We Need Each Other: The Value of We Need Each Other: The Value of > > Teacher Education Cohorts> > Teacher Education Cohorts

Dr. Rebecca JosephDr. Rebecca JosephAssociate ProfessorAssociate Professor

Cal State LACal State LA

ContextContext

Our teacher education program has students go through Our teacher education program has students go through our program in a four quarter developmental progression.our program in a four quarter developmental progression.

We have a cohort model that is not fixed. Members can We have a cohort model that is not fixed. Members can go in and out of classes.go in and out of classes.

Many students finish our program in December or March Many students finish our program in December or March and struggle financially before getting hired for the and struggle financially before getting hired for the following school year.following school year.

Students say they need stronger connections between Students say they need stronger connections between classroom management and secondary planning.classroom management and secondary planning.

Students say they need stronger advisement throughout Students say they need stronger advisement throughout the program.the program.

I wanted to follow students throughout our program to I wanted to follow students throughout our program to highlight developmental process, solve scheduling highlight developmental process, solve scheduling challenges, build teamwork, and strengthen advisement.challenges, build teamwork, and strengthen advisement.

The ProgramThe Program -Full Time-Full Time

Before—EDCI 300, health, Before—EDCI 300, health, communications, CBEST, communications, CBEST, CSET, subject matter, writingCSET, subject matter, writing

Block One-SummerBlock One-Summer EDSE 401-Planning-JosephEDSE 401-Planning-Joseph EDSE 415-Classroom EDSE 415-Classroom

Management-JosephManagement-Joseph EDFN 400-PerspectivesEDFN 400-Perspectives TPA-Task 1TPA-Task 1

Blocks Two and ThreeBlocks Two and Three

Block Two-Fall (Joseph off)Block Two-Fall (Joseph off) 445A Seminar-Culture and Identity445A Seminar-Culture and Identity 421-Subject matter methods421-Subject matter methods 430-Second language learners430-Second language learners TPA Task 2TPA Task 2

Block ThreeBlock Three 423 Literacy Methods423 Literacy Methods 400-Special Education400-Special Education 445B Pro-seminar-Joseph445B Pro-seminar-Joseph

Block Four-SpringBlock Four-Spring

Block FourBlock Four Directed Teaching (until this year Directed Teaching (until this year

Joseph places and supervises Joseph places and supervises some)some)

Directed Teaching Seminar-Directed Teaching Seminar-JosephJoseph

TPA Tasks 3 and 4TPA Tasks 3 and 4

Cohort II Cohort II

Literature Supports Literature Supports Developmental Cohort ModelDevelopmental Cohort Model Small learning communities are frequently used to enhance student Small learning communities are frequently used to enhance student

success and retention initiatives on campus (Smith, 2003).success and retention initiatives on campus (Smith, 2003). They provide an environment that strengthens the connections among They provide an environment that strengthens the connections among

students, faculty and course content (Levine Laufgraben, 2004).students, faculty and course content (Levine Laufgraben, 2004). The cohort model is a specific design of a learning community (Agnew, The cohort model is a specific design of a learning community (Agnew,

Mertzman, Longwell-Grice, & Saffold, 2008). Mertzman, Longwell-Grice, & Saffold, 2008). A cohort isA cohort is a “group of about 10 – 25 students, who begin a program of a “group of about 10 – 25 students, who begin a program of

study together, proceed together through a series of developmental study together, proceed together through a series of developmental experiences in the context of that program of study, and end the program experiences in the context of that program of study, and end the program at approximately the same time” (Maher, 2005, p. 195).at approximately the same time” (Maher, 2005, p. 195).

Core courses in the program must be coordinated, integrated and Core courses in the program must be coordinated, integrated and systematically assessed (Jones, Laufgraben & Morris, 2006; Maher, 2005; systematically assessed (Jones, Laufgraben & Morris, 2006; Maher, 2005; Seifert, 2005).Seifert, 2005).

Teacher education programs across the nation have been experimenting Teacher education programs across the nation have been experimenting with placing students into cohorts as a means of supporting their success with placing students into cohorts as a means of supporting their success in completing the requirements toward a credential (Seifert & Mandzuk, in completing the requirements toward a credential (Seifert & Mandzuk, 2006). 2006).

These small learning communities facilitate academic and intellectual These small learning communities facilitate academic and intellectual stimulation, encourage completion, and create lifelong networks (Smith, stimulation, encourage completion, and create lifelong networks (Smith, 2003; Tinto, 2000; Zhao & Kuh, 2004).2003; Tinto, 2000; Zhao & Kuh, 2004).

Data SourcesData Sources

Surveys from three completed Surveys from three completed cohorts. cohorts.

Interviews with selected cohort Interviews with selected cohort members before, during, and members before, during, and after cohort.after cohort.

First person reflections- First person reflections- Madeline Schwartz-Cohort IIIMadeline Schwartz-Cohort III

What Others Say What Others Say About This ApproachAbout This Approach

Block one of the program, I feel, was the most beneficial for me as a new, Block one of the program, I feel, was the most beneficial for me as a new, young future teacher. EDSE 401 and EDSE 415 which were both young future teacher. EDSE 401 and EDSE 415 which were both concurrently taught by Dr. Rebecca Joseph were two of the most concurrently taught by Dr. Rebecca Joseph were two of the most influential classes in the entire program. Taking this coarse, along with influential classes in the entire program. Taking this coarse, along with EDFN 400, gave me as a student and future teacher, the introductory EDFN 400, gave me as a student and future teacher, the introductory building blocks and skills I needed to pursue teaching. When I entered building blocks and skills I needed to pursue teaching. When I entered these classes I was extremely scared and I didn’t know what to expect. these classes I was extremely scared and I didn’t know what to expect. As I made friends and was given advice and suggestions from professors, As I made friends and was given advice and suggestions from professors, I learned the practical skills as to how to manage a classroom through a I learned the practical skills as to how to manage a classroom through a variety of classroom management techniques, I learned to develop an in variety of classroom management techniques, I learned to develop an in depth unit plan for depth unit plan for The Scarlet LetterThe Scarlet Letter, and I learned how to respect and , and I learned how to respect and treat students with dignity based on their psychological backgrounds and treat students with dignity based on their psychological backgrounds and experiences. More importantly than these concepts, I learned to write a experiences. More importantly than these concepts, I learned to write a lesson plan, which was something I never knew how to do before. Of all lesson plan, which was something I never knew how to do before. Of all the things I’ve learned in this entire program, this is the most valuable skill the things I’ve learned in this entire program, this is the most valuable skill I have learned. I’ve grown to hone this skill as the program has gone on; I I have learned. I’ve grown to hone this skill as the program has gone on; I truly feel that I learned the most in the first block of the credential truly feel that I learned the most in the first block of the credential program. I served as a base by which to continue to grow and learn program. I served as a base by which to continue to grow and learn higher order teaching concepts. I also feel that the first block really higher order teaching concepts. I also feel that the first block really exposes you to a variety of different ways of thinking and looking at exposes you to a variety of different ways of thinking and looking at situations. I learned that I really did want to be a teacher. I think that this situations. I learned that I really did want to be a teacher. I think that this is a good way to begin the credential program. is a good way to begin the credential program.

--Sarah Howe, secondary English teacher, Cohort 2--Sarah Howe, secondary English teacher, Cohort 2

Findings-The GestaltFindings-The Gestalt

I found that the cohort system was really helpful in that it provided a I found that the cohort system was really helpful in that it provided a structured program with built in supports to help students succeed.  structured program with built in supports to help students succeed.  Having classmates that go through the entire year with you really enriches Having classmates that go through the entire year with you really enriches the experience.  Also, having a professor available to ask questions and the experience.  Also, having a professor available to ask questions and guide you through the complex system of classes, credentialing, guide you through the complex system of classes, credentialing, navigating the university, directed teaching and the education field overall; navigating the university, directed teaching and the education field overall; was really key to many of us finishing the program and beginning our was really key to many of us finishing the program and beginning our teaching careers successfully.  Personally, I never had to worry about teaching careers successfully.  Personally, I never had to worry about getting into a class or what I need to be taking and if I had any questions getting into a class or what I need to be taking and if I had any questions about anything, I could send you an email and get a response from a about anything, I could send you an email and get a response from a teacher who knows me, my situation and can help me do whats best for teacher who knows me, my situation and can help me do whats best for me.  me. 

A teaching credential program should model effective teaching, and it is A teaching credential program should model effective teaching, and it is important to build students up for success, build in structure to support important to build students up for success, build in structure to support students, establish and follow through with expectations.  The cohort students, establish and follow through with expectations.  The cohort system was a vital aspect of my credential program experience and one of system was a vital aspect of my credential program experience and one of the reasons why I recommend Calstate LA to many of my friends, the reasons why I recommend Calstate LA to many of my friends, students and others interested in the teaching profession.  students and others interested in the teaching profession. 

--Kristi Murakami, secondary Social Studies, Cohort I--Kristi Murakami, secondary Social Studies, Cohort I

Family, Support System, Family, Support System, TeamTeam   "You get to stay with a group that is like a family. I like that Dr. Joseph stayed with our cohort throughout "You get to stay with a group that is like a family. I like that Dr. Joseph stayed with our cohort throughout

the credential program."the credential program."

““We are fortunate to have you (Dr. Joseph) as a professor. You kept the team together. Now we have We are fortunate to have you (Dr. Joseph) as a professor. You kept the team together. Now we have formed a team ourselves and we are strong we can go out there and handle situations."formed a team ourselves and we are strong we can go out there and handle situations."

"The cohort program enriched our experience. Having the support system-experience all the things you "The cohort program enriched our experience. Having the support system-experience all the things you are experiencing makes the program fun for us but also provides a support system."are experiencing makes the program fun for us but also provides a support system."

"Student life in our cohort- for us it is close. We need it because we are growing. We learn a lot from our "Student life in our cohort- for us it is close. We need it because we are growing. We learn a lot from our peers."peers."

"We go to each other for help"We go to each other for help

We exchange ideasWe exchange ideas

We work (together) to come up with ideas (for subjects areas in common)"We work (together) to come up with ideas (for subjects areas in common)"

   "There’s been times when I tell a family member what’s going on, they are totally oblivious…. they don’t "There’s been times when I tell a family member what’s going on, they are totally oblivious…. they don’t

know what I’m going through. But when you tell somebody who’s going through the same experience, know what I’m going through. But when you tell somebody who’s going through the same experience, they can relate to you.“they can relate to you.“

With a block system classes that go hand in hand like 401 and 415 are always taken together. The With a block system classes that go hand in hand like 401 and 415 are always taken together. The cohort system gives you a support system because you go through the credential program with the same cohort system gives you a support system because you go through the credential program with the same people and you get to know each other. I advise other cohorts to get to know each other, become each people and you get to know each other. I advise other cohorts to get to know each other, become each other’s support, push each other, share ideas, and learn from each other."other’s support, push each other, share ideas, and learn from each other."

Structure and TimingStructure and Timing

"I like the program that they set up; they keep it very organized "I like the program that they set up; they keep it very organized and you have specific cohorts and blocks that you move through. and you have specific cohorts and blocks that you move through. Everything is structured and (so you don’t) miss classes and Everything is structured and (so you don’t) miss classes and counselors make sure all the paperwork is filed and everything is counselors make sure all the paperwork is filed and everything is there.“there.“

"The program is perfectly timed in that it culminates in directed "The program is perfectly timed in that it culminates in directed teaching so that we can start (teaching) in the fall…so it’s really teaching so that we can start (teaching) in the fall…so it’s really perfectly times so we get the best preparation and it results in us perfectly times so we get the best preparation and it results in us being teachers and having the ability to go out with a credential being teachers and having the ability to go out with a credential and compete in the job market, said one student."and compete in the job market, said one student."

Structure of ProgramStructure of Program

The structure of the whole credential program is The structure of the whole credential program is well organized and allows for professor to teach in well organized and allows for professor to teach in their own unique ways. Each Block is set up in way their own unique ways. Each Block is set up in way that allows for each class to feed off the other that allows for each class to feed off the other helping students’ transition smoothly through the helping students’ transition smoothly through the quarter. The cohort program is a great way to quarter. The cohort program is a great way to teach. A group of students being in the same teach. A group of students being in the same classes throughout the year helps them build classes throughout the year helps them build relationships that can be very helpful. Students can relationships that can be very helpful. Students can build networks and help each other succeed in the build networks and help each other succeed in the working force. Besides, the relationships working force. Besides, the relationships developed in class allows for class to be fun, it developed in class allows for class to be fun, it makes class more welcoming. Cohorts help each makes class more welcoming. Cohorts help each other throughout the year and make class other throughout the year and make class enjoyable.enjoyable.

Adrian Vasquez, secondary PE, Cohort IIAdrian Vasquez, secondary PE, Cohort II

InterconnectionsInterconnections

"The classes we had with the same professor were "The classes we had with the same professor were interconnected, they were related subjects so it was good –rather interconnected, they were related subjects so it was good –rather than artificially compartmentalizing them- it was good to put them than artificially compartmentalizing them- it was good to put them together so we can talk about each class’s (subject matter).“together so we can talk about each class’s (subject matter).“

"When we started we were put into groups and took "When we started we were put into groups and took 401(management and 415 lesson planning) together. That was 401(management and 415 lesson planning) together. That was really good for us. Any teacher will tell you that planning and really good for us. Any teacher will tell you that planning and management go hand in hand and being able to do the classes management go hand in hand and being able to do the classes together with the same group of students with the same together with the same group of students with the same professor we got really close during that summer quarter and as professor we got really close during that summer quarter and as time progressed the same group of students took each class time progressed the same group of students took each class (thereafter) together.“(thereafter) together.“

Readiness for TeachingReadiness for Teaching

I feel that the teachers here really genuinely care about you, care about your success I feel that the teachers here really genuinely care about you, care about your success and I feel so prepared to be a teacher – now when I walk into the classroom I feel and I feel so prepared to be a teacher – now when I walk into the classroom I feel really confident. I feel really prepared. There are things about teaching that you never really confident. I feel really prepared. There are things about teaching that you never learn until you experience it but I feel like the preparation the background, the learn until you experience it but I feel like the preparation the background, the foundation that I’ve been given couldn’t have been better.“foundation that I’ve been given couldn’t have been better.“

"I have grown in the aspect that now I really value lesson planning not only as an end "I have grown in the aspect that now I really value lesson planning not only as an end in itself but an excellent way of having good classroom management."in itself but an excellent way of having good classroom management."

The camaraderie, better learning from ongoing relationships, job connections, ongoing The camaraderie, better learning from ongoing relationships, job connections, ongoing support from your classmates going through the program and they know how you feel support from your classmates going through the program and they know how you feel or what you mean when you’re having a great day or bad day. They are still my or what you mean when you’re having a great day or bad day. They are still my friends, and I connect with them all the time.”friends, and I connect with them all the time.”

““If I hadn’t gone through the cohort model, I wouldn’t have had had the skills to make If I hadn’t gone through the cohort model, I wouldn’t have had had the skills to make connections and build community in my first year of teaching. I understood the benefits connections and build community in my first year of teaching. I understood the benefits of teamwork and learned to plan with my colleagues and create strong communities in of teamwork and learned to plan with my colleagues and create strong communities in my own classrooms.”my own classrooms.”

Hit the Ground RunningHit the Ground Running

The cohort system played a vital role in establishing an extremely The cohort system played a vital role in establishing an extremely important professional development relationship amongst important professional development relationship amongst professors and colleagues of the program. There were many professors and colleagues of the program. There were many instances through out the program that I can recall that assisted instances through out the program that I can recall that assisted my growth as a prospective educator that would not have been my growth as a prospective educator that would not have been possible if it was not for these established relationships. I possible if it was not for these established relationships. I strongly believe that the cohort program at CSULA has prepared strongly believe that the cohort program at CSULA has prepared me not just to become a teacher and get by the dreaded first me not just to become a teacher and get by the dreaded first year, but to actually go into a classroom where ever it may be year, but to actually go into a classroom where ever it may be and hit the ground running. and hit the ground running.

Juan Valdez, secondary Social Studies, Cohort IIJuan Valdez, secondary Social Studies, Cohort II

Advice from Cohort III to Advice from Cohort III to Cohort IV.Cohort IV. Don’t be arrogant. Be as humble as Don’t be arrogant. Be as humble as

possible. You have everything to learn. possible. You have everything to learn. Work hard. As hard as you can. Then Work hard. As hard as you can. Then

harder. Everything you read, write, and harder. Everything you read, write, and plan will come in handy when you student plan will come in handy when you student teachteach

Always have a plan. Don’t get discouraged Always have a plan. Don’t get discouraged when it doesn’t work. You will get better.when it doesn’t work. You will get better.

Get to know people in your cohort and Get to know people in your cohort and collaborate for cross-curricular and within collaborate for cross-curricular and within content lessons.content lessons.

Get to know your cohort so you can Get to know your cohort so you can support and help each other during the support and help each other during the program.program.

Benefits I WitnessedBenefits I Witnessed

Cohort members provided referrals Cohort members provided referrals and support during job searches.and support during job searches.

Continued communication and Continued communication and connections between cohort connections between cohort members and each other.members and each other.

Continued communication and Continued communication and connections between cohort connections between cohort members and me.members and me.

My advice to new cohort My advice to new cohort membersmembers

Work hardWork hard Learn muchLearn much Guaranteed access to best Guaranteed access to best

professors possibleprofessors possible Best schedule Best schedule Receive ongoing advisementReceive ongoing advisement Become the best new teacher Become the best new teacher

you can possibly be!!!you can possibly be!!!

Busy, busy…cohort IIIBusy, busy…cohort III

SO where now?SO where now?

Chancellor ends state supported Chancellor ends state supported summers so no current Cohort V.summers so no current Cohort V.

I will need to see if next spring I I will need to see if next spring I can interconnect management can interconnect management and planning. This depends on and planning. This depends on support within my program.support within my program.

Please, wish my future students Please, wish my future students well.well.