In Praise of Education

Institution: Wright State University Social Studies Ed. Program

WORK ADDRESS: CEHS 374 Millett Hall

CITY/STATE/ZIP: Dayton, OH 45435-0001

OFFICE/HOME: 937-775-4472 937-433-2611 FAX: 937-775-3301

Institution:: Wright State University Early Childhood Ed. Program

WORK ADDRESS: CEHS 355 Millett Hall

CITY/STATE/ZIP: Dayton, OH 45435-0001

OFFICE/HOME: 937-775-4582 513-779-9994 FAX: 937-775-3301

Co-Organizer: Dr. Donna Cole (NNER Fellow) Director WSU PDS Programs

Institution: Wright State University, CEHS 374 Millett Hall, Dayton, OH 45435-0001

Office/Home: 937-775-3276 FAX: 937-775-3301 dcole@wright.edu

Co-Organizer: Mrs. Gerri Brown (Holmes Scholar) Graduate Assistant

Institution: Wright State University CEHS 357 Millett Hall, Dayton, OH 45435-0001

Office/Home: 937-775-4472 937-434-7572 FAX: 937-775-3301

Type of Session: Conversation

Focus: State and Local policy issues

Session presentation: Panel discussion

Diversity

Partnerships

Equal Opportunity

Abstract:

Wright State University, Dayton, OH

Dr. Ronald G. Helms, Dr. Colleen Finegan, Dr. Donna Cole, Mrs. Gerri Brown

OBJECTIVE 1-1: Provide an alternate teacher certification route to members of underrepresented groups who are holders of baccalaureate degrees.

OBJECTIVE 1-2: Provide financial and other means of support for students from groups underrepresented in the Dayton Public Schools.

Challenge: Through discussion between WSU and our Professional Development sites, it was made known that there is a large pool of reserve (substitute) teachers in the Dayton Metropolitan Area. These individuals are eligible to hold a substitute license by virtue of the state regulation of having earned a baccalaureate degree. They are not eligible for state certification because they have not completed the required education classes nor the necessary field experiences and student teaching through an approved university program. Many of these reserve teachers are highly effective in the classroom, and would be considered an invaluable addition to the full-time teaching staff.

Although some reserve teachers wish to remain in a part-time position, many of the reserve teachers would like to become full-time teachers. Some of these reserve teachers have not been able to pursue full certification due to financial constraints. Specifically, a reserve teacher returning to school would not only have to accrue the cost of tuition, books and materials, but would also experience the loss of income that may have been earned by substitute teaching or other employment. If the reserve teacher were also a parent, the schedule required by a return to school may require additional day care and before- or after-school expenses. Therefore, the primary focus of the collaborative effort will be on reserve teachers in the Dayton area.

Goal: In 1998, CEHS designed a process which would allow reserve teachers from underrepresented groups holding a baccalaureate degree in a content field to complete certification requirements through the Professional Education Program (PEP). WSU awarded a graduate fellowship to each of three candidates to pay for tuition. Additional funds were provided by the Ohio Department of Education PROJECT FOR A DIVERSIFIED TEACHING FORCE to provide for compensation for the loss of income that returning to school would necessitate, and possibly for some books. The program was popular and attracted many applicants. The grantees were very appreciative and excited to be able to pursue their educational goals. The grantees expressed that without the 1998 ODE grant, this would have been an impossibility.

Procedure: The recruitment procedure included internal and external advertising, a joint interview process conducted by WSU and the partnership school sites. A pool of candidates was sought. Candidates must apply and be fully accepted into the PEP program. A committee composed of the Associate Dean of CEHS, Director of the PEP, Coordinator of the PEP, and specific additional Education faculty was convened. Grantees were selected based on the following: formal acceptance in the PEP, prior educational and personal experiences, financial need, and level of commitment to teach in urban schools.