ELISA STONE, GEORGE JOHNSON & RYAN SHIBA CAL TEACH BERKELEY UTEACH CONFERENCE MAY 2014 Surviving and Thriving Post-Replication

Session Outline I. Maintaining Course Fidelity II. Securing Funding & Taking on New Initiatives III. Program Evaluation & Research IV. Preparing for Leadership Transitions V. Continuing with UTeach Network

Introductions  How many of you are in cohort I? II?  How many are in other cohorts, and are here to plan ahead?  Any UTeach Austin representatives?  Others?

Context: Cal Teach Berkeley Cohort 1 Courses offered (14-15) 4 Step 1 4 Step 2 5 Step 1/2 3 K&L 3 RM 2 all others Interdepartmental Budget $1 million UC-system wide effort

Growth in Course Enrollment

Movement through Pipeline YearTotal Unique Students Step 1 Minor/Cre dential / / / / / /25

 How can we balance curriculum development and instructor autonomy with maintaining course fidelity? I.

Maintaining Course Fidelity Rationale:  Maintain course objectives  Coherency of course sequence  Campus course approval  CA state accreditation  Alignment with other UTeach campuses

Maintaining Course Fidelity Successes:  Regular faculty meetings, 1:1 meetings  UTeach course materials & meetings  Collaboration with Berkeley Graduate School of Education Challenges:  Instructor turnover  New accreditation mandates from state  New funding initiatives

Sharing Ideas across UTeach sites

Discussion I: Maintaining Course Fidelity  How DO YOU balance curriculum development and instructor autonomy with maintaining course fidelity?

 What have we found to be effective for securing funding?  How can we take on new initiatives without overextending staff capacity? II.

Securing Funding & New Initiatives Successes:  Grants- federal & private foundation  State support for Cal Teach staff; Campus support for instruction  Cross-campus collaborations  Seed money, eg. Strategic plan, UTeach induction, technology Challenges:  Sustaining funding/Long term support  Institutionalizing staff positions  Saying ‘NO’ to great new ideas  Time investment for development, eg. Private donors

Discussion II: Funding  What have YOU found to be effective for sustaining funding?  How ARE YOU taking on new initiatives without overextending staff capacity?

III.  How can we carve out time for program evaluation and research?

Program Evaluation & Research Successes:  Interest from staff and master teachers  Hold regular research meetings to keep projects going  Grad student involvement from School of Education  Awarded experimental credential program status by state Challenges:  Time  Credibility  Data organization & IRB maintenance  Fund raising in this area in particular—we need a dedicated staff member

Discussion III.  How DO YOU carve out time for program evaluation and research?

IV. Leadership Transitions  At Cal Teach Berkeley:  The Dean for Mathematical & Physical Sciences, who was directly involved with the start of Cal Teach, is stepping down July 1  UC Berkeley has a new Chancellor (last June) and Provost April), neither of whom are from STEM fields  One co-director has been on sabbatical this year  The other co-director is planning a sabbatical in

IV. Leadership Transitions  How have other programs fared through such transitions?  How can programs prepare for leadership changes?  Is there an effective model for such transitions?

V.  How have we benefited from continued participation in the UTeach network?

In final stage of replication:  Implementing student teaching pathway in addition to intern teaching  Attentive to expanding pipeline  In final year, we were asked to put several structures in place that had been challenging for us, eg. Course prerequisites, Step 1/2 combination Post-replication:  Accountable for data collection  Invaluable advice  Access to course websites, workshops, annual meeting, national student organization, & funding opportunities Benefits of UTeach network

 Other thoughts?