Why Texas Teaching Fellows?
Powerful Professional Development
“I loved the summer institute and really miss my Fellow Advisor [summer instructor]. She, as well as my classmates, gave me incredible insight and tips on how to survive my first year. I still catch myself going back to my motto of “What Would My Fellow Advisor Do?” to get me through a rough day and to keep me fresh.”
-Texas Teaching Fellow
Before You Enter the Classroom
Texas Teaching Fellows begins training early so that our Fellows are prepared when they get to the classroom. Upon enrolling in the program, Fellows receive the Independent Study Guide (ISG), which entails performing classroom observations and reading a comprehensive introductory guide to teaching. Completing the ISG prior to the summer gives Fellows a framework for the training Institute—which is one of the most exciting and demanding aspects of becoming a Fellow!
TTF is focused on ensuring that we are bringing teachers into the classroom who have the potential to be highly effective. To achieve this outcome, Fellows are held to high standards as they practice teach and engage in Student Achievement Framework sessions, two major components of our summer training Institute.
Our rigorous summer training program provides Fellows an opportunity to learn through a combination of observation, practice, and study, thereby supplying the tools they need to be prepared to be effective teachers in Texas public schools. Fellows use our research-based curriculum to develop their ability to effect student achievement as a new teacher in a high-need school, and by the end of the training, Fellows have the essential tools, content, attitude, and support needed to be effective in the classroom.
The Institute runs six weeks and includes: a summer school teaching assignment/observation opportunity with on-site guidance from a cooperating teacher in one of our partner districts; afternoon professional development sessions led by experienced teachers and focusing on the foundations of effective teaching in a high-need school; discussion and activities about the challenges and benefits of teaching in a diverse, urban educational setting; and an opportunity to network with Fellows who have made the same commitment to improve the quality of education for Texas students. The high-intensity curriculum, coupled with practice teaching in summer school classrooms, provides Fellows with a unique pre-service training unlike any other alternative certification program.
Fellows are formally evaluated during this training to assess their readiness for the classroom; evaluations are based on observations of a Fellow’s practice teaching, demonstrated mastery of the curriculum and its principles, and fulfillment of program expectations. Fellows who successfully complete summer training are eligible to be hired by our partner districts and can continue in our certification program.
LaNica Failey, Math 8-12 Fellow Advisor, Austin
The “BIG goal” of the program drives everything that is Texas Teaching Fellows. The summer Institute was intense! Through effective and efficient teaching of the TfSA framework sessions, we prepare our Fellows to maintain high expectations and give them the ability to make teaching decisions that will close the achievement gap in their future classrooms. I am proud of my Fellows and excited about the student lives they will successfully impact. Thank you Texas Teaching Fellows. |
Working with TTF as a Fellow Advisor during the summer Institute was the most valuable opportunity I have experienced to develop as a professional. It positively impacted my own math teaching career by allowing me to be a better listener, observer, learner and informed leader. Though all Fellows at the Institute are learning from the same curriculum, grouping them by content allowed me to provide relevant connections to the classroom and Fellows to share relevant experiences.
During Your First Year
Fellows leave Institute feeling prepared for what lies ahead. Last year, 95% of Fellows felt that Institute prepared them as well as possible to be successful in their first year of teaching.
The Institute is a full-time commitment that typically runs early-June through mid-July (dates vary slightly depending on local summer school schedules). Fellows must be prepared to exit their current jobs and transition into the pre-service training and new career by June 2011.
Teaching for Results
Fellows attend small content-based seminars led by successful experienced teachers 2-3 times per month throughout their first year of teaching. The TfR seminars are held in small, subject-specific sessions led by carefully selected and trained master teachers, or Seminar Leaders (SLs). Teaching for Results (TfR) is a standards-based certification program that is tailored to the needs of career changers and recent graduates in high-need schools; it specifically endeavors to maximize the new teachers’ impact on student achievement.
Research has shown that the TfR curriculum produces effective teachers. Teachers certified through TNTP's Louisiana Practitioner Teacher Program (LPTP), who are trained with the same Teaching for Results curriculum used by Texas Teaching Fellows, have been found by a state-sponsored study in Louisiana to outperform other beginning and experienced teachers when it comes to raising student achievement in math and reading on state standardized tests. In math, LPTP-trained teachers exhibited a positive effect on student achievement that even outweighed the negative effect estimates of a student’s high-poverty background.
The curriculum is designed to help new teachers use data to make effective decisions for the classroom and requires them to demonstrate success in the classroom prior to certification.
Each experience in the new TfR seminars aims to help teachers become more effective at understanding and delivering the content which their students must master, as well as administering and utilizing assessment tools and data to inform instruction to move students toward standards mastery. Combined, these broad components equip teachers with the skills and habits to help them close the achievement gap.
Shonte Crain – Science Content Seminar Leader, Dallas
Leading the Science Content Seminar is extremely rewarding. The Fellows walk away with invaluable information that will propel them in the direction of success. The seminars allow Fellows to immediately implement new strategies and thought processes into their classrooms. SDSA is a process that will aid Fellows in becoming more effective teachers and close the achievement gap. The content seminars also provide meaningful staff development for Fellows and opportunities for collaboration with other Fellows provides a network of resources that they can draw from. Seeing these new teachers learn and grow in the profession makes me excited to be in the classroom, and it is a privilege to work beside such dedicated individuals who are committed to helping all students achieve. |
I am in my third year working with TTF and I have enjoyed every minute of it! As a middle school science teacher in Richardson ISD, I strongly believe in the mission of TTF, which is to close the achievement gap in high-need schools. I am invested in the Strategic Design for Student Achievement model that TTF uses in content seminars to prepare teachers to be successful in the classroom. Most importantly, Texas Teaching Fellows provides the most comprehensive preparation of any alternative certification program. These are just some of the reasons that I continue to support this program. Fellows feel strongly that seminars are helping them become better teachers.
Consistently over 90% of Fellows have agreed that the content seminars provided valuable opportunities for guidance and feedback from expert seminar leaders. Principals also agree that TTF effectively prepares Fellows to be successful in their first year of teaching. In our 2010 survey, 94% of principals were satisfied with the Fellows who taught at their school; 93% agreed that Fellows made a positive different in the school environment; and 95% agreed that Fellows raised student achievement.
Individualized Feedback
From the start of the Institute through the end of the first year, Fellows receive detailed and specific constructive feedback on their progress, assignments and teaching practice through a variety of channels. During the first year in the classroom, a Field Observer will visit each Fellow’s classroom two or more times, and will help Fellows to reflect on their own practice. This process is completely separate from the state teacher evaluation program and is designed as an opportunity for growth.
Cecily Hernandez - Field Observer  My role in TTF is to conduct several classroom visits a year to ensure that the Fellows are effective in their classroom settings. I often refer to myself as a resource to the Fellows rather than an evaluator.
I have a total 34 years of experience... including 20 years of teaching in a variety of subject areas and grade levels and 14 years as an administrator. As a retired educator, I know the importance of getting “good” teachers in the classroom. Regardless of their background, first year teachers face countless challenges. I feel that TTF does a wonderful job of preparing teachers. The summer institute and the Content Seminar sessions are invaluable for the Fellows, as that is what gets them prepared. They learn good teaching practices and develop friendships with other educators. Along with the Content Seminars during the school year, I support the Fellows in my role by giving them feedback that highlights the quality teaching practices that I witness in their classrooms. I try to point out the practices and techniques I see them using that will contribute to them becoming master teachers. At the same time I try to give them feedback on areas they might be overlooking and areas that might need improvement. My experience and training benefits them in solving problems, overcoming obstacles, and more importantly gaining self-confidence in their teaching abilities. |
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