FAMILY LITERACY/PROFESSIONAL DEVELOPMENT SCHOOL
LEARNING LAB PROJECT
YEAR THREE PROGRESS REPORT – PERIOD ENDING MAY 31, 2007
SUBMITTED TO
THE DUKE ENDOWMENT
And
ADVANTAGE
SUBMITTED BY
JOHNSON C.
DR. BESSIE GAGE, PROJECT DIRECTOR
DEPARTMENT CHAIR, EDUCATION
704-378-1063
Family Literacy/Professional Development
School
Learning Lab Project
2006-2007 ANNUAL REPORT
Contents
II. Purpose of the Grant Award
III. Institutional Partners and Participating Schools
V. Status of Goals and Objectives
VI. Roster of Key Project Participants
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 $150,000 in matching funds was provided by Advantage Carolina, along with a $30,000 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
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 collaborated on the project by sharing their respective
resources, professional expertise and forums for teaching and learning.
• Advantage
•
• 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.
•
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
• Pinewood Elementary* – pre-K through 5th grade
• Sedgefield Elementary* – pre-K through 5th grade
Advantage
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 third 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.
With no participation from UNCC
and
• With only one other family literacy program in CMS schools there were no opportunities to match and pair higher education institutions with elementary schools. Over a three-year period, the number of CMS family literacy sites dropped from five in 2004-05 to one 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.
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 10
teacher candidates into learning labs at Merry Oaks; the only remaining family
literacy program in CMS in the spring of 2007.
Notable
Accomplishments in 2006-07
During the third year of the
project, JCSU and Merry Oaks continued to strengthen their professional
development school partnership and pursued opportunities to engage other
partners more deeply in the Family Literacy and
Proposed Activities
for 2007-2008 (If grant is extended)
• Continue to engage in action research – described as research conducted by classroom teachers and instructors, often concurrent with their teaching 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 in 2004. 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
•
Below are rosters for each original group, with some individuals serving on more than one group. Note: Most of the members of the original group have moved on to other positions and were no longer involved by the third year. In the third year, the project was managed by Professional Development School Team. Most of the Merry Oaks members of the team have moved on to new positions. New members have joined the team.
Project Advisory
Council
Emmy Lou Burchette
President
Advantage
704-378-1366
eburchette@advantagecarolina.org
Dr. Mary Lynne
Calhoun
Dean,
University Of North Carolina-Charlotte
704-547-2915
MLCalhoun@email.uncc.edu
Kit Cramer
Vice President, Education
Charlotte Chamber
330 S. Tryon,
704-378-1301
KCramer@charlottechamber.com
Valaida Fullwood
Project Manager for JCSU
704-376-6469
valaida@vnet.net
Dr. Bessie Gage
(Project Director)
Chair, Education Department
Johnson C. Smith University
704-378-1063
bgage@jcsu.edu
Dr. Frances Haithcock
Associate Superintendent of Education Services (Interim Superintendent as of June 2005)
Charlotte-Mecklenburg Schools
980-343-6266
frances.haithcock@cms.k12.nc.us
Marianne Palafox
ESL Family Literacy Coordinator
Community Development
704-330-4261
Marianne.Palafox@cpcc.edu
Dr. Patrice Petroff
Assistant Professor of Education
Queens University of Charlotte
704-337-2575
petroffp@queens.edu
Dr. Marilyn
Sutton-Haywood
Vice President, Academic Affairs
Johnson C. Smith University
704-378-1014
mhaywood@jcsu.edu
Family Literacy
Learning Lab Team
Dr. Deborah Bailey
Assistant Professor
Johnson C. Smith University
704-378-1063
dmbailey@jcsu.edu
Ellen Edmonds
Director, Bright Beginnings Pre-K Program
Charlotte-Mecklenburg Schools
980-343-6249
e.edmonds@cms.k12.nc.us
Stan Frazier
Principal
Merry
980-343-6422
s.frazier@cms.k12.nc.us
Valaida Fullwood
Project Manager for JCSU
704-376-6469
valaida@vnet.net
Dr. Bessie Gage
(Project Director)
Chair, Education Department
Johnson C. Smith University
704-378-1063
bgage@jcsu.edu
Dr. Maryann Mraz
Dept of Reading & Elementary Education
704-687-3849
MEMraz@email.uncc.edu
Marianne Palafox
ESL Family Literacy Coordinator
Community Development
704-330-4261
Marianne.Palafox@cpcc.edu
Dr. Patrice Petroff
Assistant Professor of Education
Queens University of Charlotte
704-337-2575
petroffp@queens.edu
Dr. Bob Rickelman
Dept of Reading & Elementary Education
704-687-3849
Lenora S. Shipp
Principal
980-343-5826
Judith G. Sims
Even Start Family Literacy Coordinator
Charlotte-Mecklenburg Schools
980-343-2620
980-343-0394 (fax)
judith.sims@cms.k12.nc.us
Dr. Deborah Bailey
Assistant Professor
Johnson C. Smith University
704-378-1063
dmbailey@jcsu.edu
Dr. Phyllis Dawkins
Dean,
Johnson C. Smith University
704-378-1287
pdawkins@jcsu.edu
Dr. Jeff Ford
Professor
Johnson C. Smith University
Jford@jcsu.edu
Stan Frazier (Transferred)
Principal
Merry
980-343-6422
s.frazier@cms.k12.nc.us
Philip Steffes (New)
Principal
Merry
980-343-6422
philip.steffes@cms.k12.nc.us
Dr. Bessie Gage
(Project Director)
Chair, Education Department
Johnson C. Smith University
704-378-1063
bgage@jcsu.edu
LaShawn Lee (Moved
Away)
Classroom Teacher
Merry
980-343-6422
Martha Metius
Classroom Teacher
Merry
980-343-6422
M.Metius@cms.k12.nc.us
Kathryn Swett (Transferred)
Classroom Teacher
Merry
980-343-6422
Classroom Teacher
Merry
980-343-6422
Tracie O’Hara (New)
Classroom Teacher
Merry
980-343-6422
Kathryn Bentley (New)
Classroom Teacher
Merry
980-343-6422