1. Institute for Juvenile Research (IJR) 1747 W. Roosevelt Rd. http://www.psych.uic.edu/news/ijr.htm

2. Institute for Juvenile Research Established in 1909 Initially called the Court Clinic, the world's first juvenile court Transferred to UIC in1990: Division of Child and Adolescent Psychiatry within the Department of Psychiatry at UIC One UIC’s Dept of Psychiatry’s 3 Institutes

3. IJR Continued Integrating and innovating RESEARCH Ex: Youth/gang violence, access to effective school services, services for families in the welfare system TRAINING Ex: Medical students, psychiatry residents & fellows, social work & psychology externs, pediatric residents SERVICE to advance children’s mental health Ex: Outpatient clinic connected to community-based services and schools, consultation services to mental health facilities, 4 child/adolescent outpatient clinics

4. IES Grant: Theoretical Background Chronic teacher shortage and high rates of attrition primarily caused by: Difficulty with classroom management Struggling to motivate learners Alienation and isolation ( Ingersoll, 2001; Smith & Ingersoll, 2004; Evertson & Weinstein, 2006; Johnson & Birkland; Berry, 2004)

5. Key Aims of IES Grant 1. Develop and refine a professional development program (PD) for Early Career Teachers (ECT), focus on: Classroom Management Engaging and Motivating Learners 2. Enhance new teachers’ connectedness with colleagues via Professional Learning Communities (PLC)

6. Key Aims of IES Grant 3. In-school mentorship for ECT Job-embedded, intensive, sustained support Key Opinion Leaders (KOL)/Mentors selected based on social connections and influence in the school In-class coaching support

7. Research Questions 1. Do KOL/mentors and coaches deliver the content and format of classroom support and PLC meetings as designed? Do ECTs implement the principles/practices targeting classroom management and motivation as designed? 2. Is the content/format of support and PLCs acceptable and usable to ECT and KOL/mentors? 3. Does the PD model show promise in impacting ECT outcomes related to effectiveness and connectedness?

8. IES Grant: Participants & Methods Participants: ECTs (3 or fewer years classroom experience) Classroom teachers KOL mentors and coaches Methods Question 1: Classroom support checklist PLC checklist Principles and practices checklist

9. Question 2: Semi-structured interviews (ECTs, KOL mentors) Focus groups Question 3: Semi-structured interviews (ECTs, KOL mentors) Teacher Sense of Efficacy Scale Classroom Assessment Scoring System (CLASS) Teacher Sociometric Interview Teacher-Teacher Trust Scale Teacher Commitment Scale Professional Community Index IES Grant: Methods (cont)

10. Intern Learning Goals: Contribute to the development of: Classroom Management Curriculum Motivating/Engaging Learners Curriculum Needs assessment Gaining familiarity with SPSS Collecting, analyzing sociometric interview data Becoming “research reliable” in the CLASS Indicates outcomes not met

11. Intern Role-Data Enter Sociometric data into EXCEL and SPSS Frequency of teacher collaboration and perceived closeness on: Classroom Management Engagement and Motivation Eng. Freq.010203 012.50 020022.3 03003 040020 Total2.5347.8

12. Intern Role-Data Help determine which teachers meet KOL grant criteria Percentages in Excel SPSS Case Summary: ID numbers x total years teaching x total years teaching at school ID Adv. Total Freq. Total Close Total Total % 10000 212.530.048 337100.095 4793.1330.19

13. Intern Role-Curricula Contribute to development of PD curricula: Classroom Management Ex: “1. Welcome Letter: Parents can feel unsure of what is expected of them and how they can contribute to their students’ classroom and education (Swap, pg. 19, 1993). One way you as a teacher…”

14. Intern Role-Curricula Motivating/Engaging Learners Example: Student Achievement Rubric 4= Excellent  I exceeded the objectives of the task or lesson. 3=Good  I met the objectives of the task or lesson. 2=Need Improvement  I met a few of the objectives. 1=Unacceptable  I did not meet the objectives.

15. What I…. BROUGHT…. Resources for curricula Practical classroom experience Thoughts about how to turn research into actual classroom practices and tools LEARNED… How research teams function Data and minor analysis entry-Excel and SPSS Chasm and links between theory and practice Proper research citations Research development and application