Teacher Residency as Alternative Pathway to Licensure

Teacher residencies have been an ongoing discussion in the educator preparation world for nearly a decade. This paper describes a promising practice in program design at a university that offers alternative pathways to licensure to meet the demands of school districts, especially in economically disadvantaged communities in one region of the United States. The one-year residency model was developed to address the teacher shortage in a state with growing teacher attrition. Aligned with recent legislation that created a residency license, a traditional educator preparation program examined its strengths and incorporated the most critical needs for novice teacher success to offer a one-year teacher residency as an alternative pathway. The residency model was co-constructed with school district personnel and teacher education faculty to focus on the most critical dimensions of teaching that include planning, instruction, and assessment. After one year, the feedback from school district personnel included high favor for readiness to teach. Residency candidates reported increased self-efficacy. The residency program has implications for future research and potential replication at other institutions of higher education.

Library Media Specialists' Roles in the Implementation of Digital Tools, Applications, and Standards

This chapter addresses the benefits and synergies that the classroom teacher and the school library media specialist (LMS) experience when collaborating in the planning, differentiation, and assessment of content-area standards such as the Common Core State Standards (CCSS), with an emphasis on the role of technology and information literacy via Digital Literacy and Computer Science Standards (DLCSS). General reasons for teacher/LMS collaboration, specific reasons for collaboration on the CCSS/DLCSS, technology integration, and physical space and instructional flexibility form the key concepts of discussion. Tables present specific CCSS, related to technology tools and digital literacy concepts, that the LMS is uniquely qualified to teach to students. The chapter concludes with practical recommendations for district personnel, school-based administrators, LMSs, classroom teachers, and preservice teachers.

Library Media Specialists' Roles in the Implementation of Digital Tools, Applications, and Standards

This chapter addresses the benefits and synergies that the classroom teacher and the school library media specialist (LMS) experience when collaborating in the planning, differentiation, and assessment of content-area standards such as the Common Core State Standards (CCSS), with an emphasis on the role of technology and information literacy via Digital Literacy and Computer Science Standards (DLCSS). General reasons for teacher/LMS collaboration, specific reasons for collaboration on the CCSS/DLCSS, technology integration, and physical space and instructional flexibility form the key concepts of discussion. Tables present specific CCSS, related to technology tools and digital literacy concepts, that the LMS is uniquely qualified to teach to students. The chapter concludes with practical recommendations for district personnel, school-based administrators, LMSs, classroom teachers, and preservice teachers.

The Four-Day School Week

Within the past three decades, a number of schools and districts, particularly those in rural areas, have moved toward a four-day school week. Recent articles and reprots indicate that there are now schools with four-day weeks in Colorado, Wyoming, South Dakota, Louisiana, New Mexico, Idaho, and Nebraska. The reasons for this shift include saving money int he face of declining enrollments and avoiding interruptions and abscences due to sports and activities. Districts contemplating the four-day week need current information about this alternative schedule and how it is working in schools around the country. This report is intended to summarize recent research and other articles on the four-day week and make recommendations to district personnel on whether and how it should be implemented.

Abstract 470: Understanding the Distribution of CPR Training in Pennsylvania High Schools

Introduction: Bystander CPR may increase out-of-hospital cardiac arrest survival rates. Incorporating CPR education into high school curricula is an efficient way to teach a large number of individuals CPR. Pennsylvania, unlike most states, does not require CPR training prior to graduation, and the prevalence of school training programs is not known. Objective: The goal of this study was to describe the distribution and characteristics of CPR training practices in high schools across Pennsylvania. Methods: As part of an ongoing public health project, we developed and administered a 7-question survey designed to determine if school districts offer CPR training programs, and if so, query key details about those programs. Using the Pennsylvania Education Names and Addresses database, we compiled contact information for all Pennsylvania school districts. Student researchers then contacted district personnel by telephone or email to administered the survey. Survey results were tabulated and summarized, and basic comparative statistics were calculated using Stata (ver. 15). Geographic patterns were assessed using QGIS (ver. 3.0.1) To understand the role of race and economics in availability of CPR training, our analyses incorporated census data on median income, race and ethnicity. Results: Between July 2018 and May 2019, we attempted to contact all 500 school districts in Pennsylvania, 494 of which were determined to have high schools within the district. We received survey responses from 446 (90%) school districts. Of those, 255 (57%) offered some form of CPR education and 141 (32%) of those programs were mandatory. Of the 255 districts that offered programs, 157 (62%) programs certified students as CPR providers. School districts that have CPR training have a median household income on average $4906 higher than school districts without CPR training. Clusters of districts with and without training were observed, however these clusters did not correlate with state geographic divisions, white race or Hispanic ethnicity. Conclusion: In Pennsylvania, where CPR training is not mandatory in high schools, at least half of all schools have training programs. Factors determining program adoption are unclear.

The Effect of Co-teaching on Student Cognitive Engagement

Delivering special education to students with disabilities requires highly prepared and collaborative teachers, inclusive learning environments, and strategies that promote cognitive engagement, but many students lack access to these necessities. In rural schools teacher shortages and traditional teaching methods may contribute to disengagement. Some rural districts have turned to co-teaching to disrupt this pattern of inequity. Effective co-teaching between two highly prepared teachers in a general education setting offers students the opportunity to be included and may improve engagement for all students. To investigate the relationship between co-teaching and student cognitive engagement, this study observed teachers in eight rural secondary schools in West Virginia to evaluate differences in student cognitive engagement in co-taught versus solo-taught classrooms. Four district personnel were trained on both cognitive engagement strategies and co-teaching approaches and collected observational data. The Instructional Practices Inventory was used during short walk-throughs to measure cognitive engagement during 701 solo-taught and 181 co-taught observations. Observations occurred in 5th- through 12th-grade classes in reading, mathematics, science, and social studies throughout one full school year. Statistical tests compared mean engagement scores across the different models of instruction. Results indicated that students in co-taught classrooms were more cognitively engaged than students in solo-taught classrooms. These results suggest the need for increased professional development for teams to move beyond the one teach, one support model of co-teaching, additional research on cognitive engagement and co-teaching, and teacher preparation programs to include more examples of, and training in, quality co-teaching models.

Pengaruh Pendidikan dan Pelatihan terhadap Profesionalisme Pegawai Negeri Sipil dalam Pendidikan dan Pelatihan Dinas Pendidikan Kabupaten Bengkalis

Facing the global challenge as one of the efforts to build professional Civil Servants and increase their competence is through Education and Training (Diklat). In Government Regulation No. 101 of 2002 on education and training of civil servant positions, it is mentioned that the implementation of the training is expected to create employee resources that have the necessary competencies to improve the quality of professionalism. This study aims to determine the Effect of Education and Training on Civil Servant Professionalism at the Personnel Board of Education and Training Bengkalis Regency. In order to get a detailed description of the authors using descriptive research method with a quantitative approach. Samples in this study were 52 people Employment Agency Employment Education and Training Bengkalis Regency. Data collection is done through questionnaires. Testing research instrument using validity test and reliability test. Data processing techniques using simple linear regression test, and hypothesis testing to find out how much influence of Education and Training on Civil Servant Professionalism at Bengkalis District Education and Training Personnel Board. The results of this study indicate that the Influence of Education and Training on Civil Servant Professionalism at Bengkalis District Personnel Education and Training Agency categorized Strong. Therefore, efforts must be made by the Agency for Human Resources Education and Training of Bengkalis Regency for Civil Servant Competence at the Office of the Personnel Board of Education and Training of Bengkalis Regency is more optimizing the implementation of Education and Training programs of employees, especially education and functional technical training. Because the training program is very influential on improving the competence of civil service officers of the Education and Training Agency of Bengkalis Regency in particular and Civil Servants of Local Government of Bengkalis Regency in general.