Metropolitan Mission: Established in 1964, Wright State University (WSU) has grown from a single building to a comprehensive university serving over 18,000 students in the Dayton metropolitan area. WSU has provided many local residents the opportunity to become the first generation in their families to acquire a higher education and, as such, has assisted them in contributing to the Miami Valley Region as successful citizens and professionals. WSU’s commitment to this metropolitan mission can be documented by its track record of service to the Dayton area schools and the community at large.

Collaboration -- Metropolitan Level: Since 1992, the College of Education and Human Services (CEHS) has been formally involved in an ongoing process to bring about systemic change at all levels of education with the inauguration of Partners Transforming Education. This endeavor included over 430 representatives of the Dayton area school sector, business, industry, human service agencies, various colleges at WSU, the military and others. The concept of "simultaneous renewal" of the pre-K--12 sector and teacher education is integral to this collaborative effort. Members are committed to working together on mutually-defined areas of needed improvement. No partnership can exist where only one partner grows and benefits. Therefore, it has remained central that the collaborative process, as well as the outcomes, be mutually beneficial to all concerned.

Collaboration -- Community Level: As a component of Partners Transforming Education, a formalized partnership was established between Wright State University and Dayton Public Schools (DPS). The overall purpose of this more extensive partnership was to simultaneously meet the educational needs of urban children and prepare teachers who possess the attitudes, values and skills necessary for teaching in the urban environment of Dayton Public Schools.

Collaboration -- National Level: Beginning in 1992, with the formation of Partners Transforming Education, CEHS has become a leader in educational reform at the local, state and national level.

- CEHS (at WSU) has supported several faculty members of CEHS and two Dayton City Partnership School principals as Goodlad Associates

- CEHS (at WSU) will be sending the faculty PDS site coordinators to lead discussions about educational renewal at Goodlad's NNER National Conference in Seattle.

- CEHS (at WSU) was given a strong vote of confidence to continue their partnership efforts and was awarded a continuation of a prestigious DeWitt-Wallace grant to continue its work in the local partnership endeavor.

- CEHS supported two Holmes Scholars with Graduate Assistantships, tuition and fee waivers, travel to the National Holmes Conference. These Holmes Scholars are African American female graduate students in the field of Teacher Education who are interested in pursuing employment with Dayton Metropolitan center-city schools after completing their Master's Degrees.

-These Holmes Scholars provided services to the Dayton City Partnership Schools and assisted in mentoring the African American PYP students who were completing field experiences and student teaching in the Dayton City Schools.

- PYP Site Coordinators mentored the Holmes scholars and collaborated with them to provide opportunities to present papers at national, state and local educational conferences.

To encourage professionalism among PYP students, Site coordinators mentored and collaborated with them to provide opportunities to present papers at state and local educational conferences

The College of Education and Human Services and Dayton Public Schools request funding from the Ohio Department of Education PROJECT FOR A DIVERSIFIED TEACHING FORCE. The requested funds will be used to expand relevant portions of the goals of the Holmes Partnership in conjunction with WSU’s Partners Transforming Education initiative.

One of the primary goals that Partners Transforming Education shares with PROJECT FOR A DIVERSIFIED TEACHING FORCE is to prepare more effective teachers, responsive to society’s needs, who will help to create exemplary schools. CEHS is committed to the long-term goal of achieving excellence in the "Education of Educators" by preparing teachers equipped for the challenges of urban schools, such as in Dayton and Trotwood-Madison school districts, that will be characteristic of 21st century America.

The original Goals of the Holmes Group were to:

In (Tomorrow’s Teachers (1986), the Holmes Group sets forth their vision of good teaching (Appendix A). Of the five vision statements, the third supports the goal of PROJECT FOR A DIVERSIFIED TEACHING FORCE, most directly. "Create relevant and intellectually defensible standards of entry into teaching" is further explained as:

Work to prevent testing from discouraging or excluding minority candidates from teaching by:

In Tomorrow’s Schools (1990), the Holmes Group set forth principles for optimal design of Professional Development Schools (Appendix B). Although all six principles support the goal of PROJECT FOR A DIVERSIFIED TEACHING FORCE, the third principle addresses this goal directly:

In Tomorrow’s Schools of Education (1995), the Holmes Group maintained the need for schools of education to reform each of the following components: new curriculum, new faculty, new instructional settings, new instructional arrangement, new students and new partnerships (Appendix C).

The Holmes Group again adds its support to PROJECT FOR A DIVERSIFIED TEACHING FORCE, as it elucidates on the component of new students as follows:

In 1996, the Holmes Group formed the Holmes Partnership, a consortium of research universities, public school districts and organizations that represent professional educators. The Holmes Group adopted six principle goals (Appendix D). The third goal is closely correlated with PROJECT FOR A DIVERSIFIED TEACHING FORCE:

Thus the goals enumerated in PROJECT FOR A DIVERSIFIED TEACHING FORCE are not new to Wright State University, but are goals which underlie many of the projects and commitments undertaken by WSU in the past several years, and ones to which WSU is strongly committed in the future.

Under-representation of African American Teachers -- Franklin (1994) cautions that the need for black teachers has reached the point of desperation. In 1970, black professionals made up 12% of the teaching force; in 1987, they constituted only 8% of the teacher pool. Franklin (1994) projected that blacks would compose as little as 5% of the teaching force by 1990 when the American school-age population would be more than 30% minority. The situation is becoming even more critical. Franklin (1994) regrets the lower rate of black teachers and laments that young blacks will be deprived of role models and a "special kind of caring that are essentially irreplaceable" (p. 42). Edmond (1995) stresses the importance of role models as black children are often underexposed to career options

Hayes (1995) emphasizes the need to recruit more African American teachers. Many prospective teachers are lured into more lucrative fields for their first careers; therefore, Hayes (1995) suggests that prospective black teachers be recruited heavily mid-career, when many may seek a career change. White (1994) supports mid-career recruiting -- the retention rate of black students returning as adults or graduate students is much higher than for younger black students.

While there are many white teachers in multi-cultural classrooms, Hayes (1995) suggests that many are ill-prepared to handle the challenge and often leave the inner city for the suburbs after about two years. On the contrary, black teachers are often "unusually determined and deeply committed" to the teaching profession (Franklin, 1994). White (1994), recognizing the acute black under-representation in higher education, attributes lack of financial resources as a major obstacle to minority participation. He suggests that the presence of many single families among the black population, young adults often choose to help support younger siblings, rather than go to college.

It is documented that approximately 75% of the student population in Dayton Public schools may be identified as African-American. As is true of many other center cities throughout the USA, the faculty and administration of Dayton Public Schools does not accurately reflect the racial composition of the student population. As part of WSU’s metropolitan mission, CEHS is committed to recruit and prepare a diverse pool of professional educators who may become future teachers and administrators.

Collaborative arrangements: CEHS and DPS have shared a long history of education collaboration through placement for teacher preparation programs. For several years, each quarter 20-25 undergraduate education students have completed a 10-week-long intensive field experience at E.J. Brown Elementary School. In addition, many undergraduates have completed their formal student teaching experience or graduate practicum hours at E.J. Brown.

This partnership has been intensified during the 1997-98 school year with the additional presence of eight graduate students enrolled in WSU’s the Professional Year Program (PYP) completing their internship and student teaching at E.J. Brown Elementary School.

Plans have been implemented to extend the Professional Year Program to Dayton’s Dunbar High School beginning with the 1998-99 school year. The awarding of the additional monies as requested in this grant proposal will contribute to additional number of black teachers in the Dayton Public Schools.

Responsibilities of Entities Involved: CEHS and the DPS will collaborate in the recruitment, selection and education of persons from underrepresented groups in WSU's alternative certification route. WSU will provide University Professor’s supervision, graduate assistant support, Partnership Coordinator’s effort, teacher inservice (Pathwise mentorship program), job counseling and recruitment, substitute support for professional development, etc.

Dayton Public Schools (and perhaps other urban schools) will provide internship opportunities, mentorship, classroom space for university classes, supervision, evaluation/assessment, inservice opportunities, placement assistance and other support.

According to Shenk (1996) it is ironic that the one credential that is proven to effect teaching quality, a bachelor’s degree in the subject being taught, is not required by many public school systems. Knowing that content preparation is often more valuable than a large number of education classes, private schools often forgo "official" certification in lieu of specialized training in an academic field., A number of states allow teachers to teach initially without education classes, although may require them before full status as a teacher is granted. Teach for America sends college graduates without education certificates to teach in desperate school systems. Principals praise their successes and credit them with being better than other beginning teachers. Sixty-six percent of those who Teach for America stay in the education field (Shenk, 1996).

Proposing an apprenticeship model, Shenk suggests that after an initial training period, the prospective teacher should join with a mentor or master teacher for support and additional training in the classroom. A joint program between the Tempe Elementary School District and the College of Education at Arizona State University is just such an apprentice teacher program.

PEP Program is an intensive teacher preparation program for those holding a baccalaureate degree in a licensable field in Ohio. Using their undergraduate degree in a content field as a base, these pre-service teachers complete an intensive program beginning in June and finishing one class short of a Masters Degree the following spring. During their initial summer quarter, students begin foundation courses in conjunction with a placement in local metropolitan schools with mentor teachers. Interns work with classroom teachers half of every day for the rest of the year in small and large group instruction, attend classes the other half day, and complete a quarter of student teaching in the spring quarter.

Therefore, it was determined that during the school year 1998-99, an alternative schedule of classes would be designed specifically to ameliorate this problem. This alternative schedule would allow students to take two years to go through the teacher preparation program instead of making a commitment to the current intensive one year schedule . Therefore, since students may elect a one year or a two year track, the name of the Professional Year Program (PYP) has been changed to Professional Educators Program (PEP).

SY 1995-96 - Twenty-one students enrolled in PYP (no specific considerations for members of underrepresented groups were made). Of the 21, most are employed in the field of education.

SY 1996-97 - Twenty-six students enrolled in PYP (no specific considerations for members of underrepresented groups were made). Of the 26, 25 completed the program and received certification, and most have been employed in the field of education.

SY 1997-98 - Forty-five graduate students enrolled in PYP. Through CEHS, 26 graduate fellowships were provided for members of groups underrepresented in education. Of these, 11 were awarded to PYP participants. Six of these were awarded to reserve teachers accepted into the Professional Year Program. These graduate fellowships provided for tuition only. Funds for books, materials and additional stipends were not available.

CEHS, as a committed member of the Holmes Partnership, awarded comprehensive graduate assistantships to two African-American women designated as Holmes Scholars and enrolled in more traditional graduate programs while preparing to become educational professionals. The Holmes Scholars assist the professors who teach the PYP students, act as liaisons between CEHS and the partnership school sites and provide mentorship to the PYP students. One goal of the Holmes Scholars Programs is to prepare those from underrepresented groups to take positions in universities and colleges. Professors in the PYP program assist in the professional growth of the Holmes Scholars by providing opportunities for joint research and the dissemination of results through publication and presentations at state and national conferences.

SY 1998-99 - Fifty graduate students are expected to enroll in the Professional Educators Program (see above for explanation of name change). Through CEHS, 25-30 graduate fellowships will be available for participants in the Professional Educators Program. These graduate fellowships provide for tuition only. Three students of color (1 female and 2 males) committed to teach in the Dayton Public Schools, have joined the ranks of this year's PEP as a direct result of the 1998 ODE "Diversity in the Teaching Force" Grant to WSU.

SY 1999-00 - Fifty to fifty-five students will be accepted into the Professional Educators Program (PEP) program . An additional 25-30 fellowships will be available to new graduate students, including the PEP participants. Recipients for the graduate fellowships must apply and be awarded those fellowships based on the specific requirement of that fellowship. Of the PEP students, in addition to the graduate fellowship (providing tuition), additional candidates from underrepresented groups will be awarded funds from this 1999-2000 ODE grant to provide financial compensation for loss of substitute teaching salary, books and travel. The PEP requires that interns attend classes both quarters during the initial summer.

Additional support: Many of the reserve teachers have young children, and need to provide for their supervision during the summer and/or during the school year. WSU’s Pre-College programs will continue to assist candidates with children through reduced tuition for summer camp experiences. Mini University offers priority registration and a sliding fee scale to full-time students for day care during the school year and for summer camps for school-age children. One of the three candidates from 1998-99 PEP class made use of this during the summer of 1998 and recommended that it be continued.

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 PYP 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.

In addition, the Professional Development sites expressed a critical need for well-prepared math and science teachers in the K-12 grades in the local schools, as well as special educators. Therefore, a priority in the recruitment of reserve teachers who possess preparation in the math and science fields (or a desire/potential to pursue study in these fields) and/or special education was established.

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 PYP program. WSU awarded a graduate fellowship to each of three candidates to pay for tuition. Additional funds were provided by the ODE 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 will include internal and external advertising, a joint interview process conducted by WSU and the partnership school sites. A pool of candidates will be 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 will again be convened. Grantees will be selected based on formal acceptance in the PEP, prior educational and personal experiences, financial need, and level of commitment to teach in urban schools will be considered.

The long-term goal of this program is to increase the number of certified teachers representative of groups underrepresented in the Dayton Public Schools, through providing an alternate certification plan (PYP) and financial and other means of support. If, after having provided this financial and other types of support, the reserve teachers successfully complete the PYP program and obtain their teacher certification and full time teaching positions in Dayton or other center-city schools, success of this program will have been demonstrated.

RFP: September, 1998

Begin grant implementation--January, 1999

External/Internal Recruitment & Advertising --January-March, 1999

Select applicants--April-May, 1999

Begin PEP--June, 1999

Award grant monies -- June, 1999

Program completion--July, 2000

Certification--Summer, 2000

Employment--Fall, 2000

See attached budget from Research and Sponsored Projects, Wright State University

Overall project coordination will be provided by the College of Education and Human Services. Funds are requested to partially support the time of co-investigators conducting and planning the oversight of the program. They will receive stipends to monitor and assist the teacher candidates. Among the Partnership Coordinator responsibilities is to oversee and assist in the maintenance of the relationship between WSU and the partnership sites, such as DPS and Trotwood-Madison City Schools. Graduates assistants, also designated as Holmes Scholars, will assist in the monitoring of this project.

Stipends for candidates/ trainees will permit several reserve teachers committed to teaching in center-city schools to continue their educational programs to certification through an alternate certification program at WSU in the Professional Educators Program. Stipends are essential to provide a livelihood for these teaching candidates. Communications and supply costs will provide for communications and duplication. Travel allotment will permit co-investigators to share findings of this project with university colleagues at professional conferences, such as the annual Holmes Gateway conference, OCTEO, and others.

Dayton Public Schools will provide internship opportunities, classroom space, evaluation and supervision, job counseling, and recruitment.

Wright State University has agreed to provide matching dollars and in-kind services in excess of the requested O.D.E. grant monies. WSU is providing University Professor’s supervision, graduate assistant support, Partnership Coordinator’s effort, teacher inservice (Pathwise mentorship program), job counseling and recruitment, substitute support for professional development, etc. Wright State University will also make available to the candidates tuition waivers in the form of graduate fellowships.