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The Copernicus Project University of California, Riverside Graduate School of Education

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Title: The Copernicus Project University of California, Riverside Graduate School of Education


1
The Copernicus Project University of California,
Riverside Graduate School of Education
  • A Consortium for the Preparation of Highly
    Qualified Science Teachers Centering the
    Enhancement of Teacher Quality Across the
    Professional Development Continuum
  • Funded by the U.S. Dept. of Education
  • Office of Postsecondary Education

2
The Copernicus Project
  • Linda Scott Hendrick Principal Investigator
  • Athena Waite Co-Principal Investigator
  • Jocelyn Edey Director
  • Cathy Lussier Co-Director
  • Raymond Hurst Education Business Liaison

3
Funded by the Department of Education, Office of
Postsecondary Education Teacher Quality
Enhancement Grants
  • Federal funds account for 63 of project costs
    11,569,806
  • Cost sharing/matching contributions from project
    partners account for 37 of project costs
    6,702,187

4
The Copernicus Project
  • Goals, objectives outcomes
  • Raise substantially the number, quality
    diversity of Californias science teachers
  • Provide tested, inspiring, on-line science
    modules for teachers
  • Create a national model program for Science
    Education
  • Centered in the early identification of future
    Science teachers recruitment of diverse teacher
    candidates high quality focused teacher
    preparation and sustained, mentored support of
    new veteran teachers

5
The Copernicus Project
  • Collaborative for Science Education
  • Spans teacher preparation from early recruitment
    through 2 years of professional induction
  • Engages all partners fully and continuously at
    all points along the teaching continuum
  • Shared vision
  • recruit and nurture culturally diverse science
    teachers
  • cultivate deep science subject matter knowledge
    and expert pedagogy
  • improve significantly students science
    achievement

6
Evidence of Need
  • National need
  • schools are not producing the Science excellence
    required for global economic leadership and
    homeland security in the 21st century (USDE,
    2004)
  • a key challenge for undergraduate education is
    preparing K-12 Science Mathematics teachers
    (NSF, 2002)
  • The nations school districts will need to hire
    240,000 middle and high school Science
    Mathematics teachers in the next 10 years

7
Evidence of Need
  • Californias need
  • From 2001-2010 approximately 250,000 teachers
    must be hired statewide
  • Interest in teaching appears to be decreasing
  • Students in high needs schools with significantly
    diverse students are most likely to be taught by
    unqualified teachers, particularly in Science
  • 53 of fourth grade students scored below the
    basic level in Science (2000 NAEP Science
    Assessment)
  • A flat line in Science achievement for the past
    30 years

8
Evidence of Need
  • Regional need
  • Over 20 of children ages 5-17 live in poverty
  • Approximately 50 of school aged children receive
    free or reduced price meals
  • Nearly 20 of parents did not graduate from high
    school
  • Achievement scores are consistently lower than
    more affluent less diverse neighboring Counties

9
Evidence of Need
  • District need
  • Districts continue to request emergency permits
    for Science teachers
  • Example
  • A Copernicus district partner will need to hire
    10 15 Science teachers this year
  • This district also expects to hire 50-60 Science
    teachers over the next 5 years

10
  • The Copernicus Project
  • Partners

11
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12
Copernicus Partners
  • Institutions of Higher Education
  • Four-Year Institutions
  • University of California, Riverside
  • California State University, San Bernardino
  • California Baptist University
  • Community Colleges
  • Chaffey College
  • Pasadena City College
  • Riverside Community College
  • Santa Monica College

13
Copernicus Partners (continued)
  • School Districts
  • Corona-Norco Unified School District
  • Moreno Valley Unified School District
  • Palm Springs Unified School District
  • Riverside Unified School District
  • Lewis Center for Educational Research
  • Teacher Support Center, Riverside County Office
    of Education
  • Greater Riverside Chambers of Commerce

14
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15
  • The Developmental Teacher Preparation Continuum

16
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17
Summer Science Institutes (SSIs)
  • Annual 2-week Science enrichment classes for high
    school students taught by pre-service, new and
    veteran teachers
  • Intensive design and development in collaboration
    with all partners and university faculty
  • Year one (2005) Biological/Life sciences
  • Year two Geo/Earth sciences
  • Year three Chemistry Elementary Science
  • Year four Physics Elementary Science
  • Year five Mathematics and Science

18
Summer Science Institutes (continued)
  • High school student participants from high need
    schools
  • Some high school participants will be placed in
    intern positions at local science-based
    businesses
  • Subsequent SSIs deepen science content knowledge
    for elementary school teachers through the
    teaching of literacy
  • Teacher candidates along the teaching continuum
    experience additional supervised clinical
    experiences

19
Summer Science Institutes (continued)
  • Integration of technology and Copernicus science
    modules, accessible on the Internet
  • First two SSIs will be implemented at UCR in
    collaboration with the College of Natural
    Agricultural Sciences (CNAS) faculty
  • Institutes will be replicated at partner IHEs in
    subsequent years

20
Summer Science Institutes (continued)
  • Provide opportunities for all teachers across the
    teaching continuum to deepen subject matter
    knowledge and further develop pedagogical content
    knowledge
  • Encourage collaboration among teachers and
    students
  • Assist participants teaching out of their
    authorized credential area to earn a degree
    authorization in science(NCLB compliant)
  • Assist experienced science teachers to enrich
    science instruction

21
Building a Teacher Education Pipeline
  • Develop Science Subject Matter Preparation
    Programs (SSMP) to
  • Meet California Commission on Teacher
    Credentialings criteria standards
  • Exceed federal NCLB criteria for highly
    qualified teachers
  • Waive required subject matter examinations
    (Science CSET) for teacher candidates
  • Increase collaboration between undergraduate
    science faculty and Teacher Education faculty

22
Building a Teacher Education Pipeline
  • Science Blended Programs will be developed at
    4-year partner IHEs to
  • Offer early decidingstudents an enriched
    blended undergraduate science major
  • Include early professional field experiences
  • Provide a fast track to classroom teaching
  • Allow transfer to partner 4-year IHEs through an
    articulated community college curriculum
  • Implement a Science Blended Program

23
Building a Teacher Education Pipeline
  • Provides one Teacher Education Program
    Specialist at each partnering community college
  • Conducts transfer workshops for student
    course-taking advisement for participation in the
    Science Blended Program
  • Works with community college counselors to place
    students in paid summer internships in university
    laboratories

24
Building a Teacher Education Pipeline
  • Lower division university students and community
    college pre-teachers complete 30-plus hours of
    field work
  • Students explore the role of teaching grounded in
    national and state standards
  • Participants gain hands-on experience and early
    practice-based apprenticeships with a mentor
    teacher
  • Students adopt and use the GSTAR e-portfolio
    system (or other suitable system) throughout the
    professional development continuum

25
Building a Teacher Education Pipeline
  • At the university level
  • Expand clinical work experiences and integrate
    them fully with science and education coursework
  • Provide sequenced clinical experiences from the
    beginning of the college or four-year university
    experience through teacher preparation
  • Culminate in a Teacher Education Program
    resulting in a Preliminary Credential

26
Building a Teacher Education Pathway
  • UCR uses a Professional School model to
  • Prepare prospective teachers
  • Provide professional development for experienced
    teachers
  • Encourage research-based educational practice
  • Copernicus design
  • Includes students who historically have had the
    least access to postsecondary education
  • Reflects the demographics of the region

27
Building a Teacher Education Pipeline
  • The Performance Assessment for California
    Teachers (PACT)
  • SB 2042 mandates a Teacher Performance Assessment
    (TPA) for preliminary teaching credential
  • PACT is an alternative TPA
  • UC and CSU campuses, private colleges and
    community colleges have developed PACT
  • UCRs Galileo/GSTAR e-portfolio system documents
    PACT requirements and professional development
    progress

28
In-Service Science Teacher Professional
Development
  • RCOEs Teacher Support Center (TSC) will prepare
    teachers for the Science CSET
  • TSC will provide professional development for
    science teachers of English Learners
  • TSC will focus on training school leaders and
    administrators to support science teachers
  • The electronic portfolio will continue across a
    teachers career trajectory to document
    professional clear credential and National Board
    Certification competencies

29
Copernicus ProjectEvaluation Plan Components
  • Increased student science achievement
  • Increased retention of science teachers
  • Increased number of credential-holding science
    teachers in California
  • Effective teaching of science through literacy in
    elementary grades
  • Increased percentage of class instruction in
    science by project participants
  • Increased teacher training in technology
  • PACT research evaluation design components

30
Copernicus Project Evaluation
  • Evaluators
  • Ray Pechone, Academic Research Program Officer/
    PACT Director, Stanford University
  • David Boyns, Professor of Sociology, California
    State University, Northridge
  • Rita Karam, Policy Researcher, RAND Corporation
  • Judith Sandholtz, Education Professor, UCR

31
Copernicus Project Letters of Support
  • Jack OConnell, Superintendent, CDE
  • Sam Swofford, Executive Director, CTC
  • Robert Dynes, UC President
  • France Cordova, UCR Chancellor
  • Sharon Duffy, Interim Dean Professor, UCR GSOE
  • Richard Cardullo, Professor of Biology, UCR
  • Michael Rettig, Professor of Inorganic Chemistry
    , UCR
  • David Crowley, Professor of Environmental
    Microbiology, UCR
  • Pamela Clute, Executive Director, Alpha Center,
    Lecturer , UCR
  • Betty Benzor, Director, Early Academic Outreach ,
    UCR
  • Judith Sandholtz, Professor of Education , UCR
  • Paul Larsen, Assistant Professor, Plant
    Biochemistry Molecular Biology , UCR

32
Copernicus Project Letters of Support
  • L. Alan Fossett, Chair, Dept. of Natural
    Mathematical Sciences, California Baptist
    University
  • Dennis Bideshi, Assistant Professor of Biology,
    California Baptist University
  • Patricia Arlin, Dean, College of Education,
    California State University, San Bernardino
  • Marie Kane, Superintendent/President, Chaffey
    College
  • Inge Pelzer, Executive Asst. to the
    Superintendent-President, Lecturer, Chaffey
    College
  • James Kossler, President, Pasadena City College
  • Michael Finkenbinder, Division Dean Michele
    Ireland-Galman, Janis Dwyer, Teacher Prep.
    Program Coordinators, Pasadena City College
  • Salvatore Rotella, President, Riverside Community
    College
  • Irving Hendrick, Dean, School of Education,
    Riverside Community College

33
Copernicus Project Letters of Support
  • Piedad Robertson, President/Superintendent,
    Education/ECE Dept., Santa Monica College
  • Edie Spain, Department Chair, Education/ECE
    Dept., Santa Monica College
  • Dave Long, Superintendent, Riverside County
    Office of Education
  • Linda Childress, Director, Teacher Support
    Center, Riverside County Office of Education
  • David LaVelle, Deputy Superintendent,
    Corona-Norco USD
  • Patricia Chandler, Assistant Superintendent,
    Moreno Valley USD
  • Mauricio Arellano, Assistant Superintendent, Palm
    Springs USD
  • Sue Rainey, Superintendent, Riverside USD
  • Cindy Roth, President/Chief Executive Officer,
    Greater Riverside Chambers of Commerce
  • Thank you to all those partners and supporters
    who contributed to the creation, development
    implementation of the Copernicus Project!
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