FAMILY LITERACY/PROFESSIONAL DEVELOPMENT SCHOOL
LEARNING LAB PROJECT
YEAR ONE PROGRESS REPORT – PERIOD ENDING MAY 31, 2005
SUBMITTED TO
THE DUKE ENDOWMENT
And
ADVANTAGE CAROLINA
SUBMITTED BY
JOHNSON C. SMITH UNIVERSITY
DR. BESSIE GAGE, PROJECT DIRECTOR
DEPARTMENT HEAD, EDUCATION
704-378-1063
Family Literacy/Professional Development School
Addendum B: Learning Lab Project 2005-2006 Project Timeline
Addendum C: Roster of Key Project Participants
The Family Literacy / Professional Development School Learning Lab Project is a grant-funded initiative made possible by a generous grant award from The Duke Endowment with contributing funds from Johnson C. Smith University and Advantage Carolina.
The grant period is three years: June 1, 2004 – May 31, 2007. $200,000 was received from the Duke Endowment in year one of the program’s operation. An additional $50,000 in matching funds was provided by Advantage Carolina, along with a $10,000 contribution from Johnson C. Smith University.
The grant was awarded to Johnson C. Smith University to lead collaborative efforts to create replicable models of urban, school-based learning labs. The learning labs are intended to provide early practical experiences for teacher candidates enrolled at local universities, to support student learning and to promote parent participation in Charlotte Mecklenburg Schools (CMS) Family Literacy programs.
By design, the learning labs integrate concepts from Professional Development School Partnerships and from family literacy programs. They provide rich, pre-service experiences and practice for teacher candidates in school classrooms and in family literacy programs. Teacher candidates learn and develop skills by working directly with experienced teachers, with children, with parents, and with parents and their children.
The four primary goals of the project are to:
§ Create learning labs and professional development school partnerships – with a focus on family literacy – that develop teacher candidates, support continued development of experienced educators, and increase children’s learning and literacy.
§ Help address CMS’ critical need to recruit and retain quality teachers in urban schools with high rates of eligibility for subsidized lunches (FRL) and English-as-a-Second-Language (ESL) among the student population.
§ Improve the job satisfaction and success of beginning teachers, especially those in urban schools, by equipping them with specialized skills in literacy, cultural diversity, intercultural communications, ESL, family literacy and parent engagement.
§ Address the ongoing challenge of retaining the adult/parent-students in CMS Family Literacy programs through one-on-one classroom support and relationships with teacher candidates.
The project relies on the shared planning and involvement of several local organizations that have a vested interest in teacher education and development, family literacy and student achievement. The project aims to create interdependent and reciprocal relationships that ultimately benefit educators, families and children.
The following organizations are collaborating on the project by sharing their respective resources, professional expertise and forums for teaching and learning.
§ Advantage Carolina – a collaborative nonprofit organization designed to sustain Charlotte’s vibrancy by supporting initiatives to address its most pressing educational, economic and social issues.
§ Central Piedmont Community College (CPCC) – the state’s largest community college, serving 70,000 students and offering college-transfer, technical courses and adult education.
§ Charlotte-Mecklenburg Schools (CMS) – a large, diverse public school district serving over 118,000 students, pre-kindergarten through 12th grade.
§ Johnson C. Smith University (JCSU) – a private, historically black university serving approximately 1,500 students annually.
§ University of North Carolina at Charlotte (UNC Charlotte) – the state’s third largest public university with approximately 16,000 undergraduate and 3,500 graduate students.
§ Double Oaks Pre-K – pre-Kindergarten classes only
§ Idlewild Elementary – pre-K through 5th grade
§ Sedgefield Elementary – pre-K through 5th grade
Advantage Carolina led the early development of the project, which evolved into a collaborative initiative with local educational institutions. The project integrates elements from two national education models, Family Literacy Programs and Professional Development School Partnerships. The resulting “learning lab” concept links these models to prepare teacher candidates for work with diverse student populations, strengthen relationships between families and schools, and promote high levels of student achievement in diverse, urban schools. Advantage Carolina also identified and selected a project coordinator whose background was ideal for partnership building and project development.
Two national education models that influence project standards and goals:
· Family Literacy Programs – designed to improve the education of adults and their children by integrating adult education, early childhood education and parenting programs into an intensive, comprehensive, unified program. The purpose of the program is to help break the cycle of poverty and illiteracy by improving the educational opportunities of low-income families. Locally, CMS administers federally funded grants to operate Even Start Family Literacy Programs in partnership with CPCC, the Department of Social Services and other organizations.
· Professional Development Schools – innovative learning environments formed through partnerships between professional educational programs and pre-K through 12 schools. Their mission is the development of teacher candidates, continuing development of experienced professionals, research and development about the teaching profession directed at the improvement of practice, and enhanced student learning. Locally, several professional development schools exist through partnerships between public schools and institutions of higher education.
The successful execution of the Family Literacy/Professional Development School Learning Lab Project will benefit multiple partners and stakeholders, and ultimately will result in improved student performance. The project goals are overarching and corresponding objectives have been established to account for the shared role that partners and stakeholders play in achieving these goals.
The goals are stated below with corresponding, measurable objectives from the 2004 grant proposal. Each objective is followed by a status report of activities during 2004-05, under the heading “milestones indicating progress.”
While we realized numerous accomplishments, all components of the program did not materialize as outlined in the original proposal. A substantial amount of time during the fall semester was spent in planning and discussions. Also, the University of North Carolina at Charlotte (UNCC) was not able to place teacher candidates in year one, but will participate this fall. In addition, as the program unfolded we found that we did not need all positions that were outlined in the proposal. For example, we did not use the Family Outreach Specialist, and will need to determine if there is a place for that position in the future.
n GOAL ONE: Create learning labs and professional development school partnerships – with a focus on family literacy – that develop teacher candidates, support continued development of experienced educators, and increase children’s learning and literacy.
Objective 1-A: By fall 2005, JCSU will have established a professional development school program supporting family literacy in partnership with Merry Oaks Elementary.
Milestones indicating progress
· In summer 2004, faculty from JCSU and Merry Oaks formed an eight-member Professional Development School Team to research PDS models, establish a partnership agreement and design a PDS program to enrich the educational development of their faculties, teacher candidates, families and children.
· In fall 2004 – at the start of the 2004-2005 academic year – JCSU and Merry Oaks launched a PDS partnership. During the year, the partners formed teams to attend two national professional development conferences and co-sponsored four family literacy events for children and their families.
· During the 2005 spring semester, JCSU conducted Teaching Communication in Elementary Schools I (EDU 337), a foundational literacy course, on the Merry Oaks campus. Fourteen JCSU teacher candidates took the course and participated in learning labs within Merry Oaks classrooms.
· In spring 2005, JCSU and Merry Oaks faculty members organized attendance to two relevant national conferences. A mix of representatives from both partners participated in the 2005 National Conference on Family Literacy in Louisville, KY and the 2005 Professional Schools National Conference in Orlando, FL.
Objective 1-B: By fall 2005, JCSU students will demonstrate that they have met the North Carolina Public Instruction Literacy Standards as part of their portfolio.
Milestones indicating progress: None to report during this period, though relevant activities are underway.
n GOAL TWO: Help address CMS’ critical need to recruit and retain quality teachers in urban schools with high rates of eligibility for subsidized lunches (FRL) and English-as-a-Second-Language (ESL) among the student population.
Objective 2-A: Beginning with the commencement of the practicum program, teacher candidates who receive positive evaluation from their practicum advisors will receive a special commendation that will be forwarded to CMS for use in making hiring decisions.
Milestones indicating progress:
§ During the 2005 spring semester, JCSU placed 14 teacher candidates in a practicum program (learning labs) at Merry Oaks.
§ During the 2005 spring semester, Queens University placed 22 teacher candidates in a practicum program at Pinewood Elementary.
§ During the 2005 spring semester, UNCC did not place teacher candidates; however, its faculty devised plans for initial placements in 2005-06.
Objective 2-B: By December 2006, teacher candidates who have completed a practicum with the Family Literacy Learning Labs will evidence increased competence in working with children and families from high poverty/diverse linguistic backgrounds, as measured by a standard program entrance and exit examination.
Milestones indicating progress: None to report during this period, though relevant activities are underway.
n GOAL THREE: Improve the job satisfaction and success of beginning teachers, especially those in urban schools, by equipping them with specialized skills in literacy, cultural diversity, intercultural communications, ESL, family literacy and parent engagement.
Objective 3-A: By July 2007, CMS will show a pattern of 75% annual retention of those Equity Plus II beginning teachers who participated in the Family Literacy Center/Learning Lab Program, as measured by CMS teacher retention data.
Milestones indicating progress: None to report during this period, though relevant activities are underway.
n GOAL FOUR: Address the ongoing challenge of retaining the adult/parent-students in CMS Family Literacy programs through one-on-one classroom support and relationships with teacher candidates.
Objective 4-A: By December 2005, 100% of teacher candidates will have been assigned and have maintained a mentoring relationship with a Family Literacy Program parent student for six months.
Milestones indicating progress: None to report during this period, though relevant activities are underway.
Objective 4-B: By May 2005, parent retention in the Family Literacy Program will improve by 30% over 2003/2004 participation levels.
Milestones indicating progress: None to report during this period, comparison data will be available in year two of the program.
Objective 4-C: By May 2005, 80% of adult participants will have no more than four unexcused absences per month while enrolled in the Family Literacy Program.
Milestones indicating progress: None to report during this period, records are incomplete since Queens University and UNCC did not have parental involvement.
Other Notable Accomplishments in 2004-05
During the initial year of the project, partners seized several opportunities to enhance their understanding of best practices under the Family Literacy and Professional Development Schools models and to apply these practices to engage project stakeholders. Below are summaries of such project activities.
§ Co-sponsorship of Fathers Event, September 26, 2004 – Merry Oaks, in partnership with JCSU, held an event for the fathers and male caretakers of students. Ahmad Daniels, a motivational speaker, encouraged the men to remain active in their children’s education.
§ Co-sponsorship of Writing Workshop, September 29, 2004 – A local writer, Kimberly Johnson, provided a workshop to help Merry Oaks students prepare for the state writing test.
§ Co-sponsorship of a Family Literacy Night, October 27, 2004 – Merry Oaks, in partnership with JCSU, hosted a family literacy event with the theme, “The Rainforest and Its Animals.” The evening included guest storytellers, Nature Museum presenters, a celebrity appearance by “Sir Purr,” and math and literacy activities.
§ Participation in Math Night, February 10, 2005 – Merry Oaks, in partnership with JCSU, hosted a family literacy event focused on numeracy and mathematics.
§ Attendance at Professional Development School Nat’l Conference, March 17-20, 2005 – Six educators from the JCSU / Merry Oaks PDS partnership attended the conference in Orlando, FL. It attracted a record 925 attendees from forty states and from abroad, who engaged in four days of formal and informal dialogue and gained ideas from other communities. This is a major conference for professional development schools in the country.
§ Celebration of Family Literacy: NCFL Presentation and Dinner, April 12, 2005 – Over 35 participants attended this event at JCSU, including Merry Oaks principal and faculty members, Queens and JCSU faculty, and 14 JCSU Department of Education students. The purpose was to: (a) learn more about Family Literacy; (b) hear about local efforts to promote intergenerational learning; (c) meet other project participants; and (d) enjoy a meal with colleagues in this vital work. The guest presenter was Jessica Fitzpatrick, a NCFL certified trainer. Teachers and teacher candidates received gift bags and Wal-Mart gift cards as participant support for their involvement in the project.
§ Co-sponsorship of a Family Literacy Celebration, April 14, 2005 – Merry Oaks, in partnership with JCSU, hosted a school-wide family literacy event celebrating reading and learning. The lunchtime event included a motivational speech by a Hispanic parent leader and an award of certificates to Even Start parents. JCSU distributed “literacy packs,” filled with books and literacy tools and material, to each family for use at home with their children. Parents received Wal-Mart gift cards as participant support.
§ Attendance at the National Conference on Family Literacy, April 25 -27 – Three educators from the partner organizations (one JCSU faculty member and two Merry Oaks classroom teachers) attended the annual spring conference on Family Literacy in Louisville, KY. Drawing nearly two thousand professionals from the literacy, research and policy fields, this conference is heralded as an unparalleled professional development opportunity. It featured more than 100 special and general sessions highlighting cutting-edge strategies and initiatives that promote literacy and language development for children and adults.
Launching a new project inevitably provides lessons learned and unforeseen opportunities. The initial year of the project produced both unanticipated challenges and positive outcomes.
Unexpected Challenges
§ Framing and articulating the new project’s purpose, goals and benefits to a diverse set of partners with common yet sometimes competing interests.
§ Devising a workable implementation plan to accommodate the time and resource constraints of some partners.
§ Matching schools with higher education partners to ensure mutual benefit
§ Building in time during learning lab placements for teacher candidates to work directly with parents enrolled in Family Literacy programs.
Unexpected Positive Outcomes
§ Raising awareness and understanding, across organizations, about each partner’s mission, goals and structures.
§ Educating partners and stakeholders about the Family Literacy concept and national movement, and the federally funded Even Start Family Literacy Program, which were not widely known and understood.
§ Achieving a strong partnership and a deep spirit of cooperation between JCSU and Merry Oaks, through the creation of a Professional Development School. In only its first year, this partnership helped advance the overall project’s family literacy goals and created school-based learning environments that welcomed teacher candidates.
2004
April 7 Public announcement of the Duke Endowment grant award
June - August Formation of the JCSU / Merry Oaks PDS Team
August 1 – 2 JCSU / Merry Oaks PDS Retreat w/ Dr. Bruce Field, JCSU
August 6 Introductory meeting with CMS, JCSU Honors College
August 27 JCSU / Advantage Carolina planning session, JCSU Faculty House
September 15 Initial Advisory Council Meeting, JCSU Faculty House
September 26 Fathers Family Literacy Event led by Ahmad Daniels, Merry Oaks
September 27 Advisory Council Meeting, JCSU Faculty House
September 28 Evaluation plan development with UNCC Urban Institute, JCSU
September 29 Writing Workshop led by local writer Kimberly Johnson to help prepare students for state writing test, Merry Oaks
October 7 Continued evaluation plan development w/ UNCC Urban Institute, JCSU
October 20 Initial Family Literacy Learning Lab Team Meeting, JCSU
Family Literacy Night: “The Rainforest & Its Animals,” Merry Oaks
Nov – Dec One-on-one consultations with partners and principals
2005
January 25 Family Literacy Learning Lab Team Meeting, JCSU
February – May Placement of initial cadre of teacher candidates (36)
February 10 Math Night, a family literacy event focused on numeracy and mathematics, Merry Oaks
March 17-20 2005 Professional Development Schools National Conference, Orlando, FL
April 12 A Celebration of Family Literacy: A NCFL Presentation and Dinner, JCSU Grimes Lounge
April 14 Merry Oaks / JCSU Family Literacy Celebration, Merry Oaks
April 25-27 15th Annual National Conference on Family Literacy, Louisville KY
May 10 Session with Higher Education Partners, JCSU Faculty House
May 25 Evaluation meeting with UNCC Urban Institute, JCSU
Addendum B: Learning Lab Project 2005-2006 Project Timeline
§ JCSU / Merry Oaks PDS Team Meetings (4)
§ Oversight Committee Meeting
§ Session with Higher Education Partners
§ Project consultations with each set of IHE representatives, school principals and family literacy coordinators
§ Joint Meeting of the Advisory Council and Family Literacy Learning Lab Team
§ Urban Institute evaluation data collection
§ Merry Oaks/JCSU faculty kick-off event, entitled “Smooth Sailing” (August 18)
§ CMS school year begins (August 25)
§ Campus orientations (3)
§ Placement of fall semester cadre of teacher candidates
§ School family literacy events (2-3)
§ Presentation at the N.C. Teacher Education Forum in Raleigh by Merry Oaks and JCSU faculty members
§ Presentation at the 12th National HBCU Faculty Development Symposium “Leading and Learning: Innovative Education and Empowerment of Leaders at HBCUs,” Savannah, GA (October 20-22)
§ Family Literacy Learning Lab Team meeting
§ Cross-institutional learning event
§ Mid-year project consultations with each set of IHE representatives, school principals and family literacy coordinators
§ Urban Institute evaluation data collection
§ Campus orientations (3)
§ Placement of spring semester cadre of teacher candidates
§ Family Literacy Learning Lab Team meeting
§ Urban Institute evaluation data collection
§ CMS Board of Education presentation
§ National conference on Family Literacy
§ National conference on Professional Development Schools
§ Association for Childhood Education International conference
§ Cross-institutional learning event
§ School family literacy events (2-3)
§ Family Literacy Learning Lab Team meeting
§ Urban Institute evaluation data collection
§ Annual report development
To guide and carry out project activities, three primary groups were formed. Their membership draws on staff and other stakeholders from the partnering organizations and schools. These groups are as follows:
· Project Advisory Council
· Family Literacy Learning Lab Team
· Professional Development School Team
Below are rosters for each group, with some individuals serving on more than one group.
Project Advisory Council
Emmy Lou Burchette
President
Advantage Carolina
330 South Tryon Street
PO Box 32785
Charlotte, NC 28232
704-378-1366
eburchette@advantagecarolina.org
Dr. Mary Lynne Calhoun
Dean, College of Education
University Of North Carolina-Charlotte
9201 University Blvd
Charlotte, NC 28223-0001
704-547-2915
MLCalhoun@email.uncc.edu
Kit Cramer
Vice President, Education
Charlotte Chamber
330 S. Tryon, PO Box 32785
Charlotte, NC 28232
704-378-1301
KCramer@charlottechamber.com
Valaida Fullwood
Project Manager for JCSU
PO Box 35643
Charlotte, NC 28235
704-376-6469
Dr. Bessie Gage (Project Director)
Chair, Department of Education
Johnson C. Smith University
100 Beatties Ford Road
Charlotte, NC 28216
704-378-1063
bgage@jcsu.edu
Dr. Frances Haithcock
Associate Superintendent of Education Services (Interim Superintendent as of June 2005)
Charlotte-Mecklenburg Schools
PO Box 30035
Charlotte, NC 28230-0035
980-343-6266
frances.haithcock@cms.k12.nc.us
Marianne Palafox
ESL Family Literacy Coordinator
Community Development
Central Piedmont Community College
PO Box 35009
Charlotte, NC 28235-5009
704-330- 4261
Marianne.Palafox@cpcc.edu
Dr. Patrice Petroff
Assistant Professor of Education
Queens University of Charlotte
1900 Selwyn Ave.
Charlotte, NC 28274
704-337-2575
petroffp@queens.edu
Dr. Marilyn Sutton-Haywood
Vice President, Academic Affairs
Johnson C. Smith University
100 Beatties Ford Road
Charlotte, NC 28216
704-378-1014
mhaywood@jcsu.edu
Family Literacy Learning Lab Team
Dr. Deborah Bailey
Assistant Professor
Johnson C. Smith University
100 Beatties Ford Road
Charlotte, NC 28216
704-378-1063
dmbailey@jcsu.edu
Ellen Edmonds
Director, Bright Beginnings Pre-K Program
Charlotte-Mecklenburg Schools
PO Box 30035
Charlotte, NC 28230-0035
980-343-6249
Stan Frazier
Principal
Merry Oaks Elementary School
3508 Draper Avenue
Charlotte, NC 28205
980-343-6422
s.frazier@cms.k12.nc.us
Valaida Fullwood
Project Manager for JCSU
PO Box 35643
Charlotte, NC 28235
704-376-6469
Dr. Bessie Gage (Project Director)
Chair, Department of Education
Johnson C. Smith University
100 Beatties Ford Road
Charlotte, NC 28216
704-378-1063
Nancy Guzman
Principal
Pinewood Elementary School
815 Seneca Place
Charlotte, NC 28210
980-343-5825
Sharone Harris
Assistant Principal
Idlewild Elementary School
7101 Idlewild Road
Charlotte, NC 28212
980-343-6411
Dr. Maryann Mraz
Dept of Reading & Elementary Education
College of Education
University of North Carolina at Charlotte
9201 University City Boulevard
Charlotte, NC 28223
704-687-3849
MEMraz@email.uncc.edu
Marianne Palafox
ESL Family Literacy Coordinator
Community Development
Central Piedmont Community College
PO Box 35009
Charlotte, NC 28235-5009
704-330- 4261
Marianne.Palafox@cpcc.edu
Dr. Patrice Petroff
Assistant Professor of Education
Queens University of Charlotte
1900 Selwyn Ave.
Charlotte, NC 28274
704-337-2575
petroffp@queens.edu
Lenora S. Shipp
Principal
Sedgefield Elementary School
715 Hartford Avenue
Charlotte, NC 28209
980-343-5826
Judith G. Sims
Even Start Family Literacy Coordinator
Charlotte-Mecklenburg Schools
700 Marsh Road
Charlotte, NC 28209
980-343-2620
980-343-0394 (fax)
judith.sims@cms.k12.nc.us
Dr. Deborah Bailey
Assistant Professor
Johnson C. Smith University
100 Beatties Ford Road
Charlotte, NC 28216
704-378-1063
dmbailey@jcsu.edu
Dr. Phyllis Dawkins
Dean, College of Professional Studies
Johnson C. Smith University
100 Beatties Ford Road
Charlotte, NC 28216
704-378-1287
Dr. Jeff Ford
Assistant Professor
Johnson C. Smith University
100 Beatties Ford Road
Charlotte, NC 28216
Jford@jcsu.edu
Stan Frazier
Principal
Merry Oaks Elementary School
3508 Draper Avenue
Charlotte, NC 28205
980-343-6422
s.frazier@cms.k12.nc.us
Dr. Bessie Gage (Project Director)
Chair, Department of Education
Johnson C. Smith University
100 Beatties Ford Road
Charlotte, NC 28216
704-378-1063
LaShawn Lee
Classroom Teacher
Merry Oaks Elementary School
3508 Draper Avenue
Charlotte, NC 28205
980-343-6422
Martha Metius
Classroom Teacher
Merry Oaks Elementary School
3508 Draper Avenue
Charlotte, NC 28205
980-343-6422
M.Metius@cms.k12.nc.us
Kathryn Swett
Classroom Teacher
Merry Oaks Elementary School
3508 Draper Avenue
Charlotte, NC 28205
980-343-6422