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University-District Partnerships and the Recruitment of Tomorrow's Teachers: A Grassroots Effort for Preparing Quality Educators Through a Teaching Academy

Posted on: Thursday, 6 October 2005, 06:00 CDT

By Burbank, Mary D; Bertagnole, Hilary; Carl, Shauna; Longhurst, Thalea; Et al

Abstract

A critical problem facing educators today is the inability of our teacher education system to produce substantial numbers of teachers from racial, ethnic, and language minority groups. However, there is little research on partnerships that link the roles of institutions of higher education with those of school districts whose goal is to grow their own members of the teaching profession. A Professional Development School (PDS) partnership sought to integrate the goals of both groups by providing high school students with an understanding of teachers and teachers' work. High school participants in an urban Teaching Professions Academy (TPA) engaged in course work, teaching experiences, and visits to institutions of higher education. The success of TPA was in the ability of multiple stakeholders to provide different forms of support and insights into the program.

A critical problem facing educators today is the inability of our teacher education system to produce substantial numbers of teachers from racial, ethnic, and language minority groups. Despite general agreement that increased numbers of minority teachers would be beneficial, there is a paucity of research on effective partnerships that link the roles of institutions of higher education with those of school districts striving to recruit and develop future teachers from their own communities.

One mechanism for improving teacher recruitment and preparation practices for urban schools is through the creation of venues where multiple stakeholders collaborate. Through collaborative efforts, structures are developed that can provide high school students with an understanding of teachers and teachers' work, while affording the foundations necessary for students' systematic exposure to higher education.

Fullan (1993) argued that although change and the initiation of reform are possible at the macro level, individuals and groups of educators will have a greater impact on sustained movement within educational communities if change begins at the micro level. The positive impact of grassroots movements in teacher education has been documented by previous research (Burbank & Kauchak, 2001, 2003; Darling-Hammond & McLaughlin, 1995).

This article describes an innovative project for increasing the recruitment of future teachers from a racially diverse urban setting. Utilizing a Teaching Academy framework influenced by work through the Council of Great City Schools (2000b), the project provided high school students with opportunities to engage in education-related course work, teaching experiences, and visits to institutions of higher education. Key to the success of the current program was the willingness of the different stakeholders working within a Professional Development School (PDS) collaborative to provide support and insights into the success of the Teaching Professions Academy (TPA).

Theoretical Framework

The Power of Collaborative Teacher Communities

Historically, scholars have investigated the influence of individual and contextual factors on institutional change (Fullan, 1999; Gitlin & Margonis, 1995; Sarason, 1971, 1990). Whereas some perspectives have characterized school cultures as relatively broad and pervasive, others (e.g., McLaughlin, 1990; 1993) examined the nuances of micro-cultures withm school communities as key to our understanding of collaborative efforts (Gitlin & Margonis, 1995).

Although lasting change is possible when stakeholders collaborate, we cannot assume that change takes place simply because of shared interests. Often, change through collaboration results in short-term efforts that are limited in scope and impact. Furthermore, mandated collaboration movements, described by Hargreaves (1994) as contrived, fail to provide stakeholders with ownership and are often static and unresponsive to local conditions. Alternatively, collaborative partnerships create environments that are fluid, dynamic, teacher driven, and lasting over time (Gitlin, Barlow, Burbank, Kauchak, & Stevens, 1999; Hargreaves, 1994). A commitment to quality education, coupled with systematic movements toward improvement, characterizes what Fullan (2000) described as reculturing-a process in which community members routinely examine procedures within schools that change practices as well as the culture.

In many PDS partnerships, university and school-based teacher educators collaborate in ways that allow for risk taking and mutual support (Bullough & Kauchak, 1997). Whereas the collaboration inherent in PDS partnerships is critical, the degree to which the culture of a particular school is impacted by the work of a PDS in innovative and substantive ways (Dana & Yendol-Silva, 2003) must also be examined. For the participants in the present project, an affiliation in the TPA opened the door to the type of reform- oriented change that Yendol-Silva & Dana (2004) described as impacting an entire school culture. In essence, the present PDS affiliation is affecting systemic changes in teacher education and stimulating the recruitment of a diverse teaching force.

Diversifying the Teaching Force

Calls for increasing the number of minority teachers have come from educators (Haberman, 1996), experts in minority education (Banks, 1993; Hollins, 1995; Ladson-Billings, 1995), and teacher educators alike (Grant, 1994). Proponents of increasing the presence of minorities in education positions propose they: (a) serve as role models for minority students (Clewell & Villegas, 1998; Ladson- Billings, 1995; Villegas, 1997); (b) provide more culturally relevant instruction (Foster, 1995; Ladson-Billings, 1995) by helping to bridge differences between minority students' homes and cultures and their schools (Clewell & Villegas; Genzuk & Baca, 1998); and (c) in general, offer alternate perspectives on appropriate and effective practices for all students (Banks, 1993).

Within teacher education, much has been written about the problems encountered in recruiting minority teachers (Boyer & Baptiste, 1996; Post, Pugach, Hains, & Thurman, 2002; Sheets, 2000). However, we know relatively little about how institutions of higher education and school districts can work collaboratively to provide recruiting and preparation experiences that provide high school students, particularly students from culturally and linguistically diverse backgrounds, with access to success in completing teacher education programs.

This descriptive narrative highlights both the successes and challenges of making teaching a priority for minorities and other students who might not otherwise consider the teaching profession. The TPA provides an initial framework for establishing pipelines for recruiting and preparing future teachers by building upon the strengths of multiple stakeholders.

School to Work Programs

The purposes of education are varied. Some characterize public education as a mechanism for promoting democratic citizenship through advanced thinking (e.g., Williams, 2005). Others view the purpose of education as a means to provide students with opportunities to develop the skills necessary for broad-based problem solving. Another orientation views education as a process of preparing students for the work force, providing them with the technical skills necessary for meeting the demands of an ever changing, technologically advanced society (Eisner, 1994; Steinberg, Cushman, & Riordan, 1999). Whereas the purposes of public school programs cannot typically be articulated with clear boundaries due to the diversity of the served population, school-to-work programs illustrate how one perspective toward educational purposes can provide coherence and clarity in the mission of the educational setting.

Traditional school-to-work programs originated with the goal of providing students struggling in mainstream classrooms with skills to be successful in the workplace. Partnerships between employers and secondary programs resulted in hands-on training programs for students who appeared unmotivated by traditional settings (Steinberg et al., 1999). In some communities, however, "vocational" programs have been criticized because they appear to provide students with only limited opportunities for access to higher education and with few long-term economic benefits. Additionally, students from minority groups and low socioeconomic status backgrounds have historically been disproportionally overrepresented in work preparation programs (Steinberg et al.).

Whereas school-to-work programs have focused on job training, other programs have examined elements within school settings designed to raise the bar for all students. For example, the work of the Coalition for Essential Schools promoted the development of rigorous programs that provided basic skill competencies and linked teachers and students in meaningful learning contexts (Sizer, 1992).

Career Academies and the New Kid on the Block

Historically, career academies, much like school-to-work programs, focused on training programs in health, cosmetology, business, and mechanics. More recently, academy programs h\ave diversified to include technology, specialized medicine, and teacher education.

The challenge for many school communities has been to link the best of school-to-work programs with the standards of reform movements, where rigor and intellectual challenge are embedded within the curriculum and pedagogy. The movement away from what has traditionally been viewed as an academic divide between vocational programs and academic programs requires innovative curricula that prepare students for the technical elements of work as well as the critical thinking skills that move school experiences beyond training to education (Armitage et al., 2003). The Teaching Professions Academy in the Salt Lake City School District reflects an initial step toward meeting the goal of educating future teachers.

Using the Berrigan and Schwartz (2000) framework, the TPA in the Salt Lake City School District implemented an innovative recruitment program for prospective urban teachers. Project developers visited and analyzed existing academy programs across the nation, modified partnerships with higher education through the development of planning committees, and devised a plan for curriculum development and recruiting (Council of Great City Schools, 2000a). Although many components of the TPA reflect those of other national programs, this program brings a unique dimension in that it is situated within a larger network of district-university linkages that formalize collaborative efforts for recruiting students from diverse backgrounds into higher education. As one component of a multilayered network that provides linkages for PreK-16 access routes to higher education, the TPA provides prospective college students with an introduction to teacher education.

The History of the Salt Lake Teaching Professions Academy

The Salt Lake City School District serves a wide range of students within social and economic continua (Withers, 2004). Serving approximately 24,000 students speaking over 80 languages, the district encompasses one of the nation's largest destinations for immigrants (Singer, 2004). Like many urban districts, Salt Lake City faces the challenge of providing educational experiences that equip students with the knowledge, skills, and problem-solving abilities necessary for moving into the 21st century, both professionally and personally.

For the past decade, the Salt Lake City School District has been actively involved in the development of professional academies for high school students seeking preparation for employment in the health sciences. Capitalizing on the strengths of their existing academy programs, members of the Salt Lake City School District community sought a new perspective designed to provide students with academic courses and workplace opportunities offering a transition between high school and teacher preparation programs.

In the fall of 1999, directors of the academy programs in the Salt Lake City School District broadened their areas of emphasis to include a Teaching Professions Academy. A partnership was formed between the school district, Westminster College, and the University of Utah. Members of the initial steering committee included a district assistant superintendent, director of the district's professional academies program, a high school teacher and principal, and deans of the Colleges of Education at Westminster College and the University of Utah.

The Teaching Professions Academy at Upper Vista High School1

Moving from the planning stages to the point of enrolling students in the Teaching Professions Academy involved systematic planning and continued self-evaluation on the part of all stakeholders. Following a series of steering committee meetings, budgetary analyses, and reviews of staffing needs at individual schools, the site for the Teaching Professions Academy was identified and the following goals were established: (a) introduce participating high school students to teaching as a career, while simultaneously preparing them for success in post-secondary education; (b) enrich the academic experiences of participating high school students by providing opportunities to integrate course content with the knowledge and skills used by teachers in the real world; (c) motivate high school students, particularly those from traditionally underrepresented groups, to pursue teaching careers; and (d) provide a programmatic framework and field-based experiences that will support students as they progress through high school and post-secondary education and into successful careers as teaching professionals.

Upper Vista High School

Serving 1,800 students, Upper Vista High School is the district's central location for English as a Second Language (ESL) instruction. Historically, Upper Vista served a predominantly white, uppermiddle class population, but since the closing of an inner city high school in the late 1980s, many of the district's language minority students are bussed to Upper Vista High (Bullough & Gitlin, 2001).

Embracing the notion of a PDS partnership with the University of Utah, Upper Vista has collaborated as either a teacher education site or as a PDS for the past 15 years. In addition to mentoring 8- 12 teacher candidates each year, Upper Vista's faculty have participated in numerous professional development opportunities, including a cooperative master's degree program.

The emphasis on teacher education through collaboration has remained a constant feature of this PDS partnership during the past 20 years. Within the past 5 years, however, the emphasis on who benefits from a PDS partnership has changed. The quickly changing demographics of Salt Lake challenged the district and its partners to examine ways of producing a teaching force that reflects the cultural and linguistic makeup of its community. In addition to professional development opportunities for preservice and inservice teachers, a concerted effort was made to recruit teachers from diverse backgrounds, beginning with students currently enrolled in the district as well as those employed as paraprofessionals (Burbank, Schrum, & McCandless, 2005; Burbank et al., 2004). Like those of other career academies across the country, components of Salt Lake's Academy program include a small learning community within a larger high school, a curriculum focus that builds upon the components of college entrance requirements, and established partnerships with businesses and institutions of higher education (Career Academy Support Network [CASN], 2003).

Academy Curriculum

Initially, TPA developers envisioned a curriculum for one academic year. Since the academy's inception, however, the curriculum has expanded to two yearlong courses spanning two academic years for students in Grades 10-12. Both academy courses include micro-teaching experiences in nearby elementary schools, visits to college campuses, and on-site visits by university faculty and students.

Teaching Academy I introduces students to the challenges and rewards of the teaching profession. The curriculum emphasizes learning styles, strategies and techniques designed to promote student learning, roles of teachers and teaching, education of diverse students, communication skills, and educational technology applications. Teaching Academy II explores teaching as both a process and a profession, focusing on the essence of the elements of effective teaching and learning. Curricular emphases include child and adolescent development, learning strategies, diverse learners, classroom management, introduction to curriculum, authentic assessment, creating a community of learners, and past and present issues in education.

Recruitment and Retention

Student recruitment to the TPA incorporates multiple venues. In addition to traditional recruiting for elective courses through the counseling offices, the TPA course instructor conducts a series of recruiting efforts involving visits to sophomore English classes, contacts at parent-teacher conferences, hallway posters, and the school's weekly video news program. Academy pens and pencils are also distributed throughout the school.

Enrollment in the Academy program has grown considerably during the past 3 years. In Fall 2001, 5 students were enrolled by the end of the first semester. In the 2nd year, 20 new students were enrolled in the program. By the 3rd year, 37 students were enrolled with strong projections for future students. The increased enrollment in the future rests on the promise of a collaborative effort involving two additional high schools located within the district that have worked to coordinate schedules to provide access to the TPA for more students without changing school affiliations.

Not all students who enter the Academy program graduate. Many non- completers are students who return to their home countries, some find they are not interested in teaching, and others struggle with the curriculum's reading demands. The reading requirements are notably difficulty among many of the English Language Eearners (ELLs) enrolled in the program. Given the dependence upon maintaining this population in the program to ensure programmatic success (currently 31% of the enrolled population), sheltered instruction (Echevarria & Graves, 2003) is being implemented to support the ELLs.

Lessons Learned

Program Benefits

Benefits attributed to the TPA program are significant. For public schools, the benefits of collaboration include helping students to shape and define career goals, building connections within the community, highlighting the talents of teachers, and emphasizing to the wider community that schools are accessible and worthy of showcasing.

For districts, the benefits of collaboration include opening doors of communication between TPA students and cooperating elementary schools, thus creating opportunities for enhancing the teacher work force with prospective teachers who have had firsthand experience in the distric\t's schools. A second important benefit to the district has been the increased opportunity to recruit minority teachers. One district partner theorized that by developing teachers from within their own community, public schools were more likely to employ teachers who are connected to the community and representative of the culture.

The benefits of this collaboration for students include developing an understanding of the ways in which teachers approach and enact their work as well as an appreciation of the work of educators as stimulating and rewarding. The applied components of the TPA course work provide high school students with opportunities to visit outside classrooms and schools, prepare for college, and explore multiple dimensions of lifelong decision making. Perhaps the most significant outcome for many students, however, has been the increased opportunities for integration among a diverse group of students. For many students at Upper Vista, opportunities to interact in substantive ways with peers from diverse backgrounds have been limited to traditional and sometimes superficial contacts within content area courses or through extracurricular activities. Because many of the students from culturally and linguistically diverse backgrounds are not members of Upper Vista's neighborhood community, opportunities for interactions have been limited. The TPA classrooms provide opportunities for exploration of a new content area (i.e., teacher education) through group work, through discussions of learner diversity, and through field-based activities that specifically address the needs of English Language Learners. In total, the experiences gained in the TPA provide opportunities for greater cohesion and sharing among participants.

From a higher education perspective, collaboration through the development of academies provides students with opportunities to explore various areas of study before entering college. The TPA classroom teacher posited that participation in teacher preparation programs might assist students to be more knowledgeable and determined about pursing education career paths following high school. This determination and commitment were evident in the efforts of Natalie, one high school senior who is about to complete her 2nd year at the TPA and begin undergraduate course work at the University of Utah. Through the TPA program, Natalie and her mother attended a series of meetings with university faculty and staff that enabled her to enroll as a nonmatriculated student. Furthermore, through the support of the TPA faculty board member from the University of Utah, Natalie was provided with a step-by-step guide for enrolling at the university, accessing classes, and completing paperwork for tuition reductions.

For Francine, a second TPA graduate, the experiences gained in the TPA provided the prerequisite skills necessary for working with students in a local elementary school program. Activities such as micro-teaching, tutoring, and lesson planning provided the background required for her current position as a preschool educator.

Another student s success in the TPA illustrates the benefits of the program for students. Cassie Graham graduated from the TPA in 2003, after 2 years as a participant. Although she had been initially described by teachers and by self-reports as introverted and unable to talk in front of large groups, 2 years in the Academy provided Cassie with the opportunity to bloom in unexpected ways. Cassie willingly taught lessons in front of the class, became an outgoing participant in discussions, and confidently argued controversial issues with peers. Although her attitude about school and academics was somewhat lackadaisical at first, it began to change as she visited college campuses and experienced what it might be like to be part of a college community. She took an active part in TPA field trips to local elementary schools where she observed master teachers and saw the effects that good teaching has on students. Cassie also participated in an internship at a local elementary school where she began to believe in herself as a potential college graduate and future educator. Through the support of a scholarship to Westminster College, Cassie became the first person in her family to attend college.

At present, the number of TPA graduates who have accessed higher education is limited. However, we are cautiously optimistic that current TPA graduates will set a precedent for others hoping to access higher education and complete their degrees.

Program Challenges

When asked to identify potential roadblocks for the program, school personnel cited inadequate funding, limited opportunities for risk taking, and limited access to a teacher education curriculum suitable for high school students. In addition, logistical issues such as scheduling and recruitment are constant barriers that these programs face. Successful adaptations to these barriers will likely determine the longevity of program delivery. Our experiences have generated specific strategies that facilitate overcoming these challenges.

Perhaps the most challenging component of the academy program was securing long-term, permanent funding. The Teaching Professions Academy exists because of the creativity and commitment of the principal, in conjunction with funds provided through the Salt Lake City School District. Plans are currently in place to examine the possibility of supporting the TPA through state Applied Technology Education (ATE) funds.

Due to the depth and complexity of many college texts, adaptations were required for high school readers. Furthermore, the TPA instructor and Westminster College faculty had to adapt the curriculum to better serve the developmental needs of high school sophomores and juniors, utilizing hands-on activities, the integration of multimedia, micro teaching, and practicum experiences.

From the district's perspective, the logistics of scheduling were a constant area of concern. During the early years of the Health Professions Academy, the various schedules of the different high schools had limited cross-site participation in Academy programs. A districtwide initiative to systematize block scheduling alleviated some scheduling problems, and the various academies now accommodate students from across schools. In addition, block scheduling has been particularly helpful in providing TPA students with the necessary time for completing practicum experiences at nearby elementary schools.

The goal of recruiting a diverse population of candidates into teacher education is a first step in the process of attracting and retaining more minority teachers. It must also be recognized that minority teachers bring unique experiences to teacher education programs, and the preparation experiences of these individuals must reflect these differences (Gay, 2000; Kauchak & Burbank, 2003). Therefore, specialized curricula, school-based experiences, and community partnerships must also be designed (Recruiting New Teachers, 2003). Because the percentage of students from diverse backgrounds in the TPA (31%) far exceeds the percentage of the students entering the teacher education programs at both the University of Utah and Westminster College, this potential pipeline holds considerable promise.

In addition to systematic recruiting, however, institutions of higher education must establish formalized linkages with school districts that move beyond the often times superficial development of inclusive mission statements and periodic recruiting fairs. School districts and institutions of higher education must work collaboratively to establish environments that promote minority teacher retention, including pay incentives, professional development opportunities, and mentoring that is continuous and reciprocal (Ingersoll, 2003).

This project relates to other works examining small-scale reform investigations within the context of wider communities (Darling- Hammond & McLaughlin, 1995; Kirschner, Dickinson, & Blosser, 1996; Ross, Rolheiser, & Hogaboam-Gray, 1999). However, the TPA is unique in its concerted efforts to recruit students from among a high school's ethnically diverse student population. In addition to course advertising through the school's counseling office, direct contacts are made to students enrolled in the English as a second Language program, using translated recruiting materials. Members of a paraprofessional cohort provide high school students with information on the Teaching Professions Academy, thus providing in- person recruiting. One of the striking features of these recruiting efforts is that members of the paraprofessional community are currently completing course work in teacher education. Members of diverse cultural and linguistic communities themselves, these paraprofessionals visit ESL classrooms at Upper Vista, sharing information on the academy classes and their own reasons for seeking careers in education (Burbank et al., 2005).

Participants' Perspectives

Without exception, stakeholders in the TPA report that the continued success of the program rests on a collective, enduring commitment to collaboration. One-shot projects and short-term commitments do not allow for the trust and relationship building necessary to translate abstract ideas into concrete projects. When asked to share advice for those interested in developing similar models in other school communities, the TPA teacher reported, "If you want it, go for it. Let nothing stand in your way . . . Trust those with whom you are working." The building principal observed, "Because of a 15-year commitment to a PDS partnership, new ideas can become a reality." This sentiment certainly speaks to the willingness of stakeholders to move beyond traditional models of teacher preparation in a PDS.

School personnel viewed the unwavering financial, educational, and philosophical support of the institutions of higher educ\ation as critical. "There was complete trust in the project because of 15 years of give and take between the University of Utah and folks at Upper Vista," noted the 2004 TPA Teacher. The principal recently commented, "It s critical that you allow teachers the space they need to try a program. . . . Give people the opportunity to take ownership and get out of the way!" A college dean remarked, "The continued growth of the TPA is due to the commitment of the assistant superintendent's unrelenting support and a long-standing partnership between the district and institutions of higher education."

Although the success of students such as Natalie, Francine, and Cassie may be unique, the program has had an impact on others as well. Participation in the TPA has changed many students' lives by helping them recognize their own potential. Feedback from students and program developers indicates that many of the students in the TPA who originally came to the program as struggling students have now identified goals that are attainable. As the TPA teacher reported, "Students now see themselves both for what they are and for what they can become. They learn to use their talents to overcome obstacles and embrace diversity with an understanding of the courage and support of those who are a part of the broader educational community."

1 Upper Vista High School is a pseudonym for the school in this investigation. All names associated with this school, including teachers and administrators have also been changed for confidentiality..

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Mary D. Burbank

Teaching and Learning, University of Utah

Hilary Bertagnole, Shauna Carl, Thalea Longhurst, Ken Powell

Salt Lake City School District

Janet Dynak

School of Education, Westminster College

Copyright Ball State University Summer 2005

Source: Teacher Educator, The

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