Yale National Initiative Models Teacher Training
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| Title: | Yale National Initiative Models Teacher Training |
|---|---|
| Language: | English |
| Authors: | Adam, Michelle |
| Source: | Education Digest: Essential Readings Condensed for Quick Review. Jan 2011 76(5):48-51. |
| Availability: | Prakken Publications. 832 Phoenix Drive, P.O. Box 8623, Ann Arbor, MI 48108. Tel: 734-975-2800; Fax: 734-975-2787; Web site: http://www.eddigest.com/ |
| Peer Reviewed: | N |
| Physical Description: | |
| Page Count: | 4 |
| Publication Date: | 2011 |
| Document Type: | Journal Articles Reports - Descriptive |
| Education Level: | Elementary Secondary Education Higher Education |
| Descriptors: | Teacher Effectiveness, Public School Teachers, Professional Development, Models, College School Cooperation, Partnerships in Education, Institutes (Training Programs), Program Descriptions, Teacher Improvement |
| ISSN: | 0013-127X |
| Abstract: | In 1978, James Vivian established the Yale-New Haven Teachers Institute, a collaborative program between Yale faculty and New Haven public schools designed to improve teacher effectiveness. The program stemmed from work Vivian had begun while director of a history education project that promoted faculty partnerships with public school teachers. Vivian's initial collaboration has mushroomed into today's Yale National Initiative (YNI)--a program taking root in cities throughout the country now held up as a model program for a national teacher's professional development movement. This article describes what YNI offers. |
| Abstractor: | ERIC |
| Entry Date: | 2011 |
| Access URL: | https://www.eddigest.com/index.php |
| Accession Number: | EJ913322 |
| Database: | ERIC |
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| FullText | Links: – Type: pdflink Url: https://content.ebscohost.com/cds/retrieve?content=AQICAHj0k_4E0hTGH8RJwT4gCJyBsGNe_WN95AvKlDbXJGqwxwHNtfXUzIc7-LRyN0-ulmpVAAAA4jCB3wYJKoZIhvcNAQcGoIHRMIHOAgEAMIHIBgkqhkiG9w0BBwEwHgYJYIZIAWUDBAEuMBEEDKhPcVp6g5LKr-X9nwIBEICBmibSR8l3B3Y_X-rCR2ZvDbKWowmSjYzRAkI3hOi0MLMNd-iflzBseoZ99hpgg9VD_Gz79rHUnxfhiaM-9SBaO7B225SRiim96RbBXU4XcIT8D3X-V7Qg6IZJce3jcVlnHNxInupdzK4LsQEAVVulRzrrxQ1nqlamrWwkWJNefEaKE4iOkYD7WyoBbuIMOqqIcfy_-WLMeBT0vtU= Text: Availability: 1 Value: <anid>AN0056680351;edd01jan.11;2011Jan10.15:24;v2.2.460</anid> <title id="AN0056680351-1">Yale National Initiative Models Teacher Training </title> <p>In 1978, James Vivian established the Yale-New Haven Teachers Institute, a collaborative program between Yale faculty and New Haven public schools designed to improve teacher effectiveness. The program stemmed from work Vivian had begun while director of a history education project that promoted faculty partnerships with public school teachers.</p> <p>Vivian's initial collaboration has mushroomed into today's Yale National Initiative (YNI) -- a program taking root in cities throughout the country now held up as a model program for a national teacher's professional development movement.</p> <p>In June, Sens. Christopher Dodd and Joseph Lieberman and Reps. Rosa DeLauro and Joe Courtney introduced legislation, The Teachers Professional Development Institutes Act, that would create a grants program to create teachers institutes, modeled after Yale-New Haven's throughout the nation. The legislation is pending.</p> <p>"The hope is to establish this in most states," said Vivian. "It could help provide a model for states to reform professional development practices."</p> <hd id="AN0056680351-2">What Is YNI?</hd> <p>YNI was launched in 2004 to replicate the success of the Yale-New Haven Teachers Institute in cities and states throughout the country. YNI has since formed teachers institutes nationwide that focus on preparing teachers to apply knowledge gained in the institute to their own classrooms. By linking institutions of higher education with urban or rural school districts where the students are mainly from low-income communities, institutes strengthen teaching and learning in public schools and also benefit the institutions whose faculty members serve as seminar leaders. Each institute also helps disseminate this approach, encouraging and assisting other institutions and school districts as they develop similar programs.</p> <hd id="AN0056680351-3">Collaborative Model</hd> <p>While public school teachers commonly receive professional development, YNI provides teachers with a different and potentially more effective approach. Rather than offer teachers top-down programs in pedagogy and methodology -- material they've often already learned and practiced -- the initiative provides a more collaborative model in which their needs are met in more subject-based training.</p> <p>"We found that teachers were quickly interested in forming programs such as this for their communities. They preferred this to professional development programs they had," said Vivian. "Most professional development is in the field of education, and there is little opportunity to deepen their knowledge of the field they teach. So this work focuses on making faculty in English, history, arts, math science, and languages work with public school teachers within the fields."</p> <p>There are currently institutes in New Haven, CT; Pittsburgh; Philadelphia; and Charlotte, NC. San Francisco and New Castle County, DE, are in planning stages, and others such as Richmond, VA, and Chicago, are exploring the process.</p> <p>To form local League of Teachers institutes, school districts need to learn the basic principles and procedures of YNI programs. Districts must form a partnership with a local college or university and apply for and receive permission to participate in the Yale National initiative and in League of Teachers activities. Partnerships receive League service during a planning phase of at least nine months. It optimally takes three years to establish an institute.</p> <p>At the time of our interview, teachers from existing and potential institute communities were spending two weeks at Yale, learning about the YNI experience in order to share that information with their local communities. They had the opportunity to meet with-teachers and faculty from throughout the country and to deepen their knowledge of a subject they teach.</p> <p>Once school districts better understand how to establish an institute, they work with their universities and colleges to create a training program. The Teachers Institute places equal emphasis on teachers increasing knowledge of a subject and developing effective teaching strategies. At the core of the program is a series of seminars on subjects in the humanities and sciences. Topics are suggested by the teachers based on what they think could enrich their instruction. Then, in the seminars, university or college faculty members contribute their knowledge of a subject while the teachers contribute their expertise in elementary and secondary school pedagogy, their understanding of the students they teach, and their grasp of what works within their classroom. Successful completion of a seminar requires that the teachers, with guidance from a faculty member, write a curriculum unit to be used in their own classroom and shared with others in the same and other schools.</p> <hd id="AN0056680351-4">Exchanging Ideas</hd> <p>YNI emphasizes seminar leaders and teachers working as colleagues. Unlike conventional university or professional development courses, institute seminars involve a collegial exchange of ideas. The institute promotes articulation of curriculum throughout a school system, as well as interdisciplinary teaching and curriculum in which teachers of the earlier grades assist teachers, in the later grades, who often specialize in one or two subjects.</p> <p>"At local institutes, faculty members lead seminars of groups of not more than 12. The programs last for four to five months. Then the teacher writes a curriculum unit to teach what he or she has learned," said Vivian. "The teachers present their work in progress on their own units so they can get input from teacher colleagues and from the faculty teachers."</p> <p>Sam Reed, a 6th-grade English and social studies teacher at Beever Middle School in Philadelphia, is one of 50 to 100 teachers at each institute nationwide who has benefited from this process. He's been participating for the past four to five years.</p> <p>"I see myself as a teacher and a researcher, and I wanted to find ways to improve my practice and content knowledge. I looked at the seminar options -- our local institute works with the University of Pennsylvania faculty -- and saw there was knowledge I could benefit from," said Reed. "The great thing about these seminars is that we learn all this content knowledge we can then bring back into our classrooms."</p> <p>Three years ago, Reed participated in one of Yale's national seminars on Latino culture. As a teacher in a predominately African-American school district with a rising Latino population, he felt it was important for his students to learn about a culture outside their own.</p> <p>"In my city, there is a growing population of Latino kids, and they are not interacting with African-American kids or not interacting enough with them. I felt this program would help build a bridge to create better understanding between these groups," he said.</p> <p>As a consequence of attending the seminar, Reed developed a unit that explored the connections between African-American and Latino cultures. He has focused on this theme through bilingual poetry projects, Latin dancing, Latino pen pal exchanges, research reports, and his classroom blog, where students have had a chance to show the work they've done.</p> <p>There are 50 to 60 teachers participating in institute seminars in Philadelphia. "We also share our practices with others, so our work has a spin-off effect," Reed said. "We have this work on our website, so other teachers can learn from our work."</p> <hd id="AN0056680351-5">Raising the Bar</hd> <p>Valerie Schwarz, a 4th-grade teacher at Mary Munford Elementary of the Richmond Public Schools in Virginia, became involved four years ago. Schwarz attended an organizational session for a weekend, and was introduced to the Teacher Institute approach, met with the seminar leader, and discussed the unit that she was interested in writing. Later she received a list of reading materials to help prepare for the unit and develop a two- to four-page paper elaborating on her unit idea.</p> <p>Upon her return to Yale for a two-week intensive session, Schwarz met with her seminar group every day and focused on writing her curriculum unit.</p> <p>"We had about a week and a half to develop a 10- to 15-page research draft of our unit. This included objectives, strategies, our rationale for teaching it, and the research needed to teach it," she explained. "We met with our seminar leader in the beginning of that process to get suggestions and help with any problems. And then when we turned the paper in, we met with our seminar leaders again and got feedback."</p> <p>Schwarz is now a leader herself. She teaches other teachers and is the city representative for Richmond. Schwartz has incorporated her new learning into the classroom. She created a math unit that went beyond the basics. "I discovered Singapore math -- they are the number one country in math -- and did a unit on how to solve word problems. I've also learned high-level topics and how to bring them down to a 9-year-old level," she said.</p> <p>For Schwarz, providing students with a higher level of education has helped "level the playing field" for all students in public schools.</p> <p>"The program offers something to raise the bar so teachers can offer opportunities to students that may not be available to them," said Schwarz. "It also brings together teachers who deal with students from low socioeconomic backgrounds, and we share what works. We can design units that engage these lower socioeconomic students, become more effective teachers, and raise student achievement levels."</p> <p>Michelle Adam is a writer for The Hispanic Outlook in Higher Education. Condensed, with permission, from The Hispanic Outlook in Higher Education, 21 (October 4, 2010), 8-101. Published at 80 Route 4 East, Ste. 203, Paramus, NJ 07652.</p> <aug> <p>By MICHELLE ADAM, From The Hispanic Outlook in Higher Education</p> </aug> |
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