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Tea c her P rep a ra ti o n P ro gra m
STE M-C TE R egi o n a l P ro jec t
Stro ng Wo rkf o rc e Pro gram
2017-2018 l Hi ghl i ghts Repo rt
Prepared by:
M. Lea Martinez
Project Lead
This repo rt is based o n an internal Quarterly
Outc o mes Repo rt submitted by SWP-TPP Co lleges.
T e a c h e r P r e p a r a t i o n P r o g r a m ( T P P )
S T E M - C T E R e g i o n a l P r o j e c t
Strong Workforce Program
2017-2018 l Highlights Report
Project Name: Teacher Preparation/STEM-CTE
Target Population: K-12 and Community College
Students in the Education Pathway with a particular
focus on STEM-CTE.
Type of Program: Continuing
Program Start Date: 2016
Sector: Education-Across Sectors
Regional Partners/Stakeholders: Community
Colleges (Los Angeles Region), K-12 school districts,
CSU/UC systems, community-based organizations,
industry sectors
PAGE 1
The Challenge: *Please describe the problem
being addressed and why it is important.
California and the rest of the nation have been
experiencing an ongoing teacher shortage. A teacher
shortage is even direr when it comes to STEM and
career and technical education. The Teacher
Preparation/ STEM-CTE Regional Strong Workforce
Program project in the Los Angeles region aims at
fostering the next generation of teachers. Teacher
preparation programs provide ongoing support to
students interested in pursuing a teaching career. An
emphasis is placed on STEM and CTE opportunities
being addressed and why it is crucial.
PAGE 2
The Data: *Please describe data used to frame
the problem, including sector burden and
economic costs.
The teacher shortage problem is not new and has
been an ongoing issue for years. However, the
teacher shortage has been more prominent in
recent years due to several reasons: the increase in
student enrollment, the decline in teacher
preparation programs that lead to teacher
credentials, the fast-growing careers in STEM and
CTE fields, and the inevitable increasing numbers of
teacher retirements. The number of students
enrolling in the school systems far outweighs the
number of teachers entering the workforce. In
California, 80% of the K-12 school districts report
that they are experiencing teacher shortages and
have only been getting worse. Between 2016-2017,
the number of teaching credentials awarded was far
below the number of teaching positions open in
California. It is predicted that in the coming years,
that need will only increase remarkably.
PAGE 3
Program Outcomes: * Please summarize the
problem, program/activity, and student
outcomes.
Teacher Preparation/STEM-CTE project implements
various programs and offers services that ultimately
address the teacher shortage issue and aim to
bridge the gap. The main program opportunities
outside the myriad of student services provided by
this Strong Workforce Program regional project
include the mentorship programs, dual-enrollment,
teacher preparation program workshops, and bi-
annual conferences.
The Teach Los Angeles Regional Collaborative
collectively achieved the following SWP-aligned
metrics in their 2017-18 Outcomes report.*
For course enrollment: 15,211 students and for
course completion 7,600 (50%).
*internal quarterly report submitted by TPP colleges to the
Collaborative project lead.
PAGE 4
The number of students that attained 12 CTE units
was 8,941. The number of students that completed a
certificate was 1,673, and 758 completed a degree.
The number of students that applied for a child
development certificate was 1,609. Two students
attained 48 hours of non-credit instructional times.
Lastly, there were a total of 334 students that
transferred to a 4-year university. As a whole, the
Regional Collaborative achieved 13,189 data points
that fall under the key performance indicators of the
SWP-aligned metrics. The table below summarizes
the data points.
Key Performance Indicators Achieved Based on 2017-18 Outcomes Report*
*Quarterly internal report submitted by TPP colleges to the Collaborative project lead.
PAGE 5
Mentorships:
The mentorship program matches students with
instructional faculty for a semester of shadowing. The
program's premise is that it allows students
interested in teaching to get real-life experience in
the educational setting. Both student and faculty
create a lesson plan that notes what the student
wants to get out of the experience. After completing
the 30-hour program, the student would have
acquired first-hand knowledge of what it means to
teach. For example, last year alone, the program at
Rio Hondo provided the opportunity for 77 students
interested in teaching to shadow instructional faculty
for 30 hours a semester. Within the year, Rio
Hondo's TeAM mentorship program collected 2,310
student and faculty service hours.
PAGE 6
Teacher Preparation Program Workshops:
Every semester, TPP colleges create workshop
opportunities that engage students. The workshops
cover topics that provide support for student
achievement inside and outside the classroom
setting. The workshops are facilitated by a diverse
selection of professionals from the community and
focus on encouraging and nurturing student
success.
Examples of workshops offered:
CBEST Math Prep Workshop, Rio Hondo College
Pathways to Teaching Careers, LA Mission College
Men of Color in Education, Long Beach City College
School-Age Emphasis Child Development Permit
Workshop, El Camino College
The Path to Becoming a CTE-STEM Teacher-Many Roads,
Many Voices, Compton College
CBEST Prep Workshop, Citrus College
PAGE 7
Regional Teacher Conferences:
In the past two quarters, two conferences have been
offered, including the in-person Regional Teacher
Conference and the Virtual Teacher and Future
Educators Workshop Series.
The Innovation & Teaching in the 21st Century
regional teacher conference was a unique
opportunity for students and faculty to learn from
experienced professionals in several fields. The
conference provided its participants with an array of
workshops aimed at encouraging, galvanizing, and
supporting the existing and next generation of
educators. The conference hosted by Rio Hondo
College provided opportunities for more than 200
students and 100 faculty. The highly successful
conference made available 18 different breakout
session workshops and introduced networking
opportunities with professionals well-versed in their
fields.
PAGE 8
The Teachers and Future Educators Virtual
Workshop Series' purpose was to provide resources
and opportunities for professional development to
teachers and future educators remotely due to
COVID-19. A total of 33 virtual workshops taught by
well-versed professionals were offered that covered
a versatile array of education topics geared towards
supporting current educators and students
interested in pursuing teaching as a career. More
than 1,000 students and teachers learned about
education programs and had questions answered
about requirements and curriculum in partnership
with neighboring colleges and universities. Overall
the display and execution of the virtual "Teacher and
Future Educators Workshop Series" was successful
and well-received by its attendees. 94% of the
participants felt satisfied with the virtual workshop
series' performance, and 96% of the participants
noted interest in participating in the next workshop
series.
PAGE 9