teacher prep 2.0

New teacher training favored by charters comes to Denver as critics sound off

PHOTO: Melanie Asmar
A Relay resident practices giving directions to her peers, who pretend to be students.

The aspiring Denver teacher stood in front a cluster of four gray school desks where three of his peers were seated in blue plastic chairs, pretending to be students.

“One, two, three — all eyes on me,” he said.

“One, two — eyes on you,” they chanted in unison.

The next words out of his mouth came rapid-fire — not quite as fast as the guy at the end of commercials who says the offer is void where prohibited, but almost.

“John’s tracking me, Eric is tracking me, Tara has her voice off,” he said. “When I say ‘one,’ we’ll stand up and quietly push our chairs in. When I say ‘two,’ we’ll track the doorway. When I say ‘three,’ we’ll walk silently to the doorway. John, what are we doing when I say ‘one?’”

The role-playing exercise was a key part of the Friday afternoon practice session for the prospective teachers, who are participants in a new — and somewhat controversial — teacher residency program run by the New York-based Relay Graduate School of Education.

Relay opened an office in Denver this past spring on the second floor of Trevista at Horace Mann, an elementary school in the northwest part of the city with space to spare in its blond-brick art deco building. About 60 aspiring teachers began the two-year residency program over the summer. Relay runs the same program in nine other locations across the country, including Memphis, Nashville and Chicago.

The first year, each resident spends four and a half days in a real classroom working alongside an experienced teacher who acts as a mentor. In keeping with Relay’s charter school roots — it was founded by the leaders of three charter school networks, including KIPP — many of the Denver schools where residents teach are charters, including DSST and Rocky Mountain Prep.

The residents also take classes online and at night, and meet once a week on Friday afternoons for what Relay calls “deliberate practice.” The following year, the intention is for them to work full-time as teachers in charge of their own classrooms while simultaneously completing a master’s degree and earning a teaching license.

The model, nicknamed “Teacher Prep 2.0,” is different from traditional university programs in that it emphasizes practice as much as — and some would say more than — it does theory.

“The goal is to give them that theoretical baseline but never stop there — to always move to application and then to move to practicing it with your colleagues,” said Therese Zosel-Harper, a former social studies teacher and the dean of Relay Denver.

Criticism and a lack of research

But that approach has drawn criticism from the teacher-preparation establishment, which has itself been criticized for failing to provide would-be teachers with enough real-life experience.

Just last week, the Boulder-based National Education Policy Center published a brief (view it below) written by a university professor concluding that research has yet to show that increasingly popular independent teacher training programs like Relay are better than the traditional route.

Relay officials agree that the research is inconclusive. Part of the reason, scholars say, is that individual teacher training programs vary widely in what they require of their trainees.

“No one really knows what is the best way,” said Mayme Hostetter, Relay’s national dean. “But we see this as one very good way to have folks enter the profession — and we’ve gotten positive feedback from the residents themselves, as well as from the schools we’ve worked with.”

Relay measures its success in other ways, too. To earn their master’s degrees, teachers must meet student learning goals — for instance, that their students will achieve a year’s worth of reading growth. In fact, Hostetter said, Relay’s own data shows that elementary students taught by its residents gain an average of 1.3 years’ worth of reading growth per year.

“Those aren’t data we’re holding up to the world saying, ‘Incontrovertible truth! We are better than anywhere else,’” Hostetter said. However, she said Relay does see them as a positive sign.

But Ken Zeichner, a professor at the University of Washington’s College of Education, argues that’s not enough. In the brief released last week, he writes that test scores are “a limited measure of success” — and one relied upon too heavily by Teacher Prep 2.0 programs. Such programs, he argues, focus on preparing teachers to teach “other people’s children,” meaning those living in high-poverty neighborhoods.

“From my perspective, by only looking at test scores, we’re creating a second-class education for poor children in this country that (is) just about test scores,” Zeichner said in an interview.

Instead, he writes that teacher preparation programs, including university-based programs, should be judged by a mix of factors, including standardized test scores and how their graduates increase students’ social and emotional skills, creativity and problem-solving abilities.

Hostetter agrees. “Those goals are incredibly noble and what we’re working toward,” she said. As of now, she said Relay focuses on teaching residents how to build relationships with students, create a strong classroom culture, manage a classroom and teach academic lessons.

In the end, Zeichner echoes previous scholars’ analyses in concluding that more research is needed to identify the characteristics of high-quality teacher education programs.

“I’m not against innovation,” he said. But, he added, “I believe you can have innovation and high quality. What I see is this obsessive push for innovation without focus on the quality.”

Learning by doing

Denver Public Schools doesn’t have an official relationship with the Relay teacher residency program, although DPS has spent hundreds of thousands of dollars sending its principals and principal supervisors to a separate leadership training program run by Relay.

In fact, the district has its own teacher training program, the Denver Teacher Residency, in which aspiring teachers work for a year in a classroom alongside a mentor teacher while earning a master’s degree from the University of Denver.

Instead, the Relay teacher residency program works with individual schools to train their prospective teachers. Many of the schools previously ran their own in-house programs before helping to recruit Relay to open an office in Denver this year.

“We believe deeply in the power of practice and the idea that teaching is really a performing art, so it makes sense to train teachers more like athletes,” said James Cryan, the founder and CEO of Rocky Mountain Prep, which runs two charter elementary schools in Denver this year and a preschool program in Aurora.

“We were looking for a program that is more practice-based and focused on the foundational skills needed to be effective in a classroom in front of our scholars.”

Eleven of Rocky Mountain Prep’s “teaching fellows” — each school calls its teacher residents something different — are going through the Relay teacher residency program this year. The program typically costs participants $6,500 for two years, Relay officials said.

Even just a few weeks into the school year, Cryan said he sees positive signs.

“What I’m seeing in classrooms is teachers who are confident early in the year and who are getting into the swing of things quickly,” he said. “We’re excited by a promising start.”

DSST, a network of 12 Denver charter middle and high schools, has 18 “apprentice teachers” in the Relay program. Before teaming up with Relay, DSST had its own residency program — and Nicole Fulbright, the network’s director of curriculum and assessment, said it’s seen evidence the model works. New teachers who went through it scored slightly higher on their evaluations than new teachers who didn’t, she said, though she cautioned that the sample size was small.

DSST hopes Relay will allow it to grow its apprenticeship program, Fulbright said.

“We … have seen that they offer very high-quality development to teachers that gives them the theory but also the actual practice with skills they’ll need to be successful,” she said.

That’s what the residents were doing at that recent Friday afternoon practice session. The assignment? Imagine you’re substitute-teaching kids you’ve never met, some of whom would rather squirm or whisper than listen. How would you give clear directions?

One by one, the prospective teachers spent a minute delivering instructions — praising obedient students and correcting those off task — at breakneck pace. It’s a classroom management style used in many charter schools and increasingly in traditional district schools too.

Some, including Zeichner, have criticized the style, which they say is primarily used in schools that serve poor students of color, as “highly controlling.” Teachers who use it expect students to sit up straight, listen and “track” whomever is speaking with their eyes.

Hostetter said she doesn’t understand that criticism. “It’s pretty straightforward,” she said.

After the residents delivered instructions, they spent another minute getting instant feedback from their peers. Then they did it again and again and again, building up a sort of muscle memory their instructors hope will help when they’re in front of real students.

“A lot of this stuff is learned by doing,” said Leon Hayes, a former security guard and math tutor who is now a kindergarten teaching fellow at Rocky Mountain Prep.

Erika Hellfritz, a math tutor who is also serving as a teaching resident at Hamilton Middle School and wants to be a social studies teacher, agreed. “I love the residency model versus sitting in a lecture,” she said. “I love that we get both: the theory and the real tangible practice.

“The feedback I receive here is what I remember most when I’m back in the classroom.”

Read the full National Education Policy Center brief below.

pink slips

One Detroit principal keeps his job as others get the ax. Next year’s challenge? Test scores.

PHOTO: Brenda Scott Academy
Students at Brenda Scott Academy will have the same principal, Eric Redwine, next year.

Educators and staff from a Detroit middle school took the microphone on Tuesday evening to save their principal’s job. Addressing the school board, they listed off Eric Redwine’s virtues, arguing that recent problems at the school can be attributed to its transition from state to district management.

And the board listened. Redwine, principal of Brenda Scott Academy, kept his job in a narrow 4-to-3 vote. He was the only one to survive among more than a dozen other administrators — and three other principals — who either lost their jobs or were reassigned to new ones.

The vote came amid a quiet year for “non-renewals,” shorthand for losing one’s job. In previous years, every administrator in the district was forced to re-apply for their job every year, a tactic designed to give state-appointed emergency managers flexibility in the face of an unstable financial situation. This year, by contrast, only 16 administrators — including four principals — were notified by the superintendent’s office that their contracts would not be renewed, as Superintendent Nikolai Vitti seeks to bring stability to a district still recovering from repeated changes in management.

The principals were singled out for their school management, Vitti has said — not because of how students performed on tests. Test scores will be a major factor in principal contract renewals next spring for the first time under Vitti, part of the superintendent’s effort to meet his promise of boosting test scores.

Seven of the 16 administrators who received “non-renewals” asked the board to reconsider the superintendent’s decision. But in a vote on Tuesday evening, only Redwine survived. He’ll remain as principal of Brenda Scott Academy, according to board member LaMar Lemmons.

The other officials were not named, but Chalkbeat confirmed independently that the district did not renew its contracts with principals Sean Fisher, of Fisher Magnet Upper Academy, and Allan Cosma, of Ludington Magnet Middle School. Vitti previously attempted to remove Cosma, then agreed to offer him a job as assistant principal at Ludington.

At an earlier meeting, Cosma’s employees gathered to vouch for his work. On Tuesday, it was Redwine who received vocal support.

Redwine himself argued publicly that the problems identified at his school by administrators — teacher vacancies and school culture — could be attributed to the school’s transition from a state-run recovery district back to the main district. The recovery district, called the Education Achievement Authority, was created in 2012 to try to turn around 15 of the most struggling schools in the district but the effort was politically unpopular and had limited success. Most of the schools were returned to the main district last summer when the recovery district was dissolved. The only exceptions were schools that had been closed or converted to charter schools.

“I’ve never been told your job is in jeopardy, never been presented a corrective action plan,” Redwine said. “I ask that you reconsider your decision.”

Of the 12 schools that returned to the district last summer, most still have the principals who were in place during the transition last summer. A few got new principals this year after their predecessors left and at least one other former recovery district principal was moved earlier in the year.

Many school leaders reported that the transition was very difficult. It occurred at a time when Vitti was new and still putting his team into place in the central office, making it challenging for principals of the schools to get information they needed about the new district.

When Marcia Horge worked for Redwine, she appreciated his openness to classroom experimentation and his schoolwide Sunday night email, which laid out a game plan for the week ahead.

Then the recovery district folded, Brenda Scott Academy rejoined the main district, and Horge found herself facing a steep pay cut. Rather than accept credit for only two of her 17 years of teaching experience, she left for the River Rouge district. But now, with the Detroit district planning to fully honor teacher experience starting this fall, Horge is contemplating a return to work for Redwine.

“He’s open to our ideas,” she said. “You can go to him. And when there’s a need, he steps in and makes sure we’re communicating.”

 

meet the fellows

Meet the 38 teachers chosen by SCORE to champion education around Tennessee

PHOTO: SCORE
The year-long fellowships offered by the State Collaborative on Reforming Education were awarded to 38 Tennessee educators.

Six teachers from Memphis have been awarded fellowships that will allow them to spend the next year supporting better education in Tennessee.

The year-long fellowships, offered by the State Collaborative on Reforming Education, train and encourage teachers and other educators to speak at events, write publicly about their experiences, and invite policymakers to their classrooms. The program is in its fifth year through the nonpartisan advocacy and research organization, also known as SCORE, which was founded by former U.S. Senate Majority Leader Bill Frist from Tennessee.

The fellowships, known as the Tennessee Educator Fellowships, have been awarded to 150 educators since the program’s launch in 2014. This year’s class of 38 educators from around the state have a combined 479 years of experience.

“The fellows’ diverse perspectives and experiences are invaluable as they work both inside and outside the classroom and participate in state conversations on preparing all students for postsecondary and workforce success,” SCORE President and CEO Jamie Woodson said in a news release.

Besides the Shelby County teachers, the group also includes educators who work for the state-run Achievement School District, public Montessori schools, and a school dedicated to serving children with multiple disabilities.

The 2018-19 fellows are:

  • Nathan Bailey, career technical education at Sullivan North High School, Sullivan County Schools
  • Kalisha Bingham-Marshall, seventh-grade math at Bolivar Middle School, Hardeman County Schools
  • Sam Brobeck, eighth-grade math at Memphis Grizzlies Preparatory Charter Middle School. Shelby County Schools
  • Monica Brown, fourth-grade English language arts and social studies at Oakshire Elementary School, Shelby County Schools
  • Nick Brown, school counselor at Westmoreland Elementary School, Sumner County Schools
  • Sherwanda Chism, grades 3-5 English language arts and gifted education at Winridge Elementary School, Shelby County Schools
  • Richard J. Church, grades 7-8 at Liberty Bell Middle School, Johnson City Schools
  • Ada Collins, third grade at J.E. Moss Elementary School, Metropolitan Nashville Public Schools
  • Lynn Cooper,  school counselor at South Pittsburg High School, Marion County Schools
  • Colletta M. Daniels, grades 2-4 special education at Shrine School, Shelby County Schools
  • Brandy Eason, school counselor at Scotts Hill Elementary School, Henderson County Schools
  • Heather Eskridge, school counselor at Walter Hill Elementary School, Rutherford County Schools
  • Klavish Faraj, third-grade math and science at Paragon Mills Elementary School, Metropolitan Nashville Public Schools
  • Mavis Clark Foster, fifth-grade English language arts and science at Green Magnet Academy, Knox County Schools
  • Ranita Glenn, grades 2-5 reading at Hardy Elementary School, Hamilton County Department of Education
  • Telena Haneline, first grade at Eaton Elementary School, Loudon County Schools
  • Tenesha Hardin, first grade at West Creek Elementary School, Clarksville-Montgomery County Schools
  • Thaddeus Higgins, grades 9-12 social studies at Unicoi County High School, Unicoi County Schools
  • Neven Holland, fourth-grade math at Treadwell Elementary School, Shelby County Schools
  • Alicia Hunker, sixth-grade math at Valor Flagship Academy, Metropolitan Nashville Public Schools
  • Alex Juneau, third grade at John Pittard Elementary School, Murfreesboro City Schools
  • Lyndi King, fifth-grade English language arts at Decatur County Middle School, Decatur County Schools
  • Rebecca Ledebuhr, eighth-grade math at STEM Preparatory Academy, Metropolitan Nashville Public Schools
  • Aleisha McCallie, fourth-grade math and science at East Brainerd Elementary School, Hamilton County Department of Education.
  • Brian McLaughlin, grades 10-12 math at Morristown-Hamblen High School West, Hamblen County Schools
  • Caitlin Nowell, seventh-grade English language arts at South Doyle Middle School, Knox County Schools
  • Paula Pendergrass, advanced academics resources at Granbery Elementary School,  Metropolitan Nashville Public Schools
  • Julie Pepperman, eighth-grade science at Heritage Middle School, Blount County Schools
  • Kelly Piatt, school counselor at Crockett County High School, Crockett County Schools
  • Ontoni Reedy, grades 1-3 at Community Montessori, Jackson-Madison County Schools
  • Tiffany Roberts, algebra and geometry at Lincoln County Ninth Grade Academy, Lincoln County Schools
  • Craig Robinson, grades 3-5 science at Georgian Hills Achievement Elementary, Achievement School District
  • Jen Semanco, 10th- and 11th-grade English language arts at Chattanooga Girls Leadership Academy, Hamilton County Department of Education
  • Amanda Smithfield, librarian at Hume-Fogg Academic Magnet School, Metropolitan Nashville Public Schools
  • Cyndi Snapp, fourth-grade math at Carter’s Valley Elementary School, Hawkins County Schools
  • David Sneed, 12th-grade English at Soddy Daisy High School, Hamilton County Department of Education
  • Yolanda Parker Williams, fifth-grade math at Karns Elementary School, Knox County Schools
  • Maury Wood II, grades 4-6 technology at Westhills Elementary School, Marshall County Schools