Feedback from 2018 Partnership Breakfast

Feedback

2018 Partnership Breakfast Feedback

Person giving feedback

School District to which the feedback provider is affiliated

What are the most pressing issues you see on which we can problem solve together?

Action taken based on feedback

Respondent 1 Widefield 3 Increase the amount of quality teacher candidates, especially in more difficult to fill content/licensure areas. Our BA in IELM program fulfills some of this need. Also, BS in Engineering Education addresses some of the need as does UCCS Teach.
Respondent 2 Hanover School District What steps are taken to include rural districts within these collaborative efforts? Are there or what strategies could be used to encourage student teachers to experience rural districts. UCCS is founding member of Colorado Rural Alliance. Robert Mitchell, Assistant Professor in College of Education, is working on it. He helped crafted legislature so that student loans up to $5000 per year are paid for 5 years for students who teach in rural areas. This can also help School Counseling students. We established partnership with Harrison D2 and Fountain-Fort Carson D8 districts.
Respondent 3 NPD Grant BA (Inclusion Coach and Research Assistant) Making & supporting the bridge between school districts and UCCS. Including mentors and all staff in seminars, build in opportunities to shadow more teachers so TCs feel more prepared to teach ELLS & SPED populations monthly, what about mentor meetings? *Go over expectations *Share experiences *Answer questions We continue to refine the mentor/coach/supervision model. With the National Professional Development (NPD) grant, we piloted a coach/evaluator team. This team adopted a student-centered coaching approach (as opposed to teacher centered). In the NPD grant, we have collected and transcribed coaching conversations. 
Respondent 4 WSD 3 Student-teachers will benefit from hearing how different districts work. Student populations, teacher evaluations, etc. Also, teaching routines are important for new teachers. Show examples of real-life teaching that is effective and inclusive of how to deal with English Language Learners (ELL) students. The BA students get lots of information about English Language Learners (ELL), including the importance of routines.
Respondent 5 Notes from table (D20, D2, D3) Authentic data driven decision making. Teachers need to reflect on their data, instruction and adjust instruction accordingly. Within the National Professional Development (NPD) grant, we have evolved the coaching conversations to be about student data and performance.

 

Person giving feedback School District to which the feedback provider is affiliated How can we continue to support our Completers when they enter your schools? Action taken based on feedback
Respondent 6 UCCS Univ Supervision Follow up with students-- like a personal coach--or cohort p/c of students that depends on strong relationships during the program and systematic processes. Also, it would require up front expectation with students that post graduate support is part of the program. By setting something up post-graduation would be a good marketing tool to attract candidates. Survey students post-graduation (support) 2018-2019 In National Professional Development (NPD) grant, we are working with Alumni. We reached out to alumni to see if we can interview and observe them. We gather feedback from our Alumni each year via Alumni surveys sent out using Skyfactor.
Respondent 7 UCCS Univ Supervision Opportunities to attend activities related to specialized topics, opportunity to share ideas with beginning teachers, teachers in varying states of the journey, etc. Create opportunities to have "observation, feedback" sessions from a variety of educators. Leslie Grant and Mary Hanson have provided Professional Development (PD) around English as Second Language (ESL) students.

 

Person giving feedback School District to which the feedback provider is affiliated The Colorado State Board of Education will be voting on requirements for pre-service and in-service teachers for teaching ELLs. How can the College of Education partner with you to support your teachers during this process? Action taken based on feedback
Respondent 8 D49 Training + resources for follow-up support. Endorsement program for pay increase for support staff (PARAS). We are offering the Culturally and Linguistically Diverse (CLD) Professional Development Academy as mentioned at https://www.uccs.edu/outreach/outreach/professional-development-CLDacademy
Respondent 9 D-3 D-11 Our concern is around the in-service teachers and the 45 clock hours. We would like to see some flexibility with this. UCCS offering online modules would be beneficial for our districts. We are offering the Culturally and Linguistically Diverse (CLD) Professional Development Academy as mentioned at https://www.uccs.edu/outreach/outreach/professional-development-CLDacademy