texas teaching fellows interview

8/3/2019 Texas Teaching Fellows Interview

1/33

Texas Teaching Fellows

Fort Worth

Information Session

The need is out there and it is up to every citizen to offer what theycan to improve our society

The students I interact with will be the

ambassadors of change. Having the opportunity to teach in a low- income community will allow me to better the world through thedevelopment of others.~ Former Teaching Fellow


2/33

2

Agenda

The need in Texas is great

What is Texas Teaching Fellows?

Why choose TTF?

How do I apply?

What are my next steps?

Q and A


3/33

3

Fac t: The achievement gap in Texas is real.

2009- Students Performing at or

Above Proficient in Math

0

10

20

30

40

50

60

70

8090

100

4th Grade 10th Grade

Source: http://ritter.tea.state.tx.us/perfreport/aeis/2009/state.html

2009- Students Performing at or

Above Proficient Overall

0

10

20

30

4050

60

70

80

90

100

4th Grade 10th Grade

White Asian African American Hispanic At RiskEnglish LanguageLearners
http://ritter.tea.state.tx.us/perfreport/aeis/2009/state.htmlhttp://ritter.tea.state.tx.us/perfreport/aeis/2009/state.html


4/33

4

Similar gaps exist in all subject areas for

the economically disadvantaged, LimitedEnglish Proficiency and SpecialEducation students across all grades.

These gaps emerge in elementary schooland widen

over time.

The Need in Texas is Real


5/33

5

State Overall 79.1%

Afric an Americ an 71.8%

Hispanic 70.8%

White 89.8%

Asian 91.2%

Percent of 2008 Graduates who completed highschool in 4 years

The Gap still exists

Source: http://ritter.tea.state.tx.us/perfreport/aeis/2009/state.html
http://ritter.tea.state.tx.us/perfreport/aeis/2009/state.htmlhttp://ritter.tea.state.tx.us/perfreport/aeis/2009/state.html


6/33

6 The New Tea c her Projec t 2010

Mortality Rateby Educational Attainment

(per 100,000)

206.3

477.6

650.4

More thanhigh school

High school Less thanhigh school

higherthan that of an adult with morethan a high school education

Source: Woolf, Steven H., (2009).

3x

Incarceration Rateby Educational Attainment

(16-24 year-old males)

0.2% 1.1%

2.8%

9.4%

BA orhigher

1-3 yearsof college

HSgraduates

HSdropouts

more likelythan a college graduateto be jailed

Source: Sum, Andrew, et al., (2009).

47x

Joblessness Rateby Educational Attainment

(16-24 year-olds, 2008)

13.3%

21.2%

31.9%

54.3%

BA orhigher

1-3 yearsof college

HSgraduates

HSdropouts

more likelythan a college graduateto be jobless

Source: Sum, Andrew, et al., (2009).

4x

The c onsequenc es of dropping out are d ire.

Poverty and crime are connected to a lack of educational achievement The majority of homicide victims in Cincinnati never graduated from high school.O'dell M. Owen, Hamilton County Coroner (Cincinnati Enquirer, July 2010)


7/33

7 The New Tea c her Projec t 2010

Source: Bridgeland, John M.; DiIulio, Jr., John J.; and Karen Burke Morison (2006).The Silent Epidemic: Perspectives of High School Dropouts. Civic Enterprises, LLC.

81% wanted better teachers

71% wanted more interesting classes

70%wanted more tutoring, summerschool and extra time withteachers

66%

would have worked harder if morewas demanded of them (higherstandards and more homework)

62%wanted more classroomdiscipline

The most common reasons students c ite for dropping out and themost powerful antidotes are related to schools and teachers.

Why High School Students Drop OutReasons Given by 677 Dropouts (2004)

What Would Have Helped?Reasons Given by 500 Dropouts (2006)

Source: Dalton, Ben; Glennie, Elizabeth; and Ingels, Steven J.(2009). Late High-School Dropouts. National Center for Education Statistics.


8/33

8

Fac t: You can become part of the solution.

Schools reporting a high teacher qualityindex, no matter what else is stackedagainst them, get great results.

Schools with a low teacher qualityindex cannot climb out of the hole theyare in, no matter what else they do.

For example, students in high-povertyschools with a high teacher qualityindex were nearly twice

as likely to

meet state standards as students insimilar schools with a low teacher

quality index.

Data from Heather G. Peske

and Kati Haycock, A Lesson in Reality: Inequality in

Teacher Quality

2006.


9/33

9

Resea rc h has shown that effec tive teac hers are c ritically important tostudent learning.

Dallas students who start 3rd gradeat about the same level of mathachievement

57

55

0 20 40 60 80 100

Group 2

Group 1

Average Percentile Rank

Group 2 Group 1

27

77

0 20 40 60 80 100

Group 2

Group 1

Average Percentile Rank

End of 5th Grade

After 3EFFECTIVE

Teachers

After 3INEFFECTIVE

Teachers

may finish 5th grade math atdramatically different levels dependingon the quality of their teachers.

Original analysis by the Education Trust.

Source: Heather Jordan, Robert Mendro, and Dash Weerasinghe, The Effects of Teachers on Longitudinal Student Achievement, 1997.

50


10/33

10

Agenda



Why choose TTF?

How do I apply?


Q and A


11/33

11

Texas Teaching Fellows m ission is to c lose the achievement ga p byproviding school distric ts with qua lified , effec tive teachers.

Texas Teaching Fellows is a selective

alternative certification

program that recruits, selects, and trains achievement-oriented

individuals to become highly effective teachers.

We build a cohort of professionals from all fields who will bringtheir expertise into Texas classrooms and increase studentachievement in our states public schools.

Teaching Fellows work toward certification in key shortage areas

such as mathematics, science, bilingual, ESL and specialeducation.


12/33

By enrolling in TTF, you join a selec tive and diverse network of colleagues.

Cohort Profile:

Average GPA of enrollees: 3.3

21%

Hold graduate degrees

68% Female

32%

Male

43%

People of color

Average Age: 28

Previous Position Held

51%

11%

9%

4%

25%

Executive Independent

Manager Staff

Student


13/33

13

Agenda



Why choose TTF?

How do I apply?


Q and A


14/33

14

Partic ipants in Texas Teaching Fellows benefit from

Selectivity:

Typically 14% of

all

applicants are selected to

become Fellows. Thisensures that Fellows joiningTTF will join a network oflike-minded individualsworking towards the samegoal: closing theachievement gap forstudents in hard-to-staffsubject areas.

I was very impressed with the quality of the applicant from the Texas Teaching

Fellows program. She was able to communicate about high expectations for studentachievement and had a grounded philosophy of education.

-

Austin principal


15/33

15


Intensive trainingbefore

entering

the classroom:

During the Summer

Training Institute, Fellowsparticipate in an intense trainingthat includes hands on experienceworking in a summer schoolclassroom and training sessions led

by veteran teachers. 95% of our 2010Fellows felt that our summertraining Institute prepared them aswell as possible to be successful intheir first year of teaching.

I was very impressed with the quality of the applicant from the Texas Teaching

Fellows program. She was able to communicate about high expectations for studentachievement and had a grounded philosophy of education.

-

Austin principal


16/33

16

A Closer Look at TTFs Summer Training Institute

Commitment: The six-week summer Institute is a full-time commitment andruns mid-June through late-July.

Practice Teaching: Fellows spend some mornings with veteran teachers intheir summer school classrooms observing and receiving hands on

opportunities working with and teaching students. Practice Teachingtypically lasts about 3-4 hours per day, giving Fellows between 60 -120 hoursof hands-on preparation for their own classrooms

more than double the

state requirement. Fellows also receive feedback on their instruction.

Afternoon Sessions: Small, content-based groups work with a masterteacher. Teaching for Student Achievement (TfSA), the Institute framework,focuses on the two most crucial areas of learning for new teachers:

1) Classroom Management and Culture

2) Instructional Design and Delivery

Evaluation: Fellows are evaluated on their mastery of the curriculumthrough the above two components of Institute: framework sessions (basedon assignments, session involvement, and professional values focused oneffective teaching) and practice teaching (based on observations

of each

Fellows

teaching).


17/33

17


Powerful professional

development: During theschool year Fellowsparticipate in the Teaching forResults

seminar series. In

2010, 97% of the participants

felt that their SeminarLeaders helped them becomemore effective teachers.

The quality of candidates, the selectivity of the program, and the dedication ofthe Fellows has been a joy to work with.

-

Dallas principal


18/33

18

Powerful Professional Deve lopment

The Teaching for Results (TfR)

seminars provide research-based

curriculum that hasproven

to help teachers become effective in

high-need classrooms

Teaching for Results

are held two to three times monthly, for 3

hours at a time, and are designed to make the most efficientuse of a busy first-year teachers time, while also maximizinglearning.

The TfR

Seminar Leaders are carefully selected for their

talented teaching, passion for education, and commitment toworking with first-year teachers.

TTF Field Observers come to Fellows

classrooms during the

school year to provide them with targeted, timely support.

I feel very blessed to have had the opportunity to learn from my

Content Seminar Leader.

I have

tried to

apply what she has taught me throughout

the year and I truly feel that it is because of her

that my campus feels that I show promise as a teacher.~ Former Texas Teaching Fellow


19/33

19


Support in securing a teachingposition: We provide our Fellows

with one-on-one resume and coverletter guidance

and interviewing

practice

so that they will feel well

prepared when they begininterviewing. We also utilize our

relationships

with local school

districts to put Fellows

names and

resumes directly in front of them.Inorder to start teaching, Fellowsmust successfully complete all the

components of Institute.


-

Dallas principal


20/33

20

Support in Securing a Teaching Position: FWISD

Fort Worth Fellows complete an expedited applicationprocess

for teaching positions in Fort Worth ISD.

Fort Worth Fellows areguaranteed

an interview

with Fort

Worth ISD Human Capital Management.

Fort Worth Fellows will be referred to principals

looking to

hire by Fort Worth ISD central staff.

Texas Teaching Fellows is the preferred alternative certificationprogram of Fort Worth ISD.


21/33

21

Communication of the TExES testing expectations, includinginformation about the layout of the exam, how to prepare,test taking tips, and additional resources many Fellows optto include in their individual test preparation. This is donevia email and webinar.

Practice. TTF will provide an opportunity for Fellows to takea practice test in their content area prior to taking the TExEScontent exam. In 2010, 95% of Fellows passed the requiredcontent exam by the first day of school.

Support for self guided study. TTF will arrangeopportunities for Fellows to meet and study for the TExES.

Remediation.

For Fellows who do not pass the exam, TTF

will provide additional guidance in preparing for the TExES.

Fellows must take the TExES prior to attending Institute.The certification exams are very challenging. TTF provides the

following assistance in preparing for the TExES:

Support in Securing a Teac hing Position: Test Preparation


22/33

22

Partic ipants in Texas Teaching Fellows benefit from (c ontd )

A streamlined certification program: Following the summertraining Institute, Fellows are eligible to begin teaching full-

time in the fall receiving the full salary and benefits of a first-

year teacher. Fellows who successfully complete all programrequirements, including demonstration of student academic

growth, will be recommended for their standard certification bythe end of their first school year.


-

Dallas principal


23/33

23

Agenda



Why choose TTF?

How do I apply?


Q and A


24/33

24

Certification Area s

Bilingual Education EC-6

Mathematics 4-8, 8-12

Science 4-8, 8-12

Special Education K-12

ESL/Generalist 4-8

please note that math and science 4-8

Fellows will take the ESL/Generalist exam, as well

Social Studies 8-12

Fort Worth only

English Language Arts 8-12

Fort Worth only


25/33

25

Eligib ility requirements to apply

Bachelors degree conferred by June 2011 from an accreditedcollege or university

*Official transcripts will be required to enroll

Eligible to work in the United States

Cumulative undergraduate university GPA of 2.75

May not be currently or previously certified as a teacher


26/33

26

Candidates will be notified of the status of their application within twoweeks of the date their completed application is submitted.

We accept and review applications on a rolling basis and interview spots fillquickly so please apply early

Step 1: Complete the online application components

Go to www.TexasTeachingFellows.orgto review program information and apply online.

Complete application, upload a professional resume and your application

questions. The Application Questions should be 200 - 400 words each.1. Nearly all Fellows are hired to teach in high-need

schools that are located in low-incomecommunities. Why do you want to teach in a high-need school, and what experiences haveprepared you for the challenges of teaching in a high-need school?

2.

The most important responsibility of a teacher is to ensure high

academic achievement for

all students. Explain how a skill or ability that you possess will help you ensure highacademic achievement for all students and provide an example of how you haveeffectively demonstrated this skill or ability in the past.

3.

Briefly describe a time when you achieved a goal in the face of challenges or while balancingmultiple responsibilities.

What steps did you take to ensure you would meet your goal,

and how will that experience contribute to your ability to be successful with yourstudents?


27/33

27

Step 2: Attend a TTF Interview Event

If invited to an interview, you will be prompted to log back into My TTF andregister for an Interview Event.

Do to the nature of the Interview Events we are unable to conduct interviewsvia web, phone, or any format other than in person

during our pre-

determined Interview Events dates.The Interview Event is six-hour affair that includes the following components:

Sample Teaching Session

Writing Sample

Discussion Group

Personal Interview

Program OverviewOpportunity to meet and speak with a former Fellow

*You will be asked to bring your transcripts to the Interview Event.

Candidates will be notified of their application status within two weeks of theinterview Event


28/33

28

Upon acceptance, you will receive information regarding the following:

- Certification area-

Required TExES and registration instructions

-

Enrollment Guide and other important next steps

Step 3: Enroll in Texas Teaching Fellows

If invited to join Texas Teaching Fellows, to secure your position you will beprompted to complete the online enrollment, register for your required exams,and pay the $299 non-refundable Enrollment Fee. The enrollment fee is theonly TTF-specific fee you will pay until you have secured a teaching position.

You will have approximately one week to respond.


29/33

29

Finances

There are costs associated with pursuingalternative certification and we stronglyencourage you to begin your planning

especially for the summer Institute now.

Take advantage of the resources available

at TexasTeachingFellows.org

to make thefinancial transition.

Testing Fees:TExES Regular Registration: $120

Certification Fees:

Probationary Certificate Fee: $52Fingerprinting/Background Check Fee: $42.25 + FeesStandard Certificate Fee: $77

TTF Program Fees:Enrollment Fee

$299Tuition

$3,900

Testing

You will need to take Texas Examinationsof Educator Standards (TExES) before youare eligible to begin Summer Institute.

Additionally, you will need to pass theTexas Examinations of Educator Standards

(TExES) before you are eligible to accept ateaching position as a member of TTF in Fall2011.

*Please note that TExES Content

Knowledge exams are challenging. You arestrongly encouraged to study and use allopportunities to prepare before testing.

For more information, please visitwww.texes.ets.org.

Step 4: Prepare to make the transition
http://www.texes.ets.org/http://www.texes.ets.org/


30/33

30

Agenda



Why choose TTF?

How do I apply?


Q and A


31/33

31

Important dates and d eadlines

Apply online through www.TexasTeachingFellows.org.

FINAL application deadline is March 28, 2011.

If accepted, take the TExES Examination as soon as possible (after attending apractice exam)

Please Note:

Taking the first available test administration is critical. It provides you withmore than one opportunity to take and pass the exam required for

district hiring.

Also, all fellows will be required to take their TExES content exam prior toInstitute.

Attend Institute June

July 2011

Secure a teaching position Summer 2011

Earn your standard teaching certificate by June 2012
http://www.texasteachingfellows.org/http://www.texasteachingfellows.org/


32/33

32

Agenda



Why choose TTF?

How do I apply?


Q and A


33/33

33

Contac t TTF Staff with Additiona l Questions

Texas Teaching Fellows

Fort Worth

100 N University Drive, Section 130-J

Fort Worth, Texas 76107

Office: 817-814-1950

Cell: 817-682-7668

Fax: 817-814-2719

Email: [email protected]

I know that I took a big chance in making a commitment to be ateacher when I really had no idea what it meant to be a teacher,

but I

know now, only 6 weeks into my new career, that this is what I want

to do that this is what I am meant to do and that this is where I amneeded most.

~ Former Teaching Fellow

texas teaching fellows interview

Documents