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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
1
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
2
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
5
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
6
A vision toward the future
• 7 County Offices of
Education
• 26 school districts
• 8 universities
• state and national and
international organizations
7
K-12 Student Enrollment Projections
(1997-2022)
Source: NCES, 2014
8
California Projections for Students
and Teachers-2021
9
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
10
11
Journalism for English LearnersOur Partner’s Perspectives
A student’s accomplishment
12
Partnerships as District
InitiativesBeyond Compliance-
English Learner Master
Plans
Dinuba USD
Oxnard ESD
Los Angeles
Unified
13
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
16
• 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)
18
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
21
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
22
THANK YOU!
PROFESSOR AND DIRECTOR
CENTER FOR EQUITY FOR ENGLISH LEARNERS
LOYOLA MARYMOUNT UNIVERSITY
23