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 gives Fellows a framework for the summer Training Institute, which is one of the most exciting – and demanding – aspects of becoming a Fellow. 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.
Practice Teaching
During the Summer Institute Fellows spend the mornings in our partner districts’ summer school classrooms observing and teaching students. This hands-on experience, coupled with supervision from experienced cooperating teachers, allows Fellows to immediately put into practice the lessons learned in their afternoon sessions and to connect these lessons to planning for their future classrooms.
Student Achievement Framework Sessions
During the afternoons Fellows work in small, content-based groups led by a Fellow Advisor, who is a master teacher in their subject area, Fellows engage in a research-based, data-driven curriculum, Teaching for Student Achievement (TfSA). TfSA focuses on two domains that represent the most crucial areas of learning for new teachers: Classroom Management and Culture & Instructional Design and Delivery. The Institute curriculum combines theory and practice and gives Fellows an opportunity to reflect on what they are learning through their practice teaching as they prepare for the school year.
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. Fellows leave the Institute feeling prepared for what lies ahead. According to end of Institute surveys, 98% of 2009 Fellows felt that the Institute prepared them as well as possible to be successful in their first year of teaching.
The Institute consolidates a great deal of training time into just a few weeks, which makes it 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 their new careers by June of 2010.
During Your First Year
Teaching for Results
Fellows attend small content-based seminars led by successful experienced teachers twice a month throughout the school year. The Teaching for Results content seminars help Fellows to maximize their impact on student achievement by deepening their understanding of instructional design and delivery while supporting Fellows’ development of classroom management and a culture of achievement in their classrooms. The seminars focus on teaching Fellows how to translate their existing content knowledge into effective classroom practice and provides Fellows with the most effective research-based tools and strategies to teach the concepts.
The “backward design” process upon which the curriculum is founded is inspired by the work of Wiggins and McTighe’s Understanding by Design. This unique approach to content pedagogy emphasizes the way excellent teachers think about their instruction, integrated content knowledge with state standards (TEKS), and invests students in meeting rigorous academic goals through strategic assessment, differentiated instruction and employing research-based High Impact Teaching Strategies.
Teaching for Results provides approximately 50 hours of live instruction for participants over the course of 10 months. The seminar approach couples the art of teaching with subject-specific strategies that are directly related to what Fellows are teaching in the classroom, making Teaching for Results different from other new teacher support programs.
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 content seminar leaders. Principals also agree that TTF effectively prepares Fellows to be successful in their first year of teaching. In our 2009 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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