Council of Professional Education Programs
School District Partnerships
April 1, 2014
In Attendance
John Savage (East Valley School District); Jay Rowell (Central Valley School District); Gene Sementi (West Valley School District); Marcus Morgan (Reardan-Edwall School District); Sean (Cheney School District); Debra Clemens (Cheney School District); Rex Fuller; Jim Perez; Corll Morrissey; Jon-Olov Johansson; Fran Sherwood; Joyce Bodeau; Sean Dotson; Stephanie Boughter; Charlene Shepard; Jackie Coomes; Stephen Lalonde; Virginia Hinch; Keith Adolphson; Sean Agriss; Susan Bachmeier; Mariann Donley; Billie Gehres; Nancy Marchand-Martella; Ron Martella; Gayle Milsaps; Marion Moore; Miguel Novella; Gina Petrie; Roger Hauge; Susan Ruby; Dan Teachman; Sheila Woodward; Tara Haskins; Jamie Chaffin; and Dale Lamphere.
Introduction
The purpose of today’s meeting is to highlight the partnerships between EWU and local school districts as well as to discuss desirable traits for a teacher candidate. Each participant is encouraged to share how they believe the partnerships can be strengthened and reflectupon current practices and potential changes. The meeting will begin with a discussion led by the panel of district representatives and will then be opened to a facilitated group discussion.
Panel Discussion
The needs of a school district are shaped not only by state and federal standards, but the size of the school district and the demographics of the student body.
Debra Clemens (Cheney School District) appreciates the co-teaching model and believes that the mentor as well as the teaching candidate benefit. The teacher candidate in particular will be able to evaluate current and research-based practices.
An issue which has been found in smaller districtsis the duration of time which it takes for a new teacher to become highly qualified. While there are veteran instructors, there are not always enough resources to expand the knowledge of the new teacher. This is complicated by narrow endorsements; the broader the knowledge of the candidate, the more success the candidate will likely find within their classroom and the district.
As an example, some candidates graduate with a degree in secondary education, but do not have an area of specialization. The districts often find it necessary for an instructor to have multiple endorsements and EWU could benefit the student by so educating them before they graduate. In light of cross-crediting, some endorsement combinations are particularly favorable such as dual math and science endorsements. Elementary majors would be especially benefited by earning a science add-on since science instruction is incorporated in each grade level.School counselors, secondary math instructors, and special education teachers are also in high demand within the Spokane region. Further needs for specific endorsements can be discussed in greater depth at a later time.
Several districts are incorporating online classes. Marcus Morgan from Reardan-Edwall School District gave the example of foreign language; online courses offer the students greater flexibility. Perhaps EWU and district partners could reflect upon what this means for teacher candidates. A candidate could improve their employability by gaining experience in educational technology. There is a strong chance that a teacher will need to retool. For this reason, EWU has been developing alternative routes to obtaining endorsements.
The need for new teachers is growing. Over the past five years or so there was a lull in the number of teachers to retire during the recession. Additionally, new practices such as the implementation of full-time kindergarten will create a need for numerous highly-qualified candidates. It is debated what makes for a highly-qualified teacher; while some feel that an Ivy League educated candidate is ideal, others feel they do not need a specific type of education and instead look to the qualities of the individuals in character and instructional practice; basically, the ideal teacher is skilled in assessment and addressing the needs of their students. The need for highly-qualified candidates is exemplified in the search for a mathematics instructor at the districts; not only is the number of candidates lower than average due to the content area, but each candidate may not be as strong as would be necessary and the district must then work with the new teacher. Making sure that candidates are not only trained in multiple endorsement areas, but are strong in these content areas before graduation is crucial to the success of the candidate.
Gene Sementi shared that there are approximately 200 applicants for a position. As a principal, you may have ten minutes to give per applicant file which still becomes 30 hours. Of those, you may interview 10 candidates for 30 minutes each, which could lead to the best candidate being overlooked. In order to get to know a candidate better as well as their capabilities districts often turn to candidates they observed during their student teaching.When hiring, teachers take into account whether they wish to work with an individual from the time they are hired until they retire, as retirement is the main reason for an instructor leaving a position.
Jay Rowell shared that their hiring process begins with a career fair. If a likely candidate is found, they are interviewed right then and, if they still seem like they would be a good fit for the position, their file is passed on to the principal. Candidates also must prepare and present a lesson to students. Candidates need to be prepared for the job search and the multitude of methods with which they may be faced. Additionally, students should be mindful of first impressions as well as the impression they make during their time student teaching.
John Savage feels that it would help to educate candidates on the retirement system. Additionally, looking to unique endorsement combinations, such as science and English, will allow a candidate to stand out. Planning ahead in general will reduce the need for retooling. However, retooling is highly valuable and is coming into greater demand. The state is requiring that universities offer alternative routes to becoming endorsed. Members of the panel are invited to take part in the discussions currently taking place.
Field Observation and Placement
At the beginning of the 2013-2014 academic year field supervisors were assigned to schools in order to observe EWU’s teacher candidates. The field supervisors also speak with mentor teachers, gain feedback and then share what they have learned with EWU faculty; this allows for informed programmatic changes. Career services also work with the candidates to help them prepare for the interviewing process. Additionally, the edTPA is addressed throughout instruction.
In order to allow for students to have education in multiple endorsement areas, yet while avoiding lengthening the duration of a candidate’s time in school, EWU is establishing more add-on endorsements. Additionally, students are being encouraged to earn endorsements in the areas of math, science, ELL and special education.
Eastern Washington University Department of Education: Conceptual Framework
Eastern Washington University Mission Statement: EWU expands opportunities for personal transformation through excellence in learning
Department of Education Mission Statement: The mission of the Department of Education is to prepare student-centered educators to be professionals, leaders, scholars, and practitioners.
Professionals: Student-centered educators exhibit character and dispositions expected of professionals embarking on a life-long career. They relate well to diverse populations, communicate effectively, and hold themselves to high ethical standards.
Leaders: Student-centered educators think critically, mentor others, and encourage teacher voice as they work to create a learning atmosphere that reflects, collaborates, and advocates for the needs of the learning community.
Scholars: Student-centered educators know and apply current research to improve their instructional practices.
Practitioners: Student-centered educators reflect, collaborate, implement, integrate, transform, and build learning communities.
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