Future of Teaching

This Indianapolis charter school has a solution to its teacher shortage: ‘Grow’ its own educators.

PHOTO: Dylan Peers McCoy
A teacher at Christel House Academy South works outside with a student.

When new teachers step through the doors of Christel House Academy, they are seldom prepared for the challenges of working in a school dedicated to educating students in poverty.

That’s why leaders at the Indianapolis charter network are trying a new approach: Training their own teachers.

Next year, Christel House is piloting a new teacher training program called IndyTeach. Student teachers will work in the classroom alongside experienced educators at Christel House, with additional teacher training each week. At the end of the year-long apprenticeship, which pays $30,000, students will earn teaching licenses from the state. The program will start with just four students, but it is expected to grow in later years.

In part, Christel House is launching the program to help create a steady stream of teachers for the network’s schools, said Tracy Westerman, who will lead IndyTeach.

“We need more. We need better teachers,” Westerman said. “This crazy idea stemmed from, how do we get more teachers? … Alright, let’s create them and grow them in house.”

The idea of giving new educators more practice in the classroom is gaining interest in Indianapolis and across the country. IndyTeach recently received a grant from the Mind Trust, an Indianapolis nonprofit that supports school reform and charter schools, and it is modeled on a teacher training program at a California charter network.

The program will include a year in the classroom instead of the 16 weeks of student teaching that is typical for many education programs, said head of school Carey Dahncke. Students will work with mentor teachers, and as the program progresses, they will take on more teaching responsibility.

There is “much, much less emphasis on any kind of academic preparation, and a much greater emphasis on doing the work,” Dahncke said. “It is designed to be sort of just in time instruction.”

In the past, Christel House leaders have had a deep pool of applicants to choose from, Dahncke said. The teachers they hired were more experienced, and newly licensed teachers filled support roles where they had a chance to acclimate to the school before taking on their own classrooms.

But as the economy has improved, Christel House has had fewer applicants to choose from, Dahncke said. Now, many of the teachers they hire are not only brand new, but also unfamiliar with the school’s intensive approach to educating students in poverty.

The data offers a hint at the challenges facing teachers at Christel House: Nearly 90 percent of students are poor enough to get meal assistance and more than one in four children at the network’s two schools are learning English. Many parents didn’t complete high schools and hardly any continued on to college, said Dahncke.

Christel House teachers are focused on character education and instilling strong work habits, Dahncke said. Unlike in suburban schools, teachers don’t expect parents to track student progress, and they make home visits so they have a sense of the environments where students live. That approach is unusual, and many new teachers don’t get the right skills when they are studying education in college, he said.

“What tends to happen with traditional programs out there is they prepare teachers to teach sort of in any environment,” Dahncke said. “We are trying to prepare teachers for an urban environment.”

Correction: This story has been updated to reflect that Carey Dahncke said teachers typically have about 16 weeks of student teaching.

Struggling Detroit schools

The list of promises is long: Arts, music, robotics, gifted programs and more. Will Detroit schools be able to deliver?

PHOTO: Detroit Public Television
Detroit schools Superintendent Nikolai Vitti answers questions at a community meeting in Detroit.

Arts. Music. Robotics. Programs for gifted kids. New computers. New textbooks. Dual enrollment programs that let high school students take college classes. International Baccalaureate. Advanced Placement.

They’re all on the list of things that Detroit schools Superintendent Nikolai Vitti told a group of community members assembled in a Brightmoor neighborhood church that he would introduce or expand as soon as next school year.

Vitti didn’t get into the specifics of how the main Detroit district would find the money or partnerships needed to deliver on all of those promises, but they’re part of the plan for the future, he said.

The comments came in a question and answer session last month with students, parents and community members following Vitti’s appearance on Detroit Public Television’s American Black Journal/One Detroit Roadshow. The discussion was recorded at City Covenant Church. DPTV is one of Chalkbeat’s partners in the Detroit Journalism Cooperative.

Vitti has been appearing at community events since taking over the Detroit schools last spring. He is scheduled next week to join officials from two of the city’s major charter school authorizers, Central Michigan University and Grand Valley State University, at a State of the Schools address on October 25.

 

Watch the full Q&A with Vitti below.

Another error

Missing student data means 900 Tennessee teachers could see their growth scores change

PHOTO: TN.gov

Tennessee’s testing problems continue. This time the issue is missing students.

Students’ test scores are used to evaluate teachers, and the failure of a data processing vendor to include scores for thousands of students may have skewed results for some teachers, officials said.

The scores, known as TVAAS, are based on how students improved under a teacher’s watch. The scores affect a teacher’s overall evaluation and in some districts, like Shelby County Schools, determine if a teacher gets a raise.

The error affects 1,700 teachers statewide, or about 9 percent of the 19,000 Tennessee teachers who receive scores. About 900 of those teachers had five or more students missing from their score, which could change their result.

The latest glitch follows a series of mishaps, including test scanning errors, which also affect teacher evaluations. A delay earlier this summer from the Tennessee Department of Education’s testing vendor, Questar, set off a chain of events that resulted in the missing student scores.

To calculate a teacher’s growth score, students and their test scores are assigned to a teacher. About 3 percent of the 1.5 million student-teacher assignments statewide had to be manually submitted in Excel files after Questar experienced software issues and fell behind on releasing raw scores to districts.

RANDA Solutions, a data processing vendor for the state, failed to input all of those Excel files, leading to the teachers’ scores being calculated without their full roster of students, said Sara Gast, a state spokeswoman. The error will not affect school or district TVAAS scores. (District-level TVAAS scores were released in September.)

Gast did not immediately confirm when the state will finalize those teachers’ scores with corrected student rosters. The state sent letters to districts last week informing them of the error and at least one Memphis teacher was told she had more than 80 of her 120 students missing from her score.

In the past, the process for matching students to the right teachers began at the end of the year, “which does not leave much room for adjustments in the case of unexpected delays,” Gast said in an email. The state had already planned to open the process earlier this year. Teachers can begin to verify their rosters next week, she said.