Transforming District-University

Partnerships: A Framework Focusing on

Equity and Access for English Learners

Magaly Lavadenz, Ph.D.

Pearson Conference on Teaching

October 27, 2015

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The context for Colleges of Education

Now

Ideological Wars

Relevance

Cost/Value

Public Perceptions

Eduventures Report 2014

Expansion of

Competency Based

Education in IHEs

Implications for the

Teaching Profession

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3

Grounding Ideas

Building on Strengths of the Profession

Futures-orientation-students as the focus

Affirming the research-base within and

across education disciplines and reforms

Intersectionalities and Possibilities

4

A Framework Focusing on Equity and

Access for English Learners

Questioning Inequities

internally and externally

Inclusivity and Collaboration

Integrity and Competence

Mindfullnessand Hope

The Evolving

Role of

Colleges of

Education

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Theory of Action

CEEL

Cross-

Disciplinary

Collaboration

District/Site-

Level

Partnerships

Leadership and

Collaboration

Classroom

Experiences and

Supported

Observations

Student

Achievement and

Engagement

Teacher

Practice

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A vision toward the future

• 7 County Offices of

Education

• 26 school districts

• 8 universities

• state and national and

international organizations

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K-12 Student Enrollment Projections

(1997-2022)

Source: NCES, 2014

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California Projections for Students

and Teachers-2021

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Collaborations by Design

Models of Interdisciplinarity across the university and

school districts for professional learning and research with

teacher candidates and inservice teachers- looking at

impacts

Project STELLAR and Project QUEST

Urban Ecology for English Learners

Journalism for English Learners

Multilingual-Global Education

Spanish and Mandarin-language teacher preparation

partnerships

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Journalism for English LearnersOur Partner’s Perspectives

A student’s accomplishment

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Partnerships as District

InitiativesBeyond Compliance-

English Learner Master

Plans

Dinuba USD

Oxnard ESD

Los Angeles

Unified

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Preparing 21st century students

As we move to reform education in this

country, the US must continue to learn from

the best practices of other countries in

order to deliver a world-class education

that prepares American graduates to be

linguistically literate and culturally

competent.

Business may be global but markets are multi-local. And that type of cross-

border understanding and cooperation needs to start in K-12" –

Alfred Mockett, CED Member"

- U.S. Committee for Economic Development

National Security Language

Initiative

Competing Challenges and Interests

Preparing and

Supporting Teachers

for

Global/Intercultural

Participatory

Citizenry

Federal Regulations

Participatory, Creative

and

Multilingual/Multicultura

l Democracy

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• Possess human, cultural, social and decisional capital (Apple & Hargreaves,2012)

• Challenges tensions between economic and ideological purposes of teaching, schools and learning ( Gramsci; 1999; Giroux, 2001)

• Cultural Responsiveness

• Sociocultural

• consciousness

• Intercultural

• competence• (Gay 2000; Gonzalez, Moll, & Armenti,

2005; Haberman, 1996; Irvine & Armenta, 2001; Ladson-Billings,1994; Villegas, 1991)

• Competencies

• Standards

• Focus on content (CAEP, 2012; Zeichner, 2003; CCSSO, 1992)

• Apprenticeship approach

• Removal/Diminishing of licensing

• Alternative Routes (AACTE, 2010; Feistritzer, 1999)

The Deregulation

Agenda

The Professionalism

Agenda

The Critical Intellectual

Agenda

The Social Justice Agenda

A Vocation Learned by Doing A Vocation Learned by Assessed Skills

A Profession Informed by inquiry and

understanding of socio-political drivers

and forces

A Profession that develops over time by

understanding of the relationships between

student’s, schooling and change agency

PROFESSIONAL DEVELOPMENT

Learning of the Future

Report of the Educator

Excellence Task Force

(2012)

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Developing Multilingual, Globally Competent

Teachers: Challenges to Supply and Demand

• Continued disproportion between teaching force and student population;

• Lack of access and equity to higher education;

•”

55% Decrease in Credentials issues

during the last 5 years

• Temporal perspective to teaching profession;

• Return to days of shortages and unprepared teachers

36% Increase in Short-Term Staffing Permits

• Bracero-Like program for teachers

• Teachers as a “commodity”

Increase in International “Visiting

Teachers”

Exploratory Phase

2014-2015

-Explore clinical rotation sites;

-Review emerging standards, reforms, policies and research,

-Analyze current models of teacher preparation in the SoEand elsewhere;

-Gather input from the SOE community and beyond.

Outcomes:

Committee recommendations (May 2015);

Joint SOE Teacher Education Department Meeting;

Outline for pathways;

TE Concept Paper

Transition Phase

2015-2016

-Teacher Education Curriculum and Instruction Committee-Definition criteria and identify demonstration and partner sites;

-Revise course syllabi;

-Identify Design Teams;

- Solicit Pilot Teams

-Academic Program Reviews-Fall 2015

Implementation Phase

2016-2017

-Initial implementation of Teacher Preparation Redesign for Intern Pathway (Fall 2016);

-Initial implementation of Teacher Preparation Redesign for Traditional Pathway - Graduate (Fall 2016);

-Initial implementation of Teacher Preparation Redesign for Traditional Pathway -Undergraduate (Fall 2017)

-Roll out the new changes

-Refine according to the feedback, findings and adopted standards

To continue the work of the

exploratory phase and

prepare for the

implementation phase

To implement the

redesign and organize

ourselves in the best way

to move forward our

vision

To collaboratively create a

bold vision, framework and

guiding principles for

innovative teacher

preparation redesign.

Teacher Preparation Redesign Phases 20

What We’ve Learned from Engaged Partnerships-

Implications for the Redesigning of Teacher Education at

LMU–

All LMU teacher preparation graduates enter the

field as exemplary beginning teachers who are

able to engage with a broad variety of diverse PK-

12 communities and colleagues to provide

intentional, inclusive and ambitious pedagogies

that are informed by research that lead to

improved PK-12 student academic and socio-

emotional success

LMU Teacher Education Vision Statement

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Essential Components to Guide the

Work across Pathwaysi. Working Alliances with University and District Partners—

ii. Social Justice through Clinical Rotations

a. Using Valid and Reliable Observation Instruments: the OPAL

iii. Depth of Knowledge in Standards Reform and Multi-Literacies

iv. Integrated Pedagogical Preparation—

v. Expanding the Learning to Teach Continuum

vi. Networked Systems of Support and Evaluation

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THANK YOU!

MAGALY.LAVADENZ@LMU.EDU

Magaly.Lavadenz@lmu.edu

PROFESSOR AND DIRECTOR

CENTER FOR EQUITY FOR ENGLISH LEARNERS

LOYOLA MARYMOUNT UNIVERSITY

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