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TEA Teaching Excellence and Achievement Grant
Director: DeLacy Ganley
Director of Operations: Dr. Anita Quintanar
Grant Coordinator: Shamini Dias
The TEA Grant will provides $184,000 to host 22 Fellows from around the globe for six weeks, starting in the end of September. SES doctoral student (and Director of Pitzer’s CSEIP Program) Michelle Dymerski will also be employed as a methods instructor. Members of the Claremont community will be enlisted as “Friendship Families.”
The TEA Fellows will be doing a clinical experience at Claremont High School and El Roble Middle School and taking professional development courses at CGU. They will also be connected with “Friendship Families” and participate in a number of “local culture” activities.
The Teaching Excellence and Achievement Program is a program of the Bureau of Educational and Cultural Affairs of the U.S. Department of State, and implemented by IREX.
Beyond ‘Permanent Crisis’: An Alternative to Political Gridlock in Los Angeles Public Education
Principal Investigator: Charles Kerchner
Funded by the Haynes Foundation
Duration: July 1, 2009 - June 30, 2010
Professor Charles Kerchner has been awarded a grant from the John Randolph Haynes and Dora Haynes Foundation for a two-year project, “Beyond ‘Permanent Crisis’: An Alternative to Political Gridlock in Los Angeles Public Education.”
The project contains two research inquiries. In the first part, he will study the organizational and political structures in four educational organizations where learning departs from conventional classroom teaching. The rationale is not simply to study educational outliers or oddities; it is to study what Kerchner believes will be the cracks in the existing system that can create political leverage. In the second part of the research, he will write a political analysis of the existing system and how changing how students learn and are taught allows a powerful political coalition to form that could transform public education in the metropolis.
The grant amount is $124,520.
CCTC Alternative Certification/Internship Grant and Gold Level Partnerships
Director: DeLacy Ganley
Funded by the California Commission on Teacher Credentialing
Duration: July 1, 2009 - June 30, 2010
Grant #: 999
Area(s): We have 53 district co-sponsors to this grant, many of whom are districts in the Inland Empire (including, but not limited to districts serving the following communities Cucamonga, Ontario, Montclair, Rancho Cucamonga, Alta Loma, Etiwanda, Corona-Norco, Pomona, Moreno-Valley, Covina, Whittier, and Claremont).
This California Commission on Teacher Certification (CCTC) grant gives us programmatic funds to be used to support the professional development of our interns. We partnered with the Corona Norco Unified School District as a fiscal agent for the grant, but then established individual district partnerships as well. We were able to dramatically change the Pre-Teaching Experience done by all our pre-interns as a result of this grant. Specifically, we enhanced our partnerships in three specific districts (Corona-Norco Unified School District, Cucamonga School District, and Chaffey Joint Unified School District), now called Gold Level Partnerships, and our pre-interns now work under the tutelage of CGU Master Teachers selected by CGU in these three districts. These CGU Master Teachers underwent an extensive (and highly competitive) review process overseen by representatives from both CGU and their respective districts. They will have increased responsibilities which includes working with the pre-intern before the start of the term to prepare and plan for their 5-week summer sessions. The CGU Master Teachers receive professional training, coaching, and mentorship from CGU faculty before and during their contact with the pre-interns. In order to develop on-going capacity in our CGU Master Teachers, all will be on a 3-year renewable contract. The Master Teachers will be paid a summer school salary by the district as well as a substantial stipend from CGU and the ability to take one graduate course annually from CGU (tuition-free).
Creating Conditions for Policy Innovation in Education Finance
Principal Investigator: Jacob Adams
Funded by the Spencer Foundation
Duration: October 1, 2008 - March 31, 2009
Professor Jacob Adams received a grant from the Spencer Foundation for a project called Creating Conditions for Policy Innovation in Education Finance. The money supports three forums, two for state legislators and one for school district leaders, to explore state and local perspectives on policy innovation in education finance. He is doing the former in partnership with the National Conference of State Legislatures and the latter in partnership with the Arizona Business and Education Coalition.
GEMS Project: Gateways to Exploring Mathematical Sciences
Director: Lisa S. Loop
Funded jointly by CGU Teacher Education, Claremont Center for Mathematical Sciences (CCMS), and Harvey Mudd College
Area(s): Pomona, Claremont and Upland
GEMS is an outreach program designed for middle school students. The goals of the program are: to introduce students to the richness and diversity of the mathematical sciences; to create a context in which middle school and high school students can meet other students interested in the mathematical sciences; to provide opportunities for middle school and high school students to meet science, technology, engineering, and mathematics (STEM) faculty; and, to provide opportunities for students to “go to school” on a university campus. Saturday seminars will take place four times each semester at CGU and Harvey Mudd. At the beginning of the meeting, a faculty or community member, who works in the mathematical sciences, will give a 45 minute talk on a mathematical sciences topic at a level appropriate for middle or high school students. Participation will be open to local middle school and high school students who have a background in basic algebra and beginning geometry. The talks will be followed by a discussion period, a snack, and then a related small group activity. Undergraduates in the mathematical sciences will facilitate the small group activities. Thus, over the period of an academic year there will be approximately 8 talks given by faculty to local middle and high school students. This year, we have invited schools from Pomona Unified, Claremont Unified and Upland Unified.
The History of Black Women Faculty and Students at Fisk University and Howard University from 1867-1967
Principal Investigator: Linda Perkins
Funded by Ruth Landes Memorial Research Fund
Duration: June 5, 2009 - August 31, 2010
Professor Linda Perkins was recently awarded a grant from the Ruth Landes Memorial Research Fund to support her project "The History of Black Women Faculty and Students at Fisk University and Howard University from 1867-1967". This study will highlight the experiences of Black women students, administrators, and faculty at both Howard University and Fisk University. These two institutions are significant because they attracted the most highly educated Black scholars of the era, both men and women. Fisk University was the first black college accredited as Class A by the Southern Association of Colleges and Secondary Schools. While many southern Black colleges had high school departments into the 1940s because of the lack of public high schools for Black youth, by 1924 Fisk had the largest percentage of college students (more than half) of any Black college in the South. Howard University was the preeminent Black university that boasted ten schools and colleges (including Medicine, Dental, Pharmacy, Divinity, Law and Social Work) that were fully accredited during the presidency of the first Black president, Modecai W. Johnson (1926-1960). In both Fisk and Howard, Black women played a prominent role as students, administrators, and faculty.
The IRIS (IDEA ’04 and Research for Inclusive Settings) Center
Principal Investigators: Deb Smith
Outreach Coordinator: Sue Robb
Funded by the Office of Special Education Programs
Project Number: H325F060003
Duration: September 30, 2006 - September 30, 2012
IRIS-West coordinates the training and delivery of technical assistance to the nation’s colleges of education and professional development providers about inclusive education. The IRIS Center provides on-line resources and interactive training materials that translate research to practice and are designed with the purpose of improving the results for struggling learners and students with disabilities. The Office of Special Education Programs (OSEP) funds the work of the IRIS Center. During fall 2008, IRIS-West delivered Faculty Seminars in Utah, Arizona, and California. Representatives from over 30 Colleges of Education attended. IRIS-West staff also prepared for its first national Webinar which took place in February 2009. For more information, please visit http://iris.peabody.vanderbilt.edu/
Making Algebra Accessible Project (MAAP) Professional Development and Study
Co Directors: Stacy Brown, Anita Quintanar, and Rebecca Hedrick
Project Manager: Lisa S. Loop
Funded by the California Postsecondary Education Commission Competition: Improving Teacher Quality State Grants Program
Duration: October 1, 2008 - September 30, 2012
Project #: ITQ-08-502
Area(s): Pomona
The CGU TEIP has been awarded $935,090 over a four year period from the California Postsecondary Education Commission’s Improving Teacher Quality State Grants Program for the MAAP Professional Development and Study. The project’s aim is to train a cadre of teachers in elementary schools with low-income, English-as-a-second language community demographics on ways to improve their student’s early algebraic reasoning to increase their present and future mathematical achievement and to significantly decrease the achievement gap. This project will be institutionalized through the development of professional learning communities around issues of mathematics. The project is a joint effort by CGU, Pitzer College, and Pomona Unified School District in Los Angeles County. It will be led by Dr. Stacy Brown, visiting research scholar in mathematics and mathematics education at Pitzer College, and co-directed by Dr. Anita Quintanar, director of student programs & faculty development for the Teacher Education Program at Claremont Graduate University; and Rebecca Hedrick, director of elementary support in the instructional services department of Pomona Unified School District. Lisa Loop, in the teacher education internship program at CGU, will be project manager. The project is expected to directly serve about 90 teachers and 2200 students in the Pomona USD, while providing a model for programs elsewhere in California and the U.S.
Math for America Los Angeles (MfALA)
Executive Board members: David Drew, Lisa S. Loop
Funded through multiple sources including: Math for America NY, University of Southern California, the Rose Hills Foundation, The Kilroy Foundation.
Area(s): Los Angeles, Claremont, Pomona, Hacienda-La Puente, Ontario, Montclair, Alta Loma, Rancho Cucamonga and Corona-Norco.
This partnership is being led by Harvey Mudd College in cooperation with the teacher education programs at Claremont Graduate University and the University of Southern California. The goal of MfALA is to raise student mathematics achievement by substantially increasing the number of highly-skilled secondary mathematics teachers in the greater Los Angeles area. To do this, we will 1) Recruit talented individuals with a commitment to mathematics education to the teaching profession, and reduce their barriers to credentialing, wherever possible; 2) Provide substantial financial incentives to encourage in-service mathematics teachers to remain in the profession; 3) Select experienced teachers to mentor and coach beginning teachers, with the goal of helping them become nationally certified; and 4) Design and deliver substantial, targeted professional development to help in-service teachers enrich their mathematical knowledge, deepen their teaching practice, and enable them to assume greater leadership roles in their schools, districts and communities.
We have partnered with 5 local districts in addition to Los Angeles Unified, each of which are part of the Inland Empire. They are Claremont Unified, Pomona Unified, Hacienda-La Puente Unified, Corona Norco Unified, and Chaffey Joint Union High School district. Chaffey serves the areas of Ontario, Montclair, Alta Loma and Rancho Cucamonga.
Negotiating Identities: Indigenous Mexican Youth and Achievement in Los Angeles Schools
Principal Investigator: William Perez
Funded by the Haynes Foundation
Duration: July 1, 2009 - June 30, 2010
Professor William Perez was awarded a 2009-2010 Faculty Fellowship by The John Randolph Haynes and Dora Haynes Foundation for his study of the relationship between the identity, cultural orientation, school attitudes, and academic achievement of immigrant indigenous Mexican students in Los Angeles schools. The household language of these students is often neither Spanish nor English, and they face multiple barriers to school achievement. The principal aim of the project is to help identify effective strategies to assure academic success of this little studied population.
NSF Robert Noyce Collaborative Partnership
Directors: David Drew and Darryl Yong
Project Manager: Lisa S. Loop
Funded by the National Science Foundation
Duration: September 11, 2008 - September 30, 2011
Grant #: 0532064
Area(s): Claremont, Pomona, Hacienda-La Puente, Ontario, Montclair, Alta Loma, Rancho Cucamonga and Corona-Norco.
The CGU TEIP has established a collaborative partnership amongst the 6 Claremont Colleges through a $552,781 NSF grant to recruit and credential outstanding math and science teachers for Southern California urban school districts. These colleges include Harvey Mudd College, Claremont McKenna College, Pomona College, Pitzer College and Scripps College. The project attracts top math and science students to the teaching profession through a combined effort of 1) distributing information regarding opportunities in teaching; 2) teaching undergraduate courses that give students opportunities to explore teaching as a potential career; 3) targeting specific students who have shown interest in community outreach and service learning; and 4) providing resource packages to make such a choice affordable and attractive. Students have the opportunity to begin their teacher preparation courses toward the end of their undergraduate program to save education costs and time. Additionally, with the TEIP being an internship program, candidates will have the opportunity to work full-time as teachers, while completing their credential.
PULSE II: Preparing Urban Leaders in Special Education – Moderate/Severe Credentials
Director: Sue Robb
Funded by the California Department of Education, Office of Special Education and Rehabilitative Services
Duration: September 1, 2008 - August 31, 2012
Grant #: H325K080201
Area(s): Pomona, Whittier, Pasadena, Ontario-Montclair, Claremont, Cucamonga and Corona-Norco
CGU received a four-year $798,217 grant from the U.S. Department of Education- Office of Special Education Programs. Phase Two will support CGU’s new and accredited CCTC internship program to prepare teachers for students with moderate/severe disabilities. This program was developed from the strong foundation laid by Dr. Robb’s highly successful OSEP Project (H325E0400019): PULSE Project Pipeline: Phase One – Teachers of High Incidence Disabilities which supported over 90 intern teachers toward full Mild/Moderate Special Education credentials 2004-2008.
PULSE II will place project participants as moderate/severe intern teachers in schools in the culturally and linguistically diverse Los Angeles Basin and Inland Empire surrounding CGU. PULSE: Two interns, with concentrated recruitment efforts for those from historically under-represented groups, will improve the delivery of special education services to students with moderate to severe disabilities whose numbers have increased by 22% in California (CA) over the last five years. Project participants will be college graduates who take coursework leading to the CA State Credential for Education Specialist-Level I and Level II: Moderate/Severe, an English Learner (EL) CA Authorization, and a Master’s Degree in Education.
SEFNA Project: Special Education Faculty Needs Assessment (SEFNA)
Principal Investigator: Deb Smith
Funded by the Office of Special Education Programs
Project Number: H325U070001
Duration: November 2007 - October 2011
SEFNA is a funded research project that is studying the nation’s capacity to prepare a sufficient supply of highly qualified teachers to meet the education needs of students with disabilities. SEFNA just concluded the data collection effort for two of its six tasks: The Survey of Special Education Doctoral Programs and the Study of Graduation Rates of Doctoral Students Supported by the Office of Special Education Programs (OSEP). Data analysis will begin in January for the study of the nation’s special education doctoral programs. Analysis of data for 507 doctoral students funded through OSEP’s leadership (doctoral) initiative is showing that the federal role in personnel preparation is significant, with high graduation rates. During fall 2008, the SEFNA staff prepared a survey instrument that was distributed to all special education doctoral students in January 2009. For more information, please visit http://www.cgu.edu/sefna
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