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 AACC TSP Colleges 

Asnuntuck Community College, CT
College Web sitewww.acc.commnet.edu 
Program: Asnuntuck Teaching Scholars/The After School Program
Program Web site: www.acc.commnet.edu/tomslinks.htm (a resource site for K-12 teachers developed by Asnuntuck CC Teaching Scholars)

K-12 Partners:
Enfield Public School System, Enfield, CT
Thomas Alcorn School, Enfield, CT
The After School Program, Enfield, CT

Disciplines:Basic computer skills and mathematics

Program summary:
Prepared by Faith San Felice, Coordinator of Teaching Scholar Partnerships

The Teaching Scholar Program is a dynamic partnership between Asnuntuck Community College, the Enfield Public Schools System, the Thomas Alcorn School, and The After School Program, in Enfield, CT. College students majoring in Computer Technology (CIS) instruct "at-risk" students in grades 4-6 in keyboarding, basic computer skills, Microsoft Office applications and basic Internet Explorer use. The Teaching Scholars participate in five weeks of pre-service training in teaching methods, observation and best practices. Each semester, Teaching Scholars commit to a minimum of 10 hours of training prior to teaching, 16 hours of instructing in the computer lab class and four hours of programs (celebrations, awards, etc.) with the elementary students at the After School Program. 

During two eight-week sessions, the Teaching Scholars instruct small groups of elementary age students in the computer labs at Asnuntuck Community College. Through TSP, the students receive more than 90 minutes of computer instruction weekly that provides enhanced competency in word processing of reports and assignments. Teaching Scholars evaluate student progress through pre- and post-testing in keyboarding skills and basic computer applications.

Central Florida Community College, FL
College Web site: www.cfcc.cc.fl.us
Program: Central Florida Teaching Scholars
Program Web site: http://www.cfcc.fl.us/las/tsp.html

K-12 Partners: Howard Middle School, Ocala, FL

Disciplines: Grades 6 - 8, science and mathematics

Program Summary:
Prepared by Faith San Felice, Coordinator of Teaching Scholar Partnerships

The Central Florida Teaching Scholars program has two objectives:
1. To provide a successful experience in teaching for the Teaching Scholars,
2. To develop an enthusiasm for teaching and education as valid academic pursuits

Teaching Scholars at CFCC are required to commit two years of their time to TSP. Year one of the program focused on recruiting, selecting and training Teaching Scholars towork in the K-12 classroom.  A series of teaching and learning workshops as well as classroom observations and working as a tutor provided Teaching Scholars with some insight into the K-12 classroom and the culture of the middle school.  During 2002-2003, Teaching Scholars will apply this knowledge as they tutor and teach middle school students in Grades 6 - 8 math and science classrooms.

Teaching Scholars meet regularly with their faculty subject advisors, college faculty mentors, and the K-12 teacher mentors for review of content materials, strategies, and reflection.  In addition, Teaching Scholars give a brief presentation about "Why I'm a Teaching Scholars" to the middle school students.

Phases of the project will be videotaped by CFCC's video production/journalism students to produce a tape called "So You Think You Want To Teach?", to be aired on local access cable.

Cerritos College, CA
College Web sitewww.cerritos.edu 
Program: Cerritos College Teacher TRAC-TSP
Program Web site
www.teachertrac.com/Teaching%20Scholars%20Program.htm

K-12 Partner: Bellflower Unified School District, Intensive Learning Center, Lakewood, CA

Disciplines:elementary math and science

Program summary:
Prepared by Faith San Felice, Coordinator of Teaching Scholar Partnerships

Strong leadership, institutional support, community relationships and evolving partnerships, faculty expertise and commitment, student centeredness and a technologically rich environment have all contributed to the accomplishments of the goals and outcomes of the TSP Program.

Cerritos College expanded its Teacher TRaining ACademy (Teacher TRAC) to formalize a pathway and training for future K-8 teachers concentrating in mathematics and science.  Seven students selected as Teaching Scholars participate in fieldwork under the direction of mentors from the college and partner elementary school.  Solid collaboration between the Teaching Scholars and the college and elementary school mentors provides meaningful experiences for everyone involved in the program.  This collaboration encourages "reciprocal reflection" on instructional methods and assessment.

Teaching Scholars transfer to the college's partner university (California State University - Long Beach) to complete their education degrees and teaching credentials.  The mentoring relationship between the Teaching Scholars and the college faculty mentor provides a smooth transition from the community college to the four-year university.

Delta College, MI 
College Web site
www.delta.edu 
Program: Teaching Scholar Partnership
Program Web site: www.delta.edu/cmurbano/TSP.htm

K-12 Partners:
Webber Middle School, Saginaw, MI
Central Middles School, Saginaw, MI
Saginaw High School, Saginaw, MI

Disciplines: general science, math, life science, earth science and physical science

Program summary:
Prepared by Faith San Felice, Coordinator of Teaching Scholar Partnerships

The goals of Delta College's Teaching Scholar Partnership is to increase the participation of minorities in science; increase students' academic achievement and retention in science courses; enhance 6th - 12th grade students learning of science; increase the number of K-12 science teachers; provide professional development to 6th-12th grade science teachers; and disseminate "best practices" for replication.

Delta integrates community-based Growth and Afrocentric Program (GAP) concepts into the classroom. Teaching Scholars receive training in inquiry-based instructional models, statewide science standards, classroom management techniques, instructional skills and assessment techniques.  Working with the college mentors and the classroom teachers, the Teaching Scholars serve in the K-12 classrooms for 9-14 hours per week to share additional educational resources, provide technology-based curriculum such as computer-assisted instruction and Internet delivered assignments, and provide assistance and materials to students for math and science competitions.  In addition, Teaching Scholars created new teaching materials that are available in the classrooms and will continue to be used by K-12 teachers and Teaching Scholars.

An advisory committee provides project oversight and assistance.  Committee members assure that the instructional content is academically rigorous, provide linkages to other resources, and assist in integrating the program into educational and community activities for project sustainability. 

Ivy Tech State College-Bloomington, IN
College Web site
 http://bladm01.bloomington.ivytech.edu/ivytech/
Program: “Adopt-A-School Partnership” Teaching Scholar Partnerships Program

K-12 Partner: Bloomington High School North, Bloomington, IN

Disciplines:Computer applications (Excel and VB programming), Mathematics (algebra), Industrial Technology

Program Summary:
Prepared by Faith San Felice, Coordinator of Teaching Scholar Partnerships

Through TSP, Ivy Tech State College - Bloomington expanded its "Adopt-A-School Partnership" program with Bloomington High School North.

Teaching Scholars spend 3 - 5 hours in the classroom each wek during the semester.  An orientation session and bi-weekly meetings with the Ivy Tech State College faculty mentors provide the training and support for the Teaching Scholar as they prepare to work in the high school classrooms.  Teaching Scholars and high school mentors also participate in Certified Instructional Webmaster training.  It is expected that all Teaching Scholars will develop and implement an interdisciplinary project and maintain a journal during the course of the program.

The TSP experiences combines classroom observation and selected field activities with an opportunity to reflect and evaluate learning environments with teaching professionals.  Teaching Scholars gain experience in lesson planning, direct instruction of students, developmentof curriculum materials, and effective use of technology in the high school classroom.


Lansing Community College, MI
 
College Web site
www.lansing.cc.mi.us
Program: Teaching Scholar Partnerships Program

K-12 Partners:
Schavey Road Elementary, DeWitt, MI
Gunnisonville Elementary, Lansing, MI
Everett High School, Lansing, MI
Fairview Elementary, Lansing, MI
East Lansing High School, Lansing, MI
Holt High School, Holt, MI

Disciplines: physics, chemistry, biology, earth science and mathematics

Program Summary:
Prepared by Faith San Felice, Coordinator of Teaching Scholar Partnerships

Lansing Community College's Teaching Scholar Partnership program has three primary goals:

  • Enrich and strengthen the learning experiences and content knowledge of K-12 students in mathematics, science and technology, including special needs students.
  • Encourage STEM undergraduate student who are not planning careers as K-12 teachers to consider career paths in education.
  • Share resource materials developed by Teaching Scholars with the partnering school districts in order to enrich the K-12 curriculum

Central to LCC's Teaching Scholar Partnership program is the collaboration among college mentors, K-12 mentors and the Teaching Scholars.  This scholar-team approach provides the support system for the scholars and sustains them throughout their classroom experiences.  The Teaching Scholars are exposed to the realities of the teaching profession through their extensive interactions with the college and K-12 mentors. K-12 teachers provide content and activities that enrich the learning experiences of K-12 students.

An orientation workshop and a mid-semester best practices workshop engage the Teaching Scholars in discussion and reflection on issues related to teaching and learning.  Teaching Scholars are required to complete a minimum of 50 hours of preparation, K-12 classroom observation and presentation.  Attendance at the workshops is mandatory.  Teaching Scholars and their mentors chronicle their experiences in reflective journals.  A Community Forum at LCC showcases the Teaching Scholars' TSP experiences at the end of the semester.

Northwestern Connecticut Community Colleges, CT 
College Web site
www.nwctc.commnet.edu
Program: Partnering in Learning Science (PALS)

K-12 Partners:
Barkhamsted Elementary School, Pleasant Valley, CT
Northwestern Regional High School, Winsted, CT

Disciplines:Chemistry, Biology, Biotechnology, and Physics

Program Summary:
Prepared by Faith San Felice, Coordinator of Teaching Scholar Partnerships

The Partnering in Learning Science (PALS) project is a partnership between Northwestern Connecticut Community College, Northwestern Regional High School, and Barkhamsted Elementary School.

In the PALS project, Teaching Scholars work with college and K-12 mentors to develop elementary and secondary science enrichment kits.  During 2001-2002, the PALS team developed science kits involving simple machings, bird identification, matter and the humen body, water ecology and biotechnology.

Teaching Scholars spend 30 hours per semester in the K-12 classrooms.  They also attend an orientation workshop about inquiry-based learning, complete a reflective journal, and meet with their college and K-12 mentors throughout the semester.

An advisory committe consisting of K-12 administrators, college administrators, the Sharon Audubon Center staff, and a college student oversee the project.

Orange Coast College, CA
College Web site
www.occ.cccd.edu 
Program: Teaching Science Together

K-12 Partners:
Orange County Department of Education (OCDOE), Costa Mesa, CA
Newport-Mesa Unified School District (specifically, Costa Mesa High School, Costa Mesa, CA; Estancia High School, Costa Mesa, CA; Corona Del Mar High School, Newport Beach, CA; Ensign Intermediate School, Newport Beach, CA; Kaiser Elementary School, Costa Mesa, CA; Wilson Elementary School, Costa Mesa, CA)

Disciplines: Mathematics, Biology and Earth Science

Program Summary:
Prepared by Faith San Felice, Coordinator of Teaching Scholar Partnerships

"Teaching Science Together" is a collaborative project between Orange Coast College and Newport-Mesa Unified School District designed to introduce college science students to the teaching profession.  The project brings together the best of OCC's mathematics and science majors and NMUSD's excellent science teachers to work together for K-12 students.

Selection of Teaching Scholars is based on an application and interview. Teaching Scholars, who commit to one semester with the option of continuing for a second semester, are required to attend and complete a one unit directed studies course.  The course develops an understanding of science and the methods of teaching science at the K-12 level.  Beckman@Science and the Orange County Department of Education provide additional training and guest speakers throughout the semester. (Beckman@Science, supported by the Beckman Foundation, is devoted to improving the K-12 science education in Orange County, CA.)

Every Teaching Scholar works with a master science teacher at the elementary, middle or high school level, spending at least forty hours per semester in the K-12 classroom.  By the end of the semester every scholar observes a K-12 classroom, works individually and in small groups with students, and presents at least one lesson to the entire class.

South Mountain Community College, AZ 
College Web site
www.smc.maricopa.edu 
Program: Teaching Scholar Partnerships

K-12 Partners:
Roosevelt Elementary School District (K-8) - Valley View Elementary School
Phoenix Union High School District (9-12) - Cesar Chavez High School

Discipline: Mathematics

Program Summary:
Prepared by Faith San Felice, Coordinator of Teaching Scholar Partnerships

Through TSP, South Mountain Community College expanded its existing "Dynamic Learning Program", a "grow our own" pre-service teacher education program.  SMCC's partner schools reported a need for more teachers who reflect the demographic changes in the south Phoenix area, specifically bilingual/ESL teachers who are trained in math, science and technology.

The Teaching Scholars' responsibilities include classroom observations, lesson planning, teaching and individual tutoring, and submitting field notes.  They also attend a two-day FAMILY MATH workshop, commit one year to the program, and spend 25 to 30 hours in the classroom each semester.

Through a strong partnership between SMCC and the College of Education at Arizona State University, all Dynamic Learning students and Teaching Scholars meet the requirements for admission into the professional teacher education program at the university.


Waycross College, GA
 
College Web site
www.way.peachnet.edu 
Program: An Activity-Based Science Program with College Mentors in the Elementary School Classroom

K-12 Partners: Wacona Elementary School, Waycross, GA

Disciplines: elementary science

Program Summary:
Prepared by Faith San Felice, Coordinator of Teaching Scholar Partnerships

Waycross College is collaborating with Wacona Elementary School in Waycross, Georgia.  The focus of the program, initiated in Fall 2001, is to encourage inquiry-based science activities in the K-5 classroom, utilizing Teaching Scholars as collaborative assistants.  Teaching Scholars are required to fulfill one semester with the option of remaining in TSP for a second semester.  During the 2001-2002 academic year, 30 elementary teachers from Wacona Elementary School participated in TSP.

Teaching Scholars develop science activities for each elementary grade level based on the Quality Core Curriculum, Georgia's state-mandated K-12 curriculum.  These activities are designed to supplement classroom instruction.  Teaching Scholars work in pairs and make three different presentations to two or three classes during each semester.  To enhance communication between the Teaching Scholars and the college faculty mentors, WebCT software was adopted during the Spring 2002 semester.

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