Johnson C. Smith University - Family Literacy Annual Report 2005-06

The Family Literacy / Professional Development School Learning Lab Project is a grant-funded initiative made possible through 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. $400,000 was received from the Duke Endowment for years one and two of the program’s operation. An additional $100,000 in matching funds was provided by Advantage Carolina, along with a $20,000 contribution from Johnson C. Smith University.

II. Purpose of the Grant Award

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.

III. Institutional Partners and Participating Schools

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 higher education institution serving 1,400+ undergraduate students.

• Queens University of Charlotte – a private, liberal-arts university, serving 700 undergraduates and 900 adult students.

• 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.

Five CMS schools that operate Family Literacy programs were targeted for partnerships with higher education institutions and for the creation of learning labs. During implementation, partnerships with only half the targeted schools proved viable due to a variety of unanticipated factors. Despite the challenge of forging partnerships, principals at most of the targeted schools were amenable to the project concept and were eager to establish new and stronger relationships with local universities and to enhance their family literacy program. Below is a list of schools; asterisks indicate sites where teacher-candidate placements have occurred, to date, under this project.

• Double Oaks Pre-K – pre-Kindergarten classes only

• Idlewild Elementary – pre-K through 5th grade

• Merry Oaks Academy of Learning* – pre-K through 5th grade

• Pinewood Elementary* – pre-K through 5th grade

• Sedgefield Elementary* – pre-K through 5th grade

IV. Project Background

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.

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.

V. Status of Goals and Objectives

During the second year of implementation, the project further evolved away from the original vision to have a primary focus on the professional development school partnership between JCSU and Merry Oaks Academy of Learning (Goal One) when strong partnerships among other schools and higher education institutions (IHEs) did not emerge. Queens University and UNC-Charlotte have long standing partnerships in place with Charlotte Mecklenburg Schools and did not want to break those commitments to participate in this project. Therefore, their participation has been limited to several placements. Most of the work has been between Johnson C. Smith University and Merry Oaks Academy of Learning.

With limited participation from UNCC and no participation from Queens University this year, it was not possible to focus on the original goals (Goals Two – Four) of the project. Several factors have contributed to this shift in the project’s goals and objectives. Those factors include the following:

• Dwindling numbers of operating and/or eligible Even Start and other family literacy programs at CMS schools limited opportunities to match and pair higher education institutions with elementary schools. Over a two-year period, the number of CMS family literacy sites dropped from five in 2004-05 to two in 2005-06 and, potentially, to as few as one projected in 2006-07.

• A climate of change and uncertainty clouded annual planning for the family literacy programs. Each project year has begun with the threat of federal funding cuts and possible elimination of appropriations for Even Start. After an actual federal funding cut, the 2005-06 school year began with fewer family literacy sites, a restructured staffing model and staff turnover at various program sites. Enrollment in the program across schools was uneven and the model offered little flexibility to respond to the varied needs and levels of interest among parents at schools. For example, during fall 2005, one program closed because it failed to meet an enrollment threshold by one parent and yet another site had a waiting list of more than 20 parents.

• Disconnects among IHE accreditation requirements and standards, elementary school needs and schedules, and project objectives posed formidable hurdles to forming viable school- university partnerships. For example, IHEs are required to place teacher candidates into classrooms of practicing teachers who are deemed qualified based on years of teaching experience and certification. Some schools had few teachers that met these qualification criteria, which limited opportunities for learning lab placements. While most school administrators and university faculty recognized the potential benefits of collaborating and pursuing common goals, they found it difficult to overcome institutional and systemic barriers to forming a sustainable partnership.

PROJECT GOALS AND OBJECTIVES OUTLINED IN THE 2004 GRANT PROPOSAL

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 Academy of Learning.

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.

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 its use in making hiring decisions.

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.

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.

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.

Objective 4-B: 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.

Objective 4-C: By May 2005, parent retention in The Family Literacy Program will improve by 30% over 2003/2004 participation levels.

Objective 4-D: By May 2005, 80% of adult participants will have no more than four unexcused absences per month while enrolled in the Family Literacy Program.

Despite challenges, JCSU placed 11 teacher candidates into learning labs at Merry Oaks in spring 2006, and UNC Charlotte placed two to three teacher candidates at Sedgefield

Elementary.

Notable Accomplishments in 2005-06

During the second year of the project, JCSU and Merry Oaks strengthened their professional development school partnership and pursued opportunities to engage other partners more deeply in the Family Literacy and Professional Development Schools models. Below are summaries of notable project activities.

• Co-sponsorship of Merry Oaks Back to School Luncheon: "2005-2006 Smooth Sailing,” August 18, 2005 – JCSU, along with Merry Oaks, hosted a school kickoff celebration in Grimes Lounge on JCSU’s campus. Merry Oaks’ entire faculty and staff attended, along with members of the school board and JCSU faculty. Attendees enjoyed live jazz, a catered lunch, staff photo session and inspiring remarks from Merry Oaks’ principal and from school board members.

• Presentation at the 23rd Annual N.C. Teacher Education Forum, Raleigh, NC, September 29-30, 2005 – Deborah Bailey of JCSU and Kathryn Swett of Merry Oaks presented on school-college partnerships and professional development schools.

• Co-sponsorship of World Teacher’s Day, October 5, 2005 – A day to recognize and express appreciation to teachers as a part of an international UNESCO program.

• 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, 2005 – Drs. Bessie Gage and Phyllis Dawkins of JCSU presented on the University’s professional development school partnership with Merry Oaks.

• Co-sponsorship of a Family Literacy Night: “We’re Going on a Bear Hunt,” November

3, 2005 – Merry Oaks, in partnership with JCSU, hosted an event with Kimberly Johnson, a noted children’s author, who presented a program for parents and students. “Bears” were the theme and there was a visit from Smoky the Bear, storytelling and library card registration provided by the Public Library of Charlotte and Mecklenburg County, and interactive literacy stations.

• Presentation at the 2006 Professional Development School National Conference, Orlando, FL, March 17-20, 2006 – Six educators (Bailey, Ford, Frazier, Gage, Metius and Swett) from JCSU and Merry Oaks presented on their PDS partnership. The conference attracted over 900 attendees and the JCSU/Merry Oaks session drew strong attendance.

• Presentation at the National Conference on Family Literacy, Louisville, KY, March 19-21, 2006 – Kathryn Swett of Merry Oaks and Jeffrey Ford of JCSU presented at the annual spring conference on Family Literacy. Their presentation was entitled, “Accepting A Diverse Challenge To Improve Family Literacy Between An Urban School And An HBCU.” The conference draws nearly 2000 professionals from the literacy, research and policy fields and is heralded as an unparalleled professional development opportunity that highlights cutting- edge strategies and initiatives to promote literacy and language development for children and adults.

• Attendance at the Association for Childhood Education International (ACEI) Annual Conference, San Antonio, TX, April 12-15, 2006 – Drs. Deborah Bailey and Bessie Gage of JCSU participated in the annual gathering of ACEI, the oldest professional organization in the world dedicated to the development of the whole child, from birth to early adolescence. Founded in 1892, ACEI is an organization of teachers, teacher educators, and parents whose primary purpose is to promote the inherent rights, education and well being of children in the home, school and community.

• Co-sponsorship of a Family Literacy Celebration, April 20, 2006 – Merry Oaks, in partnership with JCSU, hosted a school-wide family literacy event, celebrating reading and learning. The lunchtime event included remarks by parents and teachers and the award of certificates to approximately 20 Even Start parents.

• Cross-Institutional Professional Development Session: “Classrooms that Work for Struggling Readers,” April 25, 2006 – Over 60 participants attended this event at JCSU, including the Merry Oaks principal and faculty members, Queens University and JCSU faculty, and JCSU Department of Education students. The purpose was to: (a) learn more about successful strategies for helping students learn to read; (b) meet and interact with other project participants; and (c) enjoy a meal with colleagues from various education institutions. The guest presenter was Patricia Cunningham, a Wake Forest University literacy professor.

Survey of Project Participants

Attendees at the cross-institutional session on April 25 received surveys with questions about the project. Forty-eight of nearly 60 attendees completed the survey. Below are some notable highlights from the survey, following by a more detailed summary of survey responses.

• 98 percent of project participants believe that partnerships between elementary schools and colleges help build the teaching skills and knowledge of both practicing teachers and aspiring teachers/college students.

• 81 percent believe the Family Literacy model provides schoolteachers with useful strategies for working with parents.

• 79 percent cite their experiences under the Family Literacy Learning Lab and PDS Project as favorable or excellent.

• Project participants have observed various benefits under the project for practicing and aspiring teachers, parents and schoolchildren.

No.

Survey Question

Responses

What’s your current position or title?

Elementary teachers: 56%

Graduate students: 4%

IHE faculty members: 4%

Undergrad students: 17%

Other: 19%

What school/college/organization are you

affiliated with?

JCSU: 19% Merry Oaks: 75%

Queens: 2% UNC Charlotte: 4%

Is this the first time you have attended an event or program sponsored by the Family

Literacy Learning Lab Project and/or the

Merry Oaks/Johnson C. Smith University

partnership?

75% reported “no” – this was not their first project-sponsored event; 25% indicated it was their first event.

Please rate the degree to which you are

familiar with Even Start Family Literacy, a

federally funded initiative.

75% indicated they were familiar or very

familiar w/ Even Start, circling “4” or “5” on a 5-pt scale.

Please rate the degree to which you are

familiar with the Merry Oaks and Johnson

C. Smith University professional

development school partnership.

75% indicated they were familiar or very

familiar w/ the PDS partnership, circling “4” or “5” on a 5-pt scale.

Please rate the overall quality of your

experiences with the Family Literacy

Learning Lab Project and/or the Merry Oaks

and Johnson C. Smith University

partnership.

79% indicated favorable or excellent

experiences, circling “4” or “5” on a 5-pt

scale.

I have found that partnerships between

elementary schools and colleges help build

the teaching skills and knowledge of both

practicing teachers and aspiring

teachers/college students.

98% agreed or strongly agreed with this

statement, circling “4” or “5” on a 5-pt

scale.

The Family Literacy model provides

schoolteachers with useful strategies for

working with parents.

81% agreed or strongly agreed with this

statement, with parents, circling “4” or “5”

on a 5-pt scale.

What have you found to be most effective

about the Family Literacy Learning Lab

Project and/or the Merry Oaks and Johnson

C. Smith University partnership?

A sample of responses:

• Cooperation/shared learning among

entire faculty.

• Give and take relationship between JCSU

students and Merry Oaks teachers.

• Hands-on learning.

• Parent involvement.

• The staff development has been great.

• Active classroom participation of juniors.

• As a student I have noticed that it is very

helpful for both students and parents.

• More information on how to serve families better.

• Support for each other has been outstanding. Great teamwork.

• The speakers have been very informative

and knowledgeable.

10.

How, if at all, could the Family Literacy

Learning Lab Project and/or the Merry Oaks

and Johnson C. Smith University

partnership be improved?

A sample of responses:

• Action research.

• More seminars like this.

• Expand to include more teachers,

students.

• It is overall a great program.

• More projects like this.

• Super as it is.

Proposed Activities for 2006-07

• Engage in action research – described as research conducted by classroom teachers and instructors, often concurrent with their teaching – at JCSU and Merry Oaks as well as other possible sites.

• Conduct site visits to other PDS schools and institutions.

• Establish a relationship between JCSU and Sedgefield, building on best practices and lessons learned at Merry Oaks.

• Continue to promote family literacy and enhance professional development among project partners, practicing and aspiring educators, parents and the broader community.

• Disseminate program benefits and lessons learned to communities – locally, regionally and nationally.

• Explore ways to sustain and build on the body of knowledge and relationships that are being cultivated under this project.

VI. Roster of Key Project Participants

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

valaida@vnet.net

Dr. Bessie Gage (Project Director)

Chair, Education Department

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

e.edmonds@cms.k12.nc.us

Stan Frazier

Principal

Merry Oaks Academy of Learning

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

valaida@vnet.net

Dr. Bessie Gage (Project Director)

Chair, Education Department

Johnson C. Smith University

100 Beatties Ford Road

Charlotte, NC 28216

704-378-1063

bgage@jcsu.edu

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

Dr. Bob Rickelman

Dept of Reading & Elementary Education

College of Education

University of North Carolina at Charlotte

9201 University City Boulevard

Charlotte, NC 28223

704-687-3849

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

Professional Development School Team

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

pdawkins@jcsu.edu

Dr. Jeff Ford

Professor

Johnson C. Smith University

100 Beatties Ford Road

Charlotte, NC 28216

Jford@jcsu.edu

Stan Frazier

Principal

Merry Oaks Academy of Learning

3508 Draper Avenue

Charlotte, NC 28205

980-343-6422

s.frazier@cms.k12.nc.us

Dr. Bessie Gage (Project Director)

Chair, Education Department

Johnson C. Smith University

100 Beatties Ford Road

Charlotte, NC 28216

704-378-1063

bgage@jcsu.edu

LaShawn Lee

Classroom Teacher

Merry Oaks Academy of Learning

3508 Draper Avenue

Charlotte, NC 28205

980-343-6422

Martha Metius

Classroom Teacher

Merry Oaks Academy of Learning

3508 Draper Avenue

Charlotte, NC 28205

980-343-6422

M.Metius@cms.k12.nc.us

Kathryn Swett

Classroom Teacher

Merry Oaks Academy of Learning

3508 Draper Avenue

Charlotte, NC 28205

980-343-6422