| NSF Org: |
DRL Division of Research on Learning in Formal and Informal Settings (DRL) |
| Recipient: |
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| Initial Amendment Date: | September 21, 2011 |
| Latest Amendment Date: | February 28, 2013 |
| Award Number: | 1119485 |
| Award Instrument: | Standard Grant |
| Program Manager: |
Julia Clark
DRL Division of Research on Learning in Formal and Informal Settings (DRL) EDU Directorate for STEM Education |
| Start Date: | October 1, 2011 |
| End Date: | September 30, 2015 (Estimated) |
| Total Intended Award Amount: | $999,848.00 |
| Total Awarded Amount to Date: | $1,026,948.00 |
| Funds Obligated to Date: |
FY 2013 = $27,100.00 |
| History of Investigator: |
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| Recipient Sponsored Research Office: |
1400 J R LYNCH ST JACKSON MS US 39217-0002 (601)979-2008 |
| Sponsor Congressional District: |
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| Primary Place of Performance: |
1400 J R LYNCH ST JACKSON MS US 39217-0002 |
| Primary Place of
Performance Congressional District: |
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| Unique Entity Identifier (UEI): |
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| Parent UEI: |
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| NSF Program(s): | Discovery Research K-12 |
| Primary Program Source: |
04001314DB NSF Education & Human Resource |
| Program Reference Code(s): |
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| Program Element Code(s): |
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| Award Agency Code: | 4900 |
| Fund Agency Code: | 4900 |
| Assistance Listing Number(s): | 47.076 |
ABSTRACT
Teacher residency academies (TRAs) are gaining attention as a powerful tool for teacher preparation and professional development; however, there is a lack of empirical study demonstrating their merit. The goal of the Teacher Residency Academy Alliance (TRA2) - a partnership among Jackson State University, the National Board for Professional Teaching Standards, Xavier University of Louisiana, and seven diverse urban and rural school districts in Mississippi and Louisiana - is to investigate the implementation of a TRA model to recruit, license, induct, employ, and retain 28 middle school and secondary science teachers for high-need schools that serve more than 119,000 diverse students. The Alliance will accomplish its goal by completing the following specific objectives: create a high quality, rigorous, and clinically-based teacher preparation program for aspiring middle and secondary science teachers; recruit, prepare, employ, and support an increased number of diverse (e.g., African American), effective middle and secondary science educators in high-need urban and rural schools; and contribute to the knowledge base regarding the implementation of a clinically-based science teacher preparation for middle and secondary classrooms in diverse schools. The project will enable one cohort of 28 teachers to successfully complete the TRA2 program and obtaining state licensure/certification in science teaching, a master's degree, and initiation to National Board certification.
The project's focus on middle school and secondary science helps make TRA2 unique in its approach to increase the number of high quality, culturally responsive, and licensed middle and secondary science teachers prepared to teach in the nation's high-need urban and rural schools. Project outcomes of this two year project are expected to inform the design of additional TRAs that will serve as a novel alternative to the traditional teacher preparation and post-baccalaureate certification programs common throughout the nation.
The study design will be formative. The data obtained through surveys of teachers, district leaders, and principals, telephone interviews of mentors, and from extant data, will provide important information regarding the implementation of TRA2.
PUBLICATIONS PRODUCED AS A RESULT OF THIS RESEARCH
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PROJECT OUTCOMES REPORT
Disclaimer
This Project Outcomes Report for the General Public is displayed verbatim as submitted by the Principal Investigator (PI) for this award. Any opinions, findings, and conclusions or recommendations expressed in this Report are those of the PI and do not necessarily reflect the views of the National Science Foundation; NSF has not approved or endorsed its content.
Project Outcome Report
Award Title: Teacher Residency Academy Alliance
Federal Award ID: 1119485
Report Submission Period: 10/01/2014 to 09/30/2015
The goal two-state clinical teacher preparation Alliance was to established and test the effect of a model to recruit, license, employ, induct, and retain middle and secondary science teachers for high need, low performing schools. Students who graduated from Jackson State University or Xavier University in Louisiana in a science, technology, engineering or mathematics (STEM) The stated proposal objectives can be used as the vision for all partners and collaborating school districts. Specifically,
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Create high quality, rigorous, and clinically-based teacher preparation programs at Jackson State University-Mississippi and Xavier University of Louisiana for aspiring middle and secondary science teachers in the high-need, low performing school districts of Clinton, Jackson, Rankin, Hinds, and Canton in Mississippi and Jefferson and Orleans Parishes in Louisiana.
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Recruit, prepare, employ, and support approximately 24 African American and other high quality, effective middle and secondary science educators.
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Contribute to knowledge base on the effectiveness of clinically-based science teacher preparation for middle and secondary classrooms in urban and rural schools.
This DR K-12 program has produce 32 certified science teachers for the Jackson, Mississippi and the New Orleans, Louisiana urban regions. These teachers are well on their way to becoming board certified and they are beginning to show evidence that their students are achieving at higher levels. We established an innovative mobile device network of science teachers called the CyberLearning Network. This will allow teachers to stay in touch with each other and their mentors. We believe this network will encourage more teachers to stay in the profession.
Last Modified: 12/08/2015
Modified by: William E Mchenry
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