foothold to support new teachers as change agents in huge, year round schools– LAUSD high schools are extremely large, with as

many as 5500 students and 250 teachers, on a “Concept 6” three-track year-round schedule

Working Conditions: high turnover, lack of credentialed colleagues, scripted high school curricula, periodic assessments, etc.

Revolving District Leadership

University Challenges

Center Schools: Challenges

Page 22: Eloise Lopez Metcalfe

Research Projects

Retention: Karen Hunter Quartz Workforce: Kim Barraza

Lawerence

Social Justice Inquiry: Rae Jeane Williams

Page 23: Eloise Lopez Metcalfe

Longitudinal Research

• 7-year study: 2000-2006• 10 cohorts of UCLA Center X graduates (n=1,100)

• Survey and qualitative methods• Secondary/comparative databases: NCES Schools and Staffing Survey and California State Department of Education data

Page 24: Eloise Lopez Metcalfe

Increased Retention

98 97 949096

9084

737667

6054

0

20

40

60

80

100

Percent retained

Comparison of National/SASS and Center X Retention Rates

National/SASS/teaching

Center X/teaching

Center X/in education

2 3 4 5Career Year

Page 25: Eloise Lopez Metcalfe

Highly-qualified, early career teachers nationwide

6%

5%

5%

83%

White Asian Latino Black

Early career Center X graduates

35%

33%

4%28%

White Asian Latino Black

Diversifying the Workforce

Page 26: Eloise Lopez Metcalfe

Diversity of Students

0%

5%

10%

15%

20%

25%

30%

35%

40%

45%

50%

Cohort1

Cohort2

Cohort3

Cohort4

Cohort5

Cohort6

Cohort7

Cohort8

Cohort9

Cohort10

Cohort11

White/Caucasian Latino Black/African-American Asian Other

Page 27: Eloise Lopez Metcalfe

6 Case Inquiries

• Lisa Winberg - Connecting With Parents Through Oral Histories

• Genessee Quizon - Critical Literacy in the First Grade

• Courtney Moore - The Homework Dilemma• Nathaniel Pickering - Mister What’s with All this Gay

Stuff?: Students’ Feelings About Queer Issues • Claudia Rojas - Students Organizing for Educational

Change • Chi Nguyen - The Impact of Grouping Practices in a

Chemistry Class

Page 28: Eloise Lopez Metcalfe

Theoretical Frame

Social Cultural Theory Vygotsky (1934, 1980) Freire (1971) Lave & Wenger (1991) Moll (1992, 2005) Valencia & Solorzano (1997)

Learning Theory Collins, Brown & Newmann, 1989; Bransford,

Brown, & Cocking, 2000; Franke & Grouws, 1997

Language & Literacy Theory Cummins, 2001; Gee, 1990; Labov, 1969)

Page 29: Eloise Lopez Metcalfe

Findings - 6 Teaching Practices

1. Complexity – they are aware of the complexity of urban issues

2. Reflection – they continue to examine their roles as educators

3. Challenge – they question conventional teaching practices

4. Knowledge – they increase their understandings of social justice issues

5. Responsibility – they accept responsibility for student learning

6. High Expectations – they have high expectations of all students

Social Justice Inquiry Project

Page 30: Eloise Lopez Metcalfe

A necessary, but insufficient definition of teacher quality:

• Expert in the subjects they teach;

• Understand how children learn;• Use pedagogical strategies that make subject matter knowledge accessible to students.

Page 31: Eloise Lopez Metcalfe

What more does high quality urban teaching require?

Choose to teach low-income students in communities of color Engage students from whom society expects little in producing work of high intellectual quality Develop challenging “urban” curriculum Enhance students’ college access & life chancesBridge the multiple worlds of home, community, and school Contribute to developing a community of professionals Engage in activism to disrupt the status quo of schools in low-income communities of colorCommit for the long haul

Page 32: Eloise Lopez Metcalfe

Learning to Struggle

• Keeping our graduates working in the schools that need them the most demands that they understand how to struggle within unsupportive systems in order to further both the life chances of their students and a broader quest for social justice

Page 33: Eloise Lopez Metcalfe

Struggling for Justice

• No teacher leaves Center X believing that their good intentions, social convictions, or their own privileged educations alone could create good schooling for their students– Theories, knowledge and skill– Building coalitions

Page 34: Eloise Lopez Metcalfe

too angry to leavetoo well-prepared to leave too supported to leave too activist to leave