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CSU Summit on the Preparation of Teachers Irvine, California February 14, 2011 Connecting Teacher and Administrator Preparation with After-School Learning.

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Presentation on theme: "CSU Summit on the Preparation of Teachers Irvine, California February 14, 2011 Connecting Teacher and Administrator Preparation with After-School Learning."— Presentation transcript:

1 CSU Summit on the Preparation of Teachers Irvine, California February 14, 2011 Connecting Teacher and Administrator Preparation with After-School Learning Carolyn Nelson Dean, College of Education and Allied Studies CSU, East Bay

2 Using After-School Learning as a Promising Strategy for Enriched Clinical Models in Teacher/Administrator Preparation Benefits to credential programs--  Establishes substantial early and often field experiences in informal and out-of-classroom settings  Creates an enriched “clinical model” for teacher preparation programs  Provides greater opportunity for increasing diversity in teaching because the recruitment of candidates pipeline begins at the community colleges through 5-year preparation programs—

3 Benefits for Credential Programs (con’t)  Provides opportunities for career exploration in teaching  Credential candidates enter program with a wide variety of hands-on experience with K-12 students in after- school programs  Provides preservice candidates with the opportunity to see students in and out-of-classroom (less formal) setting

4 Inquiry and Innovation = Hands-On Science

5 Benefits of After School Learning for K-12 Students  Studies show that students involved in high-quality after school programs have: Fewer absences and less tardiness Better grades Higher rates of homework completion Greater sense of the relevance of curriculum Enhanced problem-solving and conflict management skills Opportunities for project-based, “hands-on” learning in an informal setting Other adults with whom they can develop mentoring relationships

6 Inquiry-Based Learning: Worm Investigation

7 Benefits to School  Growing body of evidence shows the after school approach to learning—(e.g., engaging, project-based, and linked to the school day but not mirroring it) —not only boosts in-school success, but contributes to the development of work-ready skills such as team work, problem- solving skills, and critical thinking.  Regular participation in high-quality after school programs is linked to significant gains in standardized test scores.

8 Benefits to School (con’t)  Expanded learning time offers alternative opportunities for “at-risk” students to develop attachments to school through activities such as sports, arts, drama, use of technology  Provides opportunities to offer enrichment activities including visual and performing arts  Provides alternative ways to engage parents and community-based organizations to work with students  Offers teachers and administrators other settings and contexts to teach to the needs of the “whole” child

9 Key Program Structures that Promote Positive Outcomes for Students  Effective Programs Require: Strong commitment from site administrators to make high- quality after school programming part of the overall instructional program at their schools Recruitment and retention of quality staff who are well trained to provide academic, social-emotional, prevention, and wellness support for youth and families Collaborative partnerships between regular-day and after-school staff so that extended-day learning used for remediation and enrichment activities that are aligned with the regular-day school

10 Key Program Structures (con’t) Access to after school programs at reasonable cost Partnerships among programs in other places where learning occurs (e.g., families, community institutions, civic groups, museums etc. Clearly defined and well-communicated operational policies and procedures, including policies for attendance and discipline Clearly defined outcomes (e.g, academic support that builds on or complements regular school day curricula) Clearly articulated evaluation plan

11 Effective After-School STEM Learning Opportunities  Research findings regarding successful after-school programs that enhance STEM learning includes: Intentional lessons and activities that extend over a period of days or weeks and are well aligned with the school day curriculum create higher gains than those that are short-term, episodic, or self-organized Teaching by staff or volunteers with particular expertise in the STEM disciplines

12 STEM Learning Opportunities (con’t) Engaging, hands-on experiences that enable students to apply, reinforce, and extend skills and concepts taught in the school- day curriculum Problem-based activities that engage students in the design, construction, investigation, sense-making, and communication of science, technology, and engineering projects Activities that foster communication, problem-solving, and teamwork — critical skills for success in the STEM curriculum Incorporation of community resources such as museums gardens, science centers, parks, and libraries into the after-school STEM curriculum

13 CSU East Bay’s After-School Teacher Pathway Focused on Preparation of STEM Teachers  CSU East Bay (in partnership with Davis Street Family Resource Center and Chabot Community College ) provides an after school teacher career pathway for underserved youth in the East Bay focused on the preparation of STEM educators  Consultant Partners: Exploratorium and Lawrence Hall of Science

14 Pathway includes: Outreach and recruitment Assessment, screening and enrollment of candidates Summer Bridge to teaching and community outreach jobs AA degree while teaching in STEM-based after-school programs (and attending STEM Summer Institute) Transfer to 4-year IHE (e.g., CSU East Bay) to complete BA/BS Degree (including Science/Math Foundational Courses) and teaching credential Obtain teaching position! East Bay’s Pathway (con’t)

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