CAEP INTERVIEW with Focus Group of Supervisors December 1, 2022
Thank you for participation in this focus group to continually improve the program in both the initial and advanced levels in order to provide the best educators we can.
Interviewees:
Mr. Edwin Mason, Principal Crawford Elementary (Public) Arcadia, Louisiana
Mr. Gordan Ford, Executive Director Lincoln Preparatory School (Charter K-12) Grambling, Louisiana
Question 1.
If you have hired teachers who completed Grambling’s initial certification program, what are your experiences with those teachers?
OVERALL THEME: Positive Experiences with new teachers. Strengths in the areas of instruction and planning. Growth possibility in the area of dispositions.
EVIDENCE STATEMENTS:
Mr. Mason:
1. Since I have been back as Principal, Grambling graduates have done well. Mrs. Russell has been a “jewel” for us in this process of getting new teachers. Within the last two or three years, I have hired 3 or 4 Grambling graduates, and they are doing exceptionally well. Mr. Lewis [KSLS-Pedagogy] and Coach Fields [KSLS-Pedagogy]
2. With the new teachers, now, we encourage you to share with them that there will be some struggles they will have to handle.
a. There will be some struggles and days when the kids are going to be “on 10+” but they have to manage the kids and keep the strategies to make sure they are doing it the right way.
b. Kids are not going to learn just because you say it. You will have some students for which you have to talk to parents and there will be some difficult days, but there will be more good days than bad days.
c. New teachers don’t always understand there will be good and bad days, and they are quick to want to quit because things don’t happen the way they want or as fast as they want.
d. For the financial part, new teachers may not understand that the money may not be what you think at first. You will make good money but there are steps to education.
Mr. Ford:
I have a unique perspective. We have an opportunity to hire both certified and uncertified teachers, so we can compare.
a. You can clearly tell the difference in terms of teaching techniques, classroom management and clearly you can tell the difference on first-day preparedness. Those who don’t go through a formal process with some skills and we do some things with professional development to try to have them ready. Those with formal training are much more prepared and know what is coming their way, what to expect and are prepared for it. There is shock from those who have not spent that time in the classroom in a formal certification program.
gone through both the initial and the MAT levels are much better prepared
We have been very pleased with Grambling graduates
Even those who came to us before entering the program and now are in training talk to us, saying, “Oh my goodness, I didn’t know this…and they can really see the skills they are able to build that are helping them in their classrooms.”
Question 2.
For initial certification graduates, over the past three years, did the teacher know the content or master the content quickly?
OVERALL THEME: Teachers’ mastery of the content is very strong!
EVIDENCE STATEMENTS:
Mr. Mason:
That is correct. Most of them know the content. The ones we have now understand the content tremendously. Mr. Lewis was cited as an example. During his first year teaching Social Studies, he had tremendous success with his students, assisting with their performance scores. He did very well. He also taught science.
Mr. Ford:
We’ve had a similar experience. They are very well-versed in the content. Their having been in the classroom for a year as a Resident Teacher makes a difference. Ms. Blunt [Elem 1-5] was cited as an example. Spending the year under the supervision of a Mentor Teacher gave her a level of comfort. She did residence in the English classroom but her preference was math. Subsequently, she was hired to teach Math. She has had no negative issues.
Similar results with the MAT graduates. They are Day-1 prepared. There is so much going on at the beginning of school, and to have those teachers ready makes it much easier on administration.
Question 3.
What are a couple of ways your teachers, who graduated over the last three years, were able to engage the students?
OVERALL THEME: The new teachers were effective in engaging students.
EVIDENCE STATEMENTS:
Mr. Ford:
Deferred to the principal, Dr. Washington, regarding direct classroom engagement but stated strongly that anyone can deal with students who are doing things well but knowing how and having techniques to deal with difficult kids. He was pleased with what he observed.
Mr. Mason:
Mr. Lewis teaches in the Amplified Curriculum, and it requires several experiments. The curriculum also allows Mr. Lewis to engage students in a lot of hands-on activities. In our new Science Lab, he was able to give them various experiences outside. Also, we are working on small group activities and teachers are engaging some students one-on-one when they are below level.
Started a STEM Program which helps teachers provide hands-on experiences for students.
Question 4.
How were the teachers able to teach ALL students, including those who are diverse along multiple levels IEPs, Section 504, English Language Learners? Did you notice anything that was particularly effective?
OVERALL THEME: The new teachers are effective in dealing with diverse populations.
EVIDENCE STATEMENTS:
Mr. Ford:
The Grambling graduates are effective because at Lincoln Prep, you have to be well-versed with diverse learners. We have a large population of diverse learners and we are a high-poverty school. This requires teachers to be good at communication and collaboration.
Mr. Mason:
I don’t want to take the “award” from him, but we are a little higher (than 20%) in terms of populations with disability and poverty level at Crawford Elementary. We evaluate their ability with diverse students and because they come from areas similar to the students, they understand the challenges. We encourage them to embrace the students where they are and we assist them.
Question 5.
Can you think of ways in which the teachers work with other teachers and with parents?
OVERALL THEME: Collaboration is critical in both schools and the teachers have been successful with colleagues and parents.
EVIDENCE STATEMENTS:
Mr. Ford:
In the Elementary School in particular, we employ the team approach. They are grouped in teams, with daily collaboration and daily planning. Teachers from Grambling have embraced that mode and have found it comforting. The greatest challenge for new teachers is planning, therefore, the opportunity we provide for them to plan with experienced teachers and Mentor Teachers is valuable and gives them confidence.
Mr. Mason:
The Assistant Principal and Mentor Teachers meet regularly for collaboration. We have a leadership team to meet with teachers to observe and make sure planning is effective.
Question 6.
What are some ways the teachers have used technology and that includes during the pandemic?
OVERALL THEME: Teachers engage in several ways of using technology. They are not only effective but also talented in this area.
EVIDENCE STATEMENTS:
Mr. Ford:
We are a technology-heavy school. There are interactive boards in all classroom and Chrome books. We use Zearn During the pandemic, we were loading lessons and delivering lessons via electronic means. Google Classroom was used. We brought in parents to teach them how to use the technology. Online instruction was effective for us.
Mr. Mason:
When we had to go virtual, Ms. White [2019 M.Ed. completer in Reading] was one of the top teachers because she was talented at using technology and the virtual classroom. She did well and her students did well on the academic achievement tests. Each student has a Chromebook. The Amplified Curriculum adds to the use of technology.
Question 7.
What do you think are the strengths of our Program and what can we do better for the improvement of our candidates?
OVERALL THEME: The Grambling graduates are especially strong in readiness, planning for instruction and ability to work with diverse populations.
EVIDENCE STATEMENTS:
Mr. Ford:
The biggest strength is Day-1 Readiness: They are ready to participate in professional development to prepare for the school year and ready to receive the students. This is critical and important in my opinion.
I don’t see a lot of areas where you guys can add much. Your teachers are pretty phenomenal to me.
Mr. Mason:
I agree that they are Day-1 Ready. Also, the teachers are from the community and have a good understanding of their students, their expectations and the demographic.
For improvement, there can be some change in the attitude of some of the new teachers. I had a young man who thought he could be superintendent on the first day. In education, experience matters.
A positive example is Ms. White who is really good with technology. Parents who did not initially understand the virtual learning concept and she was good at collaborating with parents. The results were that third and fourth graders did exceptionally well on assessments. They did not experience the learning loss that is discussed in education. She has the skills and “spirit” to communicate and collaborate with parents.
Question 8: What are some ways that we can improve the quality of the completers coming to you as teachers? What can WE do better?
OVERAL THEME: Increase the marketing of Grambling strong Advance Teacher Preparation Program
EVIDENCE STATEMENTS:
Mr. Mason:
It will help if Mrs. Russell, Mrs. Monroe or Dr. Newman will come to our school to solicit candidates for the advanced programs, informing them of what opportunities are out there. Talk to the whole staff and discuss financial assistance. They may not know what online courses are available. (Dr. Newman noted that Grambling has been approved for online programs.) We will support that effort because Grambling is in our hearts.
Mr. Ford:
There is a lack of knowledge about what is available at Grambling. We need to work together to market the programs and opportunities.
(Dr. Newman noted that Grambling’ s Reading Program was recognized with distinction by the Interactional Literacy Association.)
We receive a lot of information from the state with many vendors they steer us to. For example, there is a Literacy Initiative from the legislature. If Grambling can offer that, we prefer live classroom, as well as online, coming through Grambling.
I discussed the add-on certification with three current resident interns at Lincoln Prep because we want to keep them and hire them.