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Establishing a Center for Minority Teacher Development and Training
Unformatted Document Text:  Efforts are being made by many groups to increase the pool of minority teachers. Partnerships have been developed between institutions of higher learning and local school districts (Clewell and Villegas, 2001; NEA Today, 2002; McNaulty, 2000; Williams, 2001; Ayalom, 2004; McMahon, 2001). Efforts have been made to enroll paraprofessionals in teacher education programs (Clewell and Villegas, 2001; Williams, 2001). Enhancements for minorities such as scholarships, loan forgiveness etc. (New Jersey Education Association, 2001; Ayalom, 2004, Donnelly, 1988; McMahon, 2001). Contribution & Relevance The Center for Minority Teacher and Development is a preparation program for high school and college students desiring to enter into the teaching profession. The Center operates through partnerships with local community based organizations that maintain a pulse on the development and activities of local neighborhoods and they also serve underserved school districts to identify potential students for the program. The Center is designed to fill the academic gaps of its students by presenting forums to eliminate and/or reduce the barriers and increase opportunities by creating bridge programs and services to achieve long-term positive outcomes. The Center not only serves pre-collegiate students but also students currently enrolled in the college, transfer students, career changers and graduate students. The success of the program can be attributed to the alliances formed with faculty, local school districts, foundations, community leaders, business professionals, community and civic organizations and governmental entities. One such government agency operated by the Department of Energy collaborated with the Center to form a now 6-week Summer Science Institute. The purpose of this program was threefold: (1) to interest education majors in teaching science. Teachers who are excited about teaching science will pass on the torch to their students to want to learn science (2) to familiarize the pre-service teachers with the geology and vegetational communities and (3) present environmental problems and possible solutions. The program is field based with lectured supplementing the fieldwork. Implication for Action Schools with high need do not have adequate access to college counseling, basic tutoring, college visitations, career exploration, computer skills training, counseling on the completion of college applications and financial aid information. Investment in our youth equals investment in the future of our nation. While we cannot depend solely on government funding to support projects such as the Center for Minority Teacher Development and Training, we must lean upon our neighbors (foundations, corporations and organizations) as the village to raise our children. Creative and innovative collaborations and partnerships are necessary to bring about social change and create a cultural of education from N –16 that permeates in the home, school and work environments. Outcomes and Methods Participants will be exposed to innovative techniques of attracting minorities to the teaching profession. Participants will also be exposed to the development of successful collaborations with school districts and outside agencies, organizations and foundations. Participants will finally be exposed to strategies for the recruitment and retention of high quality minority teacher candidates. The methods to achieve these outcomes will be to design a power-point presentation

Authors: Payne, Clyde. and Washington, Lizette.
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Efforts are being made by many groups to increase the pool of minority
teachers. Partnerships have been developed between institutions of higher
learning and local school districts (Clewell and Villegas, 2001; NEA Today, 2002;
McNaulty, 2000; Williams, 2001; Ayalom, 2004; McMahon, 2001). Efforts have
been made to enroll paraprofessionals in teacher education programs (Clewell
and Villegas, 2001; Williams, 2001). Enhancements for minorities such as
scholarships, loan forgiveness etc. (New Jersey Education Association, 2001;
Ayalom, 2004, Donnelly, 1988; McMahon, 2001).
Contribution & Relevance
The Center for Minority Teacher and Development is a preparation
program for high school and college students desiring to enter into the teaching
profession. The Center operates through partnerships with local community
based organizations that maintain a pulse on the development and activities of
local neighborhoods and they also serve underserved school districts to identify
potential students for the program. The Center is designed to fill the academic
gaps of its students by presenting forums to eliminate and/or reduce the barriers
and increase opportunities by creating bridge programs and services to achieve
long-term positive outcomes. The Center not only serves pre-collegiate students
but also students currently enrolled in the college, transfer students, career
changers and graduate students. The success of the program can be attributed
to the alliances formed with faculty, local school districts, foundations, community
leaders, business professionals, community and civic organizations and
governmental entities. One such government agency operated by the
Department of Energy collaborated with the Center to form a now 6-week
Summer Science Institute. The purpose of this program was threefold: (1) to
interest education majors in teaching science. Teachers who are excited about
teaching science will pass on the torch to their students to want to learn science
(2) to familiarize the pre-service teachers with the geology and vegetational
communities and (3) present environmental problems and possible solutions.
The program is field based with lectured supplementing the fieldwork.
Implication for Action
Schools with high need do not have adequate access to college counseling,
basic tutoring, college visitations, career exploration, computer skills training,
counseling on the completion of college applications and financial aid
information. Investment in our youth equals investment in the future of our nation.
While we cannot depend solely on government funding to support projects such
as the Center for Minority Teacher Development and Training, we must lean
upon our neighbors (foundations, corporations and organizations) as the village
to raise our children. Creative and innovative collaborations and partnerships are
necessary to bring about social change and create a cultural of education from N
–16 that permeates in the home, school and work environments.
Outcomes and Methods
Participants will be exposed to innovative techniques of attracting minorities to
the teaching profession. Participants will also be exposed to the development of
successful collaborations with school districts and outside agencies,
organizations and foundations. Participants will finally be exposed to strategies
for the recruitment and retention of high quality minority teacher candidates. The
methods to achieve these outcomes will be to design a power-point presentation


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