**Teacher Quality Enhancement Grants Program (TQE)**

**TQE Partnership Grants**

**2004**

**PR/Award No: P336B040001**

####### Western State College of Colorado

# Crawford Hall

Gunnison, CO 81231

\(970\) 943-2157

\(970\) 943-3226 - fax

PD: Nella Anderson

<nanderson@western.edu>

Award Amount: \$989,714

THE COLORADO LEARNING NETWORK PARTNERSHIP IN RURAL TEACHER EDUCATION

Goal 1: Implement shared governance structure through the development of
a partnership Teacher Education Advisory Council. Outcome: Joint
responsibility for the program redesign of the Teacher Education Program
(TEP).

Goal 2: Develop a comprehensive rural TEP model. Outcome: Redesigned TEP
(content courses, pedagogy courses, field experiences, alternative
program options, professional development, mentoring, and teacher
induction).

Goal 3: Provide rural LEAs statewide with highly qualified teachers to
fill job openings in high-need areas. Outcome: Strengthened professional
development of beginning and accomplished rural teachers through
technology-integrated teaching and learning experiential opportunities
where research findings can be applied, practiced, tested, and
transferred to all rural classrooms.

Goal 4: Strengthen the mentoring and induction programs and professional
support between and across school districts, thus enabling the districts
to retain higher numbers of qualified beginning and new teachers.
Outcome: Changes in K-12 student academic achievement.

Goal 5: Leverage revenues from the cash-funded alternative licensure
programs with matching funds from partners and identify new regional
business partners by disseminating program "best practices" findings
statewide. Outcome: Sustainability beyond Federal funding support. Model
Potential and Population: The Partnership\'s research and trailblazing
practices will result in a rural TQE-P model driven to qualitative
excellence by the IBM Reinventing Education Change Toolkit.

**PR/Award No: P336B040002**

**College of Staten Island Discovery Institute**

# 2800 Victory Boulevard

Building 1A Room

Staten Island, NY 10314

\(718\) 982-2235

\(718\) 982-2327 - fax

###### PD: Leonard Ciaccio

<ciaccio@postbox.csi.cuny.edu>

Award Amount: \$1,000,000

The College of Staten Island (CSI) Discovery Institute, with the CSI
Education Department, its Divisions of Science Technology and Humanities
Social Sciences, New York City Department of Education Region 7, New
York State Department of Education, City University of New York, and
other supplementary partners proposes a comprehensive approach to
developing highly qualified elementary school teachers.

The project begins with a "Teaching Scholars" program in which high
performing CSI college students assist exemplary teachers in elementary
school classrooms complete a liberal arts and sciences and teacher
education double major. The redeveloped program emphasizes "discovery"
methodology and a "key idea" approach to learning. Novice teachers take
a year long practicum workshop taught by exemplary teachers who coach
their development and review their lessons on a weekly basis. They are
mentored on-site twice weekly for two hours by retired exemplary
teachers, and participate in weekly three-hour professional curriculum
development workshops at CSI after their first year of teaching.

The entire comprehensive program is integrated philosophically around
the dual principles that teachers ought to be empowered as true
professionals, and that learning takes place most effectively when
students are also empowered to engage actively in their own education.
The integration of all program elements as well as the ideological unity
is insured by the fact that the lead partner, the CSI Discovery
Institute, has successfully conducted similar programs for secondary
schools for the past 18 years. Based on past results, this project is
expected to produce 100 percent highly qualified new teachers, an 80
percent retention rate, and teacher satisfaction and competence
resulting in a 5 percent yearly increase in student achievement as
measured on city and state exams.

### PR/Award No: P336B040003

# **University of Portland**

5000 N. Willamette Blvd.

Portland, OR 97203-5798

PD: James Carroll

503-943-7251

carroll@up.edu

Award Amount: \$403,353

The Oregon Technology in Education Network (OTEN) is a consortium of six
liberal arts colleges and universities in Northwestern Oregon. The OTEN
Partnership grant supports Technology Competent Teacher Leaders (TCTL)
in high-needs K-12 schools associated with the OTEN schools of
education. These teachers are provided curricular and technology
resources designed to improve student learning through the
implementation of superior technology-enhanced lessons. Pre-service
teachers are placed in TCTL classrooms for clinical experiences in which
they must design and teach technology-enhanced lessons that are observed
by TCTL and university supervisors. The OTEN will develop grant,
collaboration, and curricular resources for first year teachers who have
participated in OTEN activities during teacher preparation programs.
Content area methods instructors will be supported in cross-campus,
collaborative efforts to improve content area teacher preparation. Data
gathered from TCTL classrooms and first-year teaching experiences will
be used for review of teacher education programs to better prepare
teachers for high-needs schools and improve student achievement in those
schools. Outcomes of the grant work include: improved student
achievement, implementation of superior technology-enhanced teaching,
effective teaching from early career teachers and improved teacher
education programs.

The grant activities and assessments are designed around four goals:

-   Increasing student achievement in TCTL and other K-12 classrooms in
    high-needs schools;

-   Providing high quality clinical experiences for pre-service
    teachers;

-   Adjusting teacher education programs to better prepare new teachers
    to use technology; and

-   Improving the capability of first-year teachers to apply technology
    to improve student achievement.

#### PR/Award No: P336B040004 

**Georgia State University Research Foundation**

33 Gilmer Street, SE

# Unit 3

Atlanta, GA 30303

\(404\) 651-2842

\(404\) 651-2555 - fax

PD: Gwendolyn Benson

<gbenson@gsu.edu>

Award Amount: \$1,267,204

Georgia State University\'s Colleges of Arts and Sciences and Education
with four

Atlanta school systems, are forming a partnership to improve the quality
of pre-service and in-service teachers in order to increase student
achievement in urban school systems. This partnership will be situated
within the context of Professional Development Schools (PDS) with one
elementary, middle, and secondary school from each district completing
the partnership. This PDS infrastructure consists of four components:
intern experiences for pre-service teachers, a collaborative induction
model for new teachers, professional development opportunities for
in-service teachers, and on-going opportunities for improved content
area learning. Each PDS will house a site coordinator, a site professor,
supervising teachers, and student teachers. In the collaborative
induction model, experienced mentor teachers, university, and school
personnel will work with new teachers. Professional development
workshops and courses will be conducted on site with content area
faculty from Arts and Sciences and Education offering workshops on
literacy, science, mathematics, technology, and special education.
Eventually, endorsement programs in math and reading, mentor training,
and graduate programs can be scheduled at the school site. Pre-service
teachers will participate in a variety of intern experiences. The
assessment of effectiveness of these partnerships will include input
evaluation, process evaluation, product evaluation, using mixed methods
techniques with the expected outcomes of increased production and
retention of new teachers, particularly from underrepresented groups,
and increased student achievement.

**PR/Award No: P336B040006**

**Governor's State University**

10913 South Washtenaw

Chicago, IL 60655

\(773\) 238-9745

\(773\) 534-7895 - fax

PD: Connie Mietlicki

<c-mietlicki@govst.edu>

# Award Amount: \$136,533

This Partnership will place pre-service secondary education students in
near-by high schools in Bloom District 206 to work under the guidance of
a mentor-teacher with high school students, ages 14-18.

The goals are to:

-   Redesign teacher preparation collaboratively with Arts and Science
    faculty, regional faculty and schools to elevate knowledge,
    pedagogical skills and technology skills;

-   Give pre-service teachers real-world experiences and develop the
    teaching skills required to address the needs of diverse learners
    before their student teaching actually begins;

-   Help high school students, who are operating up to five years below
    grade level, improve their skills in reading, writing, and science;

-   Recruit under-represented and disadvantaged teacher candidates and
    train them to become high-quality professionals who will go on to
    teach in diverse and challenged schools; and

-   Support novice teachers with an effective and extensive induction
    system.

This Partnership will have regional significance and the potential to be
a national model for small urban and suburban teacher preparation
programs that will improve the quality of teachers and meet the needs of
all learners across the country.

**PR/Award No: P336B040012**

**University of Delaware**

Newark, DE 19716

\(302\) 831-1657

PD: Carol Vukelich

# Award Amount: \$343,480

The goal of this project is to increase the number of highly qualified
middle and high school special education teachers, as per the No Child
Left Behind Act and proposed IDEA legislation, teaching in and available
for employment by Delaware high-need school districts.

Specifically, the project partners will:

-   Define the content knowledge middle and high school teachers need to
    know in each core content area, and develop or select a set of
    appropriate courses which will lead to a major (or its equivalent of
    30 credit hours) or a course of study in each core content area;

-   Redesign the current special education program for prospective
    middle and high school special education teachers, requiring them to
    earn a major or its equivalent in a core content area required for
    \"highly qualified\" status, in addition to the pedagogical content
    knowledge courses (including technology) in special education
    required for state certification;

-   Design a transition to teaching induction program to help
    pre-service teachers move through the induction stage in learning to
    teach, to the experimentation and consolidation stage and a coaching
    induction program for school-based in-service teachers to support
    their movement to the mastery and stabilization stage; and

-   Develop a recruitment program aimed at annually attracting 25
    pre-service and 25 in-service teachers to become highly qualified
    middle and high school special education teachers.

Specific activities have been designed to achieve these goals and
measurable outcomes have been specified to describe how the partners
will know the goals have been achieved. Central to the project is the
enhancement of the content knowledge of prospective and in-service
teachers. The ultimate goal of this change is to positively impact
special education students\' learning.

**PR/Award No: P336B040014**

**University of South Carolina**

901 Sumter Street, 5^th^ Floor

# Columbia, SC 29208

\(803\) 777-6231

\(803\) 777-3193 - fax

PD: Therese Kuhs

# <tkuhs@gwm.sc.edu>

# Award Amount: \$883,018

The primary goal of this project, *A Collaborative Approach For South
Carolina 2- and 4-Year Colleges*, is to support the development of a
highly qualified teaching force in South Carolina that reflects the
diversity of the state\'s population. The partnership includes two
universities with comprehensive teacher education programs, three
two-year colleges, two high-needs school districts, the BellSouth
Corporation and the state Center for Educator Recruitment, Retention and
Advancement. Because more than 50 percent of college-attending minority
students begin their study at two-year institutions this partnership is
proposed as a strategy to increase the number of minorities in the
teaching profession. Student recruitment and support along with early,
meaningful clinical experiences will be major focuses. A *Professional
Learning Community* concept will serve to ensure success of students
progressing from pre-college recruitment, to their initial entry into
two-year colleges, through the completion of certification requirements
and into their induction into the teaching profession. Year one of the
project will involve a \"proof-of concept\" phase involving the Columbia
area partnership led by the University of South Carolina teacher
preparation program that was enhanced by support from a previous Teacher
Quality Enhancement grant. Pre-kindergarten through 12^th^ grade schools
will be selected to host clinical experiences for students in the
two-year colleges and Project staff will work to support professional
development activities in those schools. During year two, a parallel
partnership in the Charleston area will pursue activities proven
successful in year one. In years three through five, all partners in
collaboration with the state Department of Education and the Commission
on Higher Education will disseminate the program to other teacher
education institutions and two-year colleges.

**PR/Award No: P336B040016**

**University of Alaska - Anchorage**

College of Education/UAA

3211 Providence Drive

Anchorage, AK 99508

\(907\) 786-4426

\(907\) 786-4470 - fax

PD: Letitia Fickel

<aflcf@uaa.alaska.edu>

Award Amount: \$1,879,655

Schools in Alaska face a daunting set of circumstances, challenges and
demands that call for creative and forceful solutions. In fact, schools
are not measuring up to the needs of students, parents and communities,
as reflected in the 58 percent of schools state-wide that have not
demonstrated adequate yearly progress in student achievement. The
challenges include high teacher and principal turnover that approaches
50 percent in some districts; Alaska Content Standards for Students that
call for new approaches to teaching; insufficient professional
development for educators; and the No Child Left Behind (NCLB) Act
requirements for highly qualified teachers and paraprofessionals. The
University of Alaska Anchorage\'s (UAA) research and experience with the
Alaska Partnership for Teacher Enhancement, the initial TQE grant,
strongly indicate the substantial benefits that K-18 initiatives offer
for addressing Alaska's needs and for addressing NCLB requirements for
highly qualified teachers. In this new project, UAA and our rural
community campuses will partner with eight high-needs districts, two
teacher associations, Alaska\'s largest telecommunications firm, and a
national public-private collaborative to establish a Professional
Development Network. The main goal of this new partnership is to build
stronger teaching and learning communities within and across schools and
districts in the network that lead to improved instructional practices
and raise student achievement.

To achieve this goal we will:

-   Develop state-of-the-art, technology-supported, distance-delivery
    formats for both pre-service and in-service professional development
    to ensure support for teachers in meeting \"highly qualified\"
    requirements regardless of where they live in Alaska;

-   Develop instructional leadership capacity for both teachers and
    principals that supports standards-based practices within the
    schools in the network;

-   Create a network-based induction and mentoring program that spans
    the career arc for teachers and rural principals; and

-   Strengthen the ties among the partner districts and university to
    support culturally responsive teaching and learning for all
    students.

**PR/Award No: P336B040017**

**Arizona State University West**

4701 West Thunderbird Road

# Phoenix, AZ 85069

\(602\) 543-6346

PD: Dr. Scott Ridley

<ridley@asu.edu>

Award Amount: \$1,904,280

Over the past six years the College of Education at the West campus of
Arizona State University has collaborated with three urban Phoenix
districts to produce outstanding new teachers and meaningful
professional development. In the Professional Development School Teacher
Education Network of Excellence through Technology (PDS TENET) project,
the college improves and extends the scope of its "full service" model
of PDS. In collaboration with the College of Arts & Sciences at ASU West
and Tempe, the Department of Distance Learning and Technology at ASU
Downtown, and two private technology firms, we join with seven high-need
school districts in urban and remote, underserved regions of Arizona to
enact high quality new teacher preparation and content-area professional
development.

The strength of PDS TENET comes from its three unified initiatives:

-   Full Service PDS - a model where a full-time university faculty
    member, immersed in the partner district, serves as
    university-school liaison and coordinates professional development,
    action research, and fully site-based teacher preparation for a
    cohort of teacher candidates;

-   Content Academies - a 30-semester hour series of university-school
    created, high quality, standards-based, professional development
    coursework in each area of mathematics, science, and reading; and

-   Technology - the well-designed use of technology-enriched,
    site-based PDS classrooms to prepare new teachers and
    state-of-the-art distance learning technology to deliver the 30-hour
    content professional development series.

Specific and measurable teacher quality, student achievement,
university-school collaboration, and project dissemination outcome goals
and performance objectives are articulated. An extensive and
well-supported program of ongoing program evaluation (both internal and
external) will be implemented to maximize project impact. In the future,
this combined full service plus hybrid PDS model will be used to bring
the best of collaborative university-school teacher education to all
parts of the nation.

##### PR/Award No: P336B040018

**Kean University**

1000 Morris Avenue

Union, NJ 07083

\(908\) 737-3866

PD: Dr. Gail Hilliard-Nelson

<gnelson@kean.edu>

Award Amount: \$1,435,707

The New Jersey Consortium for Middle School Teacher Preparation will
create a blueprint for the preparation of middle school teachers in New
Jersey, based on strong subject matter content knowledge, the effective
use of assessment to improve student learning, and intensified
experiences in diverse settings. The Consortium is a partnership of
three universities (Kean, Rowan and Rider), their respective Colleges of
Liberal Arts and Sciences, and their partnering local school districts
(Bridgeton, Elizabeth, Piscataway, Trenton and Woodbury). In addition,
the Educational Testing Service, a leader in innovations in assessment
and professional development, and Apple Computer, a leader in the
infusion of technology in today\'s classrooms, will partner with the
Consortium. Through collaboration with liberal arts and sciences,
partnering universities will design teacher preparation programs for
middle school teachers that include extensive content knowledge. The
programs will help to implement the requirements of the No Child Left
Behind Act and New Jersey\'s recently approved licensing code.
Professional development schools at the middle school level in these
high-needs districts will provide intensive clinical experiences for
teacher candidates and professional growth for teachers in the field.
Statewide training in assessment and mentoring will allow the project to
impact two critical areas; addressing the achievement gap in high-needs
districts at the middle school level and mentor support for induction
year teachers.

**PR/Award No: P336B040020**

**Regents of the University of California**

200 University Office Building

Riverside, CA 92521

\(909\) 787-5722

\(909\) 787-3491 - fax

PD: Linda Scott-Hendrick

<Linda.scott@ucr.edu>

Award Amount: \$2,231,497

Nicolaus Copernicus, not satisfied with historically accepted Ptolemaic
theories about the nature of the movements of planets in the solar
system, set about constructing a revolutionary new system that properly
located the sun where it still sits at the center of our solar system.
Like Copernicus, we propose to launch a science teacher degree program
that compels a paradigm shift in the ways Schools of Education have
traditionally approached the recruitment and education of future science
teachers.

The *Copernicus Project's* goals, and the objectives, activities and
outcomes that flow from these goals, aim at substantially raising the
number, quality and diversity of science teachers in California, and
becoming a national model program for science education. The *Copernicus
Project* is centered in: early identification of future science teachers
(as early as high school); systematic recruitment from a diverse pool of
candidates from both community colleges and high school; high quality
and focused teacher preparation beginning at the community college
level; and sustained, mentored support of new and veteran teachers
through ongoing professional development.

Unlike conventional approaches to teacher preparation, our program is
not based on a linear model (channeling aspiring science teachers
through various programmatic educational modules offered by various, and
often disconnected partners). Rather, we propose a collaborative for
science education, one that spans teacher preparation from beginning to
end, and fully and continuously engages all partners at all times. Our
shared vision and goals include nurturing a more culturally diverse
teaching force and science teachers that are better versed in the
subject matter science and subject matter specific pedagogy. The
ultimate goal is to significantly improve student achievement in
science.

**PR/Award No: P336B040021**

##### Niagara Falls City School District

607 Walnut Avenue

Niagara Falls, NY 14301

\(716\) 286-4869

\(716\) 286-4123 - fax

PD: Maureen Ingham

# <mingham@nfschools.net>

# Award Amount: \$659,058

# 

The Niagara Falls City School District (NFCSD), in collaboration with
Niagara University College of Education and Niagara University College
of Arts & Sciences and the National Center for Education in the Economy,
have partnered to implement a five-year teacher quality enhancement
initiative, *Teaching Excellence*. The initiative, coordinated with an
existing teacher recruitment grant, will prepare pre-service, new and
veteran teachers in both content and pedagogy and will provide an
innovative mentoring opportunity for veteran teachers to work with
University faculty.

The outcomes of the collaboration include the following objectives:

-   Pre-service, new, and veteran teachers will increase their breadth
    of content area knowledge in at least one core subject area;

-   Pre-service, new, and veteran teachers will increase their
    pedagogical skills consistent with their home school needs;

-   The project will establish content specialists in each core subject
    area in each District school by 2009;

-   Professional development and pre-service experiences will be aligned
    with NFCSD's established curriculum cycle which provides an annual
    content focus;

-   All teachers will increase their use of assessment data to drive
    daily classroom practice;

-   The district will increase the percentage of teachers who
    demonstrate independent and facilitative use in technology
    integration proficiency; and

-   The District will increase the percentage of teachers who meet the
    NCLB requirements for highly qualified teachers.

**PR/Award No: P336B040022**

**Kansas State University**

2 Fairchild Hall

Manhattan, KS 66506

\(785\) 532-6737

\(785\) 532-5525 - fax

PD: Gail Shroyer

<gshroyer@ksu.edu>

Award Amount: \$1,824,885

The purpose of this project is to design, implement, evaluate,
institutionalize, and disseminate a multi-institutional collaborative
teacher preparation model to address the continuum of teacher education
from recruitment, through undergraduate preparation, early career
induction, and continued professional growth. All aspects of this model
will address urgent state and national needs of Hispanic American
students and English language learners.

**Project Goals**: 1) Strengthen and expand existing partnerships to
promote K-12 curriculum renewal to enhance the quality of teaching in
K-12 schools, increase student achievement, and reform teacher
preparation. 2) Develop recruitment and retention initiatives to
increase the number and diversity of high quality teachers prepared to
teach in high needs partner schools. 3) Design, implement, evaluate, and
institutionalize three new field-based licensure programs. 4) Provide
sustained professional development for practicing K-12 teachers. 5)
Implement induction programs in new partner districts to increase new
teacher success.

**Outcomes**: Content and methods courses will be revised and clinical
field experiences will be more diverse and extensive. More new teachers
will remain in teaching; greater numbers of undergraduates will pass the
state teacher licensure exams. Greater numbers of high needs K-12
students will be taught by highly qualified teachers. Future, new, and
experienced teachers will gain a deeper understanding of academic
content, culturally and linguistically diverse students, research-based
teaching, and instructional technology. Future, new, and experienced
teachers will learn to help all students reach the state\'s rigorous
K-12 content standards. Increase K-12 student achievement and
achievement gaps based on race/ ethnicity, income, and language
proficiency will decrease. A variety of best practice monographs,
videos, DVDs, training materials, and web-sites will be produced and
widely disseminated.

**PR/Award No: P336B040025**

**University of Alabama**

1530 South 3^rd^ Avenue

AB 1170

Birmingham, AL 35294

\(205\) 934-8320

\(205\) 934-5389 - fax

PD: Deborah Voltz

<voltz@uab.edu>

Award Amount: \$684,800

Too many teachers in urban schools leave teaching early in their
careers. Because of this flight pattern, urban schools often are the
proving grounds for their suburban neighbor districts. The members of
the TRUST Initiative have been meeting together in small groups to
discuss the public schooling in Birmingham, Alabama for more than a
year. These discussions have led to the conclusion that only a
comprehensive local and national approach can provide the environment in
which young teachers can first survive and then contribute to closing
the achievement gaps faced by their students. The setting that can
support and nurture teachers, young and old, who will then nurture
students as they prepare to succeed in post-secondary education can be
found in such an environment.

The TRUST Initiative will plant a unique urban teacher garden in four
stages:

-   Preparing the soil by enhancing the educational environment in two
    high school feeder systems within the Birmingham City Schools (BCS)
    by infusing principles of the National Urban Alliance and the
    College Board\'s *Springboard;*

-   Planting the seeds by recruiting students at UAB and
    paraprofessionals in BCS for an Urban Teacher Enhancement program;

-   Growing the crop in a collaborative, continuous professional
    development environment by co-training BCS master teachers, UAB
    faculty, and UAB student teachers through approaches used by NUA and
    the College Board; and

-   Harvesting and preserving the crop by enrolling new and early career
    teachers in the feeder schools in the Alabama Teacher Training and
    Induction Network (ATTAIN), a five-year induction plan to retain
    teachers.

The mantra of this initiative is: It takes a village to train a teacher.
Surrounding this project will be an innovative data collection and
analysis system that will allow the partnership to follow student
teachers through their early careers and relate their performance to the
performance of the students they teach.

**PR/Award No: P336B040031**

**University of Toledo**

# 2801 West Bancroft

Toledo, OH 43606

\(419\) 530-2094

\(419\) 530-2043 - fax

Award Amount: 1,274,418

UT^3^ is a five year project designed to foster collaboration that
increases the capacity of the University of Toledo to recruit and
prepare teachers in science and math, increase the number of candidates
who major in these high need areas, improve the quality of the initial
teacher preparation programs to meet high-quality standards, and improve
the quality of teaching of science and math with the aim of increasing
student achievement. The Colleges of Education and Arts and Sciences
(A&S) partnered with Toledo Public and Toledo Catholic Schools and six
campus centers.

The partners agreed to:

-   Establish mutual accountability for science and math teaching and
    learning;

-   Create shared responsibility for science and math teacher education;
    and

-   Form action teams at the district and university level to collect
    data, analyze problems, and pose solutions.

Recruitment strategies will target large and qualified pools of
candidates majoring in science and math in other colleges. Many of these
students have substantial content background, but their interest in
pursuing careers as scientists, pharmacists, or engineers lessens over
time. We will recruit post-baccalaureate students and minority students.
Recruitment strategies (e.g., early exposure to teaching and financial
support systems) are designed to select talented students and create
support structures for helping them complete requirements for a teaching
license. New courses will be created: Introduction to Teaching, a Nature
of Science/Math, and a Project-Based Science. Clinical experiences will
be provided early and modified to provide greater linkages between the
professional development (PD) of in-service teachers and training of
pre-service teachers. Technology will be used to improve the courses and
clinical experiences. An induction program is designed to retain
teachers during their first three years. PD and "Challenge Grants" will
be provided for A&S faculty with the goal of improving the content and
pedagogy of courses. New graduate level courses will provide teachers
greater opportunities for PD as they transition into their career. PD
will also be offered for principals so they are better able to support
science and math teachers. An Executive Board composed of university,
K-12, and community leaders will monitor the program and oversee
institutionalization.

**PR/Award No: P336B040032**

**Associated Colleges of Illinois**

# 20 North Wacker Drive, Suite 4114

Chicago, IL 60606

\(312\) 263-2391

\(312\) 263-3424 - fax

PD: Cindy Diehl Yang

<Cindy.yang@acifund.org>

Award Amount: \$1,670,000

The Illinois Metropolitan Teacher Education Partnership (IMTEP) seeks to
significantly improve K-12 teaching and learning in high-need schools in
Northern, Central and Southwestern Illinois by fundamentally
transforming how teachers are prepared to serve these schools. This will
be a collaborative initiative among the Associated Colleges of Illinois,
which is a non-profit organization that facilitates collaboration among
private liberal arts institutions; eight private liberal arts colleges,
local education agencies, community colleges, business partners,
community partners, state agencies, and teacher organizations.

This five-year program will develop and support a new generation of K-12
teachers prepared for high-need schools through a redesigned teacher
education program that:

-   Provides a formal collaboration system engaging all partners,
    especially K-12 teachers and businesses, in design and
    implementation of innovative teacher education;

-   Promotes content mastery and effectively integrates content and
    methods by designing general education courses around NCATE\'s
    Specialty Professional Association (SPA) standards and engaging arts
    & sciences faculty in curriculum design and in instruction of
    teacher candidates;

-   Exposes lower division students (at IHEs and community colleges) to
    social issues influencing high-need schools and their students and
    provides them with appropriate field experiences before beginning
    teacher preparation;

-   Educates teacher candidates in cohorts, on-site in high-need
    schools, integrating intensive and extensive clinical experiences
    across the curriculum;

-   Uses technology to connect all IMTEP constituents statewide in
    collaboratively planning and implementation and to enhance teaching
    and learning;

-   Recruits business partners to develop and implement real-world field
    experiences that enhance K-12 teaching and learning;

-   Creates a support system that substantially reduces attrition in
    high-need schools; and

-   Builds new infrastructure that promotes and supports fundamental
    change at partner colleges.

**PR/Award No: P336B040036**

**George Washington University**

2121 Eye Street, NW

##### Suite 601

# Washington, DC 20052

\(202\) 994-5641

\(202\) 994-3365 - fax

PD: Jay Shotel

<jshotel@gwu.edu>

# Award Amount: \$929,375

Studies suggest that recruiting, training, supporting and retaining
highly qualified teachers and administrators hold great promise in
closing the achievement gap in urban schools. This project's partnership
offers a set of innovative strategies to recruit, support and retain
capable professionals for the District of Columbia. George Washington
University will continue its tradition of recruiting highly talented
arts and sciences majors and career switchers who are interested in
working in urban schools for the pre-service component of the initiative
while making teaching a central focus of the institution through the
*Literacy Collaborative.*

The partners will participate in the redesign of an innovative
teacher-training program engineered to increase the pool of highly
qualified teachers committed to working in this high-need district. A
professional development partnership with a full year of field-based
training, including ongoing seminars, will prepare new candidates with a
focus on critical literacy and the application of technology at six
elementary schools and one middle school in the Deanwood neighborhood of
the Anacostia area of the District of Columbia. University, system, and
corporate partners will support regular and special education candidates
and teaching professionals in the learning process while utilizing
"communities of practice" as the mechanism to design appropriate and
inclusive delivery of instruction for students regardless of need or
ability.

In tandem with pre-service teacher preparation, the partnership will
also work with veteran teachers and administrators to expand their
skills in critical literacy and instructional leadership. Utilizing the
significant expertise of national partners in the area of induction and
mentoring, models will be implemented that can be replicated to support
professional staff in the District. A comprehensive evaluation system
will be put in place to measure project outcomes, carefully document the
success of students, teacher candidates and teaching professionals,
identify best practice for dissemination, and utilize aggregate data to
refine project design and intervention strategies.

**PR/Award No: P336B040037**

##### Metropolitan State College of Denver

P.O. Box 173362

Campus Box 58

Denver, CO 80204

\(303\) 556-3080

\(303\) 556-2714 - fax

PD: Hal Tamblyn

<tamblynh@mscd.edu>

Award Amount: \$1,969,125

This project will use funding from the U.S. Department of Education to
implement the Secondary Teacher Enhancement Project (STEP). Partners
will include: Metropolitan State College of Denver (Metro), lead
applicant; Denver Public Schools (DPS); The Fund for Colorado's Future
(the Fund); Colorado Roundtable business partners; and LiveText, based
in Chicago, Illinois, delivering services to 55,000 Schools/Departments
of Education in the U.S. Metro, the largest baccalaureate institution in
the U.S., is the state's primary provider of teacher candidates. Metro
enrolled 25,330 in 2002-03, with about one fourth minority students. DPS
serves a student population of 72,489 (2003-04), 80 percent of whom are
students of color. Overarching goals are designed to ensure significant
and sustainable changes in preparation and practice, as well as and
connections between the two; increasing student achievement; developing
a new mentoring model for all clinical experiences, including three-year
support of new hires; and educational reform.

Some STEP innovations will include:

-   A collaborative, decision-making governance system to better prepare
    instructors;

-   A Center for Training Excellence (CTE), combining physical/virtual
    space, offering services to pre-service through practicing teachers,
    including: modeling best practices by DPS and Metro master teachers;
    communication via a ListServ, Web site, and Livetext, with access to
    colleagues at 55,000 universities; group/individualized assistance,
    workshops and courses; a software testing site and other teacher
    education resources; and technology assistance; and

-   Incentives supporting and sustaining renewal, i.e., stipends from
    the Colorado Roundtable; the first U.S. Pay-for-Performance DPS
    plan; K-12 technology to schools involved in training; new policies;
    professional development opportunities; and palm pilots (PDAs) for
    faculty involved in a new, innovative Standards Tracking and
    Curriculum Management System.

##### PR/Award No: P336B040038

**American University**

4400 Massachusetts Avenue, NW

Washington, DC 20016

\(202\) 885-1000

# Award Amount: \$526,401

American University's College of Arts and Sciences and School of
Education propose a partnership with the District of Columbia Public
Schools, the District of Columbia Public Charter School Professional
Development Consortium, the D.C. Teaching Fellows, Teach for America
D.C., the Center for Artistry in Teaching, and Apple Computer, Inc. to
enhance the content knowledge and teaching skills of teachers and to
increase the academic achievement of students in Washington, D.C.,
public and charter schools. The partnership is comprised of the key
stakeholders responsible for recruitment, training, support, and
continuing professional development in the District of Columbia\'s
public and charter schools. The goal of this partnership is to improve
student achievement through a comprehensive teacher preparation model
that will include a series of teacher professional development
processes, each designed to support the ongoing development of a highly
qualified teaching force. Through a multistage process, we will work
together to recruit, certify, and retain teachers. This process will
emphasize teacher preparation as a continuous, career-long process and
will build a community where new teachers are encouraged and supported
by master teachers, then become mentors themselves as they continue to
develop their teaching skills. Professional development opportunities
will be available to master teachers including support in the
preparation for Praxis III and National Board for Professional Teaching
Standards Certification. The proposed partnership will sustain the
efforts of new teachers and address the support and training needs for
continued professional development. By modeling a career-long
professional development framework using the varied perspectives and
talents of the partners, and by using that framework to drive
modification of teacher training programs and structural changes in the
partners\' organizations, the ultimate goal of increasing student
achievement by assuring all children are taught by talented and
competent professional teachers will be achieved.

##### PR/Award No: P336B040044

**University of Missouri**

\(314\) 516-7311

PD: Dr. Jane Fleming

<jfleming@umst.edu>

Award Amount: \$1,248,475

The University of Missouri - St. Louis and St. Louis Public Schools
(SLPS) are working to develop a pipeline of high quality teachers to
SLPS and increase the achievement of students in the district. Current
efforts focus on developing \"communities of practice\" in SLPS school
clusters in which university, school, and community partners can work
together toward these common goals. Developing geographic partnership
networks will engage candidates in innovative student teaching
arrangements, moving away from the \"clinical triad\" model of teacher
preparation toward a wider circle of support involving practicing
teachers, College of Education and Arts and Sciences faculty, and other
SLPS school personnel. The significant challenge is in taking the
community of practice model to scale. We intend not for a select group
of university students to be provided this opportunity, but instead, we
are restructuring our programs to develop these systems of practice for
all teacher candidates. In conjunction with pre-service training,
teachers and faculty will engage in ongoing professional development
driven by the needs of participating schools. Professional development
will draw on the local expertise within the community of practice,
involving master teachers who have understandings that promote success
for urban school children and drawing on a wide range of university and
community resources. Partners will conduct research to document the
effectiveness of these communities of practice in producing high quality
teachers for high need schools and to track the impact of these
teachers\' practices on the achievement of children in their classrooms.
Once established, the new program structure will serve as a sustainable
model for fundamental change in traditional teacher education programs
across the country.

##### PR/Award No: P336B040045

**Virginia Commonwealth University**

Office of Sponsored Programs

P.O. Box 980568

Richmond, VA 23298

\(804\) 827-2607

\(804\) 828-1323 - fax

PD: Therese Dozier

<tdozier@vcu.edu>

Award Amount: \$562,137

The goal of the Metropolitan Educational Training Alliance (META)
Teacher Development and Retention Project is to increase student
achievement by developing and retaining more effective teachers within
the school divisions that make up META. The META project will involve
close collaboration with all META partners, including the Chesterfield
County, Hanover County, Henrico County, and Richmond City Public
Schools, as well as Virginia Commonwealth University (VCU).

The project will:

-   Enhance the content knowledge and pedagogical skills of prospective
    teachers through alignment of content courses in VCU\'s College of
    Humanities and Sciences with national and state standards, create of
    an interdisciplinary major for elementary teachers, and redesign the
    VCU education methods courses to better integrate theory and
    practice;

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-   Ensure the consistency and quality of the clinical placements of
    preservice teachers by identifying and training a large pool of
    exemplary teachers to serve as VCU clinical faculty; and

-   Transform the current META mentoring programs from informal "buddy
    systems" to structured ones that focus on increasing student
    achievement by enhancing the knowledge and skills of beginning
    teachers, especially in the most challenging schools.

Over five years, the project will train 580 National Board Certified
Teachers and other exemplary teachers as clinical faculty and 24
Beginning Teacher Advisors (BTAs) in the research-based Santa Cruz New
Teacher Project model of mentoring. Each BTA will be released full-time
to mentor in the most challenging schools within the META divisions.
Through observation, coaching, and analysis of student work, the BTAs
will help novices improve teaching and learning, resulting in higher
student achievement and greater teacher retention.

**PR/Award No: P336B040046**

**University of Rhode Island**

Research Office

# 70 Lower College Road

Kingston, RI 02881

\(401\) 874-7036

\(401\) 874-5471 - fax

PD: Peter Adamy

<Adamy@uri.edu>

Award Amount: \$1,555,232

Rhode Island Teacher Education Renewal (Project RITER) is a partnership
composed of all eight approved teacher preparation programs in Rhode
Island, the arts and science faculties at these institutions, three
high-need school districts and the two state education agencies. This
proposal represents a commitment to build on current efforts to reform
teacher education to strengthen the preparation of the next generation
of Rhode Island teachers. Project RITER is designed to increase the
knowledge of subject matter, the ability to integrate technology into
instruction, and the knowledge of diverse communities and effective
strategies for working with students from poverty, English language
learners and students with disabilities. The project will effect changes
in the curriculum, assessment, and clinical experience of teacher
education programs, in the professional development and mentoring of
district based teacher induction programs, and in student learning in
PK-12 schools. At a statewide level this program will support the
development of a non-traditional route to certification. The focus of
this proposal is on products. The deliverables include: redesigned
courses; additional roles for arts and science faculty members in
evaluating prospective teachers; new preparation and evaluation of
prospective teachers\' capacity to integrate technology into
instruction; and modifications to clinical experiences to increase
knowledge, activities, and assessments that prepare teachers to
understand communities, work with families, and differentiate
instruction for diverse learners that will be developed, tested, and
integrated across preparation. Once these program changes are made, they
will become a part of the curriculum. The integration of the outcomes of
this work with Rhode Island Department of Education\'s (RIDE) policy
initiatives and the accountability of RIDE's Program Approval Process
provide assurance of the institutionalization of these changes. They are
an integral part of the systemic change within the state, not ancillary
to it.

**PR/Award No: P336B040048**

**Columbus Public Schools**

270 East State Street

Columbus, OH 43215

\(614\) 365-5039

\(614\) 365-6439 - fax

PD: Josephine Scott

<jscott@columbus.k12.oh.us>

Award Amount: \$1,178,154

The Columbus Public Schools (CPS), in collaboration with its higher
education partners and the Columbus Education Association, will form the
Higher Education Partnerships Teacher Quality Consortium (HEPTQC). This
consortium intends to create and implement specialized improved urban
teacher preparation and targeted professional development, with a
particular focus on math and science at the middle school level, to
increase urban student academic achievement.

This will be accomplished through:

-   Training in a content enrichment math and science curriculum;

-   Identification, modeling and dissemination of evidence-based,
    culturally-relevant best teaching practices;

-   Ongoing mentoring support; and

-   Meaningful clinical field experiences accomplished with purposeful
    placements in urban classrooms.

An urban teacher strand will target two groups; pre-service teachers at
the partner institutions who have already been recruited and admitted
and are preparing to teach math and/or science, and in-service teachers
in the CPS in the apprentice and professional stages of their careers.
Additional assistance will be provided to the apprentice group, which is
comprised of those with two to five years of teaching experience,
through the creation of a structured mentoring program to provide
ongoing support for each apprentice teacher. The CPS and its partners
propose to increase student achievement levels of CPS middle school
students in math and science, better prepare many of its middle school
teachers to effectively deliver a standards-based curriculum to a
diverse student population, and to improve the retention rate of its
apprentice teachers. The HEPTQC will use its collaborative
infrastructure to integrate this initiative into its ongoing
recruitment, retention, and professional development refinement efforts,
while helping teachers meet new licensure standards in Ohio.

## PR/Award No: P336B040051

**California State Polytechnic University** - **Pomona**

3801 West Temple Avenue

Pomona, CA 91769

\(909\) 869-4595

# (909) 869-4747 - fax

# Award Amount: \$1,552,825

California State Polytechnic University Pomona (Cal Poly Pomona), in
partnership with school districts, community colleges, and business and
community partners, will establish Project Teacher PREP. The project
represents a major institutional commitment of the partners and is a
comprehensive model of reform aimed at significantly improving the
preparation of teachers for the challenges of the region\'s diverse
21^st^ century classrooms. The project\'s methods and practices will be
institutionalized by the partner entities, and its findings will be
disseminated broadly throughout the higher education and K-12 education
communities.

The project is designed to:

-   Strengthen academic content knowledge and research-based
    instructional strategies among the 1000 future elementary and
    secondary teachers trained annually at Cal Poly Pomona;

-   Restructure clinical/field experiences to emphasize early and
    significant learning among prospective teachers at school sites;

-   Expand new teacher induction and foster alignment between K-12
    support activities for new teachers and university roles supporting
    teacher education graduates;

-   Provide training for principals in instructional leadership
    approaches that support teacher quality and increase student
    achievement;

-   Improve the preparation of new and future teachers to work with
    English language learners (ELLs) and students with special needs;

-   Develop a prototype for involving parents in the teacher preparation
    program reform process;

-   Integrate technology into all aspects of curriculum, instruction,
    and assessment;

-   Recruit new talent into teaching, including paraprofessionals and
    community college students;

-   Prepare 250 new math and science teachers through a nationally
    replicable *Scientists and Engineers Becoming Educators* program
    with business partners The Boeing Company and Southern California
    Edison; and

-   Increase new teacher accountability through standardized assessments
    and digital portfolios.

##### 

##### 

##### PR/Award No: P336B040052

**California State University - Dominguez Hills**

1000 East Victoria Street

Carson, CA 90747

\(310\) 243-1070

\(310\) 243-3518 - fax

PD: Joseph Braun

<jbraun@csudh.edu>

Award Amount: \$854,290

Drawing on research, as well as our experience with the challenges faced
by students seeking to become mathematics and science teachers,
California State -- Dominguez Hills and El Camino College have
formulated a theory of action that informs a set of challenging goals
for the Quality Teacher Development (QED) project. Our theory places the
potential teacher at the center of the process and proposes that three
types of challenges facing potential teachers at every stage of their
preparation must be addressed. These challenges are present from the
time prospective teachers enter college until the time they achieve
confidence, based on experience, in their capacity to effectively meet
the challenges of a math or science teaching career in an urban
district.

The challenges are:

-   Finding sufficient social and organizational support to enable
    students to persist in the certification program;

-   Learning sufficient disciplinary content and pedagogical content
    knowledge to implement reform-oriented curriculum with expertise;
    and

-   Learning the role, through apprenticeship, from expert teachers who
    have bridged the gap between theory and practice in their own
    classrooms.

The project's two higher education partners draw the majority of their
students from the same geographical area in the Los Angeles Unified
School District (LAUSD) that this project is designed to serve. An
additional partner, the Wisconsin Center of Education Research SCALE
project, is a National Science Foundation Comprehensive Math and Science
Partnership that serves over a million students in four large urban
school districts. SCALE's overarching goal is to improve math and
science understanding and performance for all students in these
districts. SCALE brings to the QED Partnership a large cadre of national
experts eager to work together collaboratively on the QED goals.
Business partners include Boeing and Teachscape.