GYO Programs: A Review Of Program Effectiveness Summary

rural areas, is in need of financial support that not only fund schools but can pay professionals who care about teaching. America can spend money to do a public education reform that paves the way for a better education for students. Paying for better teachers with higher requirements, than what’s currently accepted and paying for the safety of schools guarantee the United States a bright future. High expectations backed with a large fund work and retain high quality teachers can make a big difference. Not only are there too many of the students

The Houston R-I School District needs to focus on teacher quality. We need to be actively pursuing teachers with diverse backgrounds that can contribute to our goal of becoming a school with a pluralistic mindset. It is important that we look outside of our community for potential employees that can bring a unique and diverse perspective to our school.

Finally, this journal has enlightened me and my thought process of generalizations pertaining to urban schools: “When we think of low poverty schools the first thing that comes to mind are inner urban schools. Again, this process is considered a stereotype because many urban schools perform well and meet required standards. Unfortunately, there are urban schools across the nation who has a high demand for teachers and resources. Teacher.com is a comprehensive resource for information. It is in partnership with California State University-Rossier online. It provides state specific information on how to become a teacher, areas that are in demand of teachers, teacher pay in those areas, teaching credentials, teacher certification tests, alternative teacher certification and more. Its objective is to provide all information to become a teacher anywhere in which you reside. Sadly the schools that have the highest demand for teachers are the

For this program outcome I chose my curriculum analysis paper from CUR 512, Curriculum Analysis and Planning. In this course we defined curriculum, the aspects that are considered when writing curriculum, the theoretical perspectives found within curriculum, and the goals of the curriculum. By writing this paper, I was able to focus in on a unit that I teach in third grade social studies to get a full picture of the curriculum. I was also able to see the complex issues surrounding the curriculum that I never previously noticed.

Why are you interested in teaching at an Uncommon school and how have you demonstrated a commitment to urban education in the past? *

America has encountered a change within the teaching profession: concerning, experience, age, credentials, and ethnic background (Feistritzer, 2011). It is almost as if the year of 2005, overturned the trend of older employed teachers (Feistritzer, 2011). A six-year survey shows that the amount of teachers under the age of thirty has increased drastically, and that most teachers have earned master degrees. Also, although teaching has been a predominately white profession, more Hispanic and African American teachers were hired between the years of 2005 and 2011 (Feistritzer, 2011).

I have conducted interviews with mentors and counselor, as well as two Oregon State University professors, one with a focus on education and one with a focus on education administration, to discuss the process I needed to go to become an educator in Oregon. In order to reach my goal of becoming an educator it requires nothing more than an undergraduate degree and a teacher licensure in the state. To make sure that I was on the right track, I enlisted the help of Troops to Teachers, a U.S. Department of Defense program that helps eligible military personnel begin a new career as teachers in public schools where their skills, knowledge and experience are most needed. The troops to teachers programs assist veterans in using their skills such as adaptability, leadership, behavioral management, communication, and a global perspective enabling them to make a difference in young people’s lives. All those skills, coupled with their initiative, discipline and integrity, they are able to bring subjects to life, helping students realize their potential and ultimately positively affecting the local community. In their report, school administrators have found that veterans interact effectively with parents, community members and other teachers and staff. Additionally, there

Districts could also assist in recruiting academically strong minorities to go into teaching and help to increase enrollment of minorities in teacher preparation programs. This will help in diversifying teacher staff.

Area III, Professional Development referenced strengths currently in place across the district: year-round professional development (PD) plan for teachers and administrators, and an effective mentor program for new and resident teachers. Likewise, the TL also noted significant challenges that reduce the effectiveness of staff training: too often, it (professional development) is voluntary or scheduled at inconvenient times, schools lack sufficient time to plan and collaborate around PD initiatives, the limited central office staff cannot provide adequate services, especially in specialty areas, too often, there is no on-going support after training, professional development sessions and initiatives are not carefully evaluated to determine what is effective, and competing initiatives across different offices send mixed messages to schools and teachers. Area IV, Specialty Programs and Other areas noted challenges facing the school district to include the recruitment and retention of highly qualified teachers. The report noted a number of factors have contributed to challenges with recruitment and retention including salary and benefits that may not be competitive enough with surrounding districts, and limited supports available to teachers to implement high quality instruction. Additionally, inconsistent teacher evaluation procedures do not produce useful feedback or data. Based on the initial evidence from focus groups and document reviews, the Teaching and Learning committee members developed twelve key recommendations. A critical recommendation regarding teacher attrition was: (TL 11) assess or clarify the issues around the hiring and retention of highly qualified and high-performing teachers (Dukes et.al). These findings suggest that PGCPS must find better ways of retaining teachers. Prince George’s County Public Schools can no longer afford to be complacent about teachers exiting the

Colorado’s population, employment, annual pay, and GDP have been above the national average and ranked top among the nation in 2015 (Leeds School of Business). This trend should continue, and Colorado’s economy is expected to grow within the next year (Leeds School of Business). However, to continue this growth Colorado must solve this teacher shortage problem, or it will begin to affect the

Since my first day of grade school I have dreamt of becoming a teacher. It was not until my junior year of high school that my dream grew into a passion for wanting to teaching in an urban environment. During a field tip to a Chicago Public School, I observed that the students where clearly in an underfunded and disadvantaged environment compared to my own experience in school. The moment that I saw that teacher earning respect and influencing her students, it was obvious to me that these teachers were the most influential factor in the classroom. The teacher’s attitude and ability to influence was more important than any other resource.

According to the state report card, Salem Elementary School’s socioeconomic status of students is strongly high in poverty. Correspondingly, all of the students enrolled in Salem also have some type of economic disadvantage. As discussed in our EDTE 2020 class, high poverty areas tend to have teachers “with less experience”, who do not have “proper certification”, or who have a “high turnover rate”. This is the complete opposite at Salem, as it’s stated on the report card that all teachers have a bachelor and a master’s degree, with over 72% of teachers being

The questions are asked are urban school districts, educated of the same level as its counterparts. Some question we need to ask during this research is as follows: do urban schools have larger enrollments, on average, than suburban or rural schools at both the elementary and secondary levels? Do urban teachers had fewer resources available to them and less control over their curriculum than teachers in other locations, as did teachers in urban high poverty schools compared with those in rural high poverty schools? At least as likely to have a parent who completed college? At least as likely to have parents with high expectations for their

In the article “Education at Crossroads part 3” Vicki Viotti discusses improvements regarding retention with new teachers. “An emphasis on mentoring teachers in their first three years has been credited with more of them staying beyond five years in the profession, a proportion that’s now up to 60 percent”(Viotti pg.3 par.1). Teacher retention is when teachers decide to continue following their path as teachers. The rate of teacher retention was low due to teachers transferring to other schools. However, after being a persistent matter in schools, it has recently increased to 60%. In addition to teacher retention, resources for fundings also seem to be a problem. “...resources aren’t where they should be”(Viotti pg.3 par.3). The DOE believes

In the first year of teaching, four out of ten teachers quit. An educators job is not a walk in the park. In Kansas, we are facing a shortage of teachers. The most areas that are facing these shortages are Special Education, Adaptive and Functional Special Education, Early Childhood Handicapped, and hearing and visual impaired. It has been reported that Fewer students have chosen to major in education. There are many reasons that are causing the shortages, lack of