student teaching

Building a teacher pipeline: How one Aurora school has become a training ground for aspiring teachers

Paraprofessional Sonia Guzman, a student of a teaching program, works with students at Elkhart Elementary School in Aurora. (Photo by Yesenia Robles, Chalkbeat)

Students at Aurora’s Elkhart Elementary School are getting assistance from three aspiring teachers helping out in classrooms this year, part of a new partnership aimed at building a bigger and more diverse teacher pipeline.

The teachers-to-be, students at the University of Northern Colorado’s Center for Urban Education, get training and a paid job while they’re in college. Elkhart principal Ron Schumacher gets paraprofessionals with long-term goals and a possibility that they’ll be better prepared to be Aurora teachers.

For Schumacher, it’s part of a plan to not only help his school, but also others in Aurora Public Schools increase teacher retention.

“Because of the nature of our school demographics, it’s a coin flip with a new teacher,” Schumacher said. “If I lose 50 percent of my teachers over time, I’m being highly inefficient. If these ladies know what they’re getting into and I can have them prepared to be a more effective first-year teacher, there’s more likelihood that I’ll keep them in my school in the long term.”

Elkhart has about 590 students enrolled this year. According to state data from last year, more than 95 percent of the students who attend the school qualify for subsidized lunches, a measure of poverty. The school, which operates with an International Baccalaureate program, has outperformed the district average on some state tests.

The three paraprofessionals hired by the school this year are part of the teaching program at UNC’s Lowry campus, which has long required students to work in a school for the four years they work on their degree.

Students get paid for their work in schools, allowing them to earn some money while going to college. Students from the program had worked in Aurora schools in the past, but not usually three students at once at the same school, and not as part of a formal partnership.

The teaching program has a high number of students of color and first-generation college students, which Rosanne Fulton, the program director, said is another draw for partnering with schools in the metro area.

Schumacher said every principal and education leader has the responsibility to help expose students to more teachers who can relate to them.

One of this year’s paraprofessionals is Andy Washington, an 18-year-old who attended Elkhart for a few years when she was a child.

“Getting to know the kids on a personal level, I thought I was going to be scared, but they’re cool,” Washington said.

Another paraprofessional, 20-year-old Sonia Guzman, said kids are opening up to them.

“They ask you what college is like,” Guzman said.

Schumacher said there are challenges to hiring the students, including figuring out how to make use of the students during the morning or early afternoon while being able to release them before school is done for the day so they can make it to their college classes.

Schumacher said he and his district director are working to figure out the best ways to work around those problems so they can share lessons learned with other Aurora principals.

“We’re using some people differently and tapping into volunteers a little differently, but if it’s a priority for you, there are ways of accommodating their schedules,” he said.

At Elkhart, full-time interventionists work with students in kindergarten through third grade who need extra help learning to read.

But the school doesn’t have the budget to hire the same professionals to work with older students. The three student paraprofessionals are helping bridge that gap, learning from the interventionists so they can work with fourth and fifth grade students.

Recently, the three started getting groups of students that they pull out during class to give them extra work on reading skills.

One exercise they worked on with fourth grade students recently was helping them identify if words had an “oi” or “oy” spelling based on their sounds. Students sounded out their syllables and used flashcards to group similar words.

Districts across the country have looked at similar approaches to help attract and prepare teachers for their own schools. In Denver, bond money voters approved last year is helping pay to expand a program this year where paraprofessionals can apply for a one-year program to become teachers while they continue working.

In the partnership at Elkhart, students paraprofessionals take longer than that, but in their first and second year are already learning how to write lessons during their afternoon classes and then working with teachers at the school to deliver the lessons and then reflect on how well they worked. Students say the model helps them feel supported.

“It’s really helping me to become more confident,” said Stephanie Richards, 26, the third paraprofessional. “I know I’m a lot more prepared.”

Schumacher said the model could also work in the future with students from other teaching schools or programs. It’s a small but important part, he said, toward helping larger efforts to attract and retain teachers, and also diversify the ranks.

“You’re doing something for the next generation of folks coming in,” he said.

documenting hate

Tell Chalkbeat about hate crimes in your schools

Chalkbeat is joining the Documenting Hate consortium organized by ProPublica to better understand the scope and nature of bias incidents and hate crimes in schools.

You may have heard of the project — it’s already fueled some powerful journalism by dozens of news organizations. We’re joining now both because we want to better understand this issue and because Francisco Vara-Orta, who wrote this piece for Education Week on how those incidents marked the months after President Trump’s election, recently joined our team.

Hate crimes and bias incidents are hard to track. Five states don’t have a hate crimes law at all, and when they happen in schools, data are not uniformly collected by a federal agency. But we know they do happen and that they affect classrooms, with teachers often unprepared to address them.

Without data, it’s harder to understand the issue and for policymakers to take action. That’s why we want to help fill in those gaps.

If you have witnessed or been the victim of a suspected hate crime or bias incident at school, you can submit information through the form below. Journalists at Chalkbeat and other media organizations will review and verify submissions, but won’t share your name or contact information with anyone outside of the Documenting Hate consortium.

IPS School Board Race 2018

Indiana teachers union spends big on Indianapolis Public Schools in election

PHOTO: Dylan Peers McCoy/Chalkbeat
IPS board candidate signs

The political arm of Indiana’s largest teachers union is spending big on the Indianapolis Public Schools board. The group donated $68,400 to three candidates vying for seats on the board this November, according to pre-election campaign finance disclosures released Friday.

The three candidates — Susan Collins, Michele Lorbieski, and Taria Slack — have all expressed criticism of the current board and the leadership of Superintendent Lewis Ferebee. Although that criticism touches on many issues, one particular bone of contention is the district’s embrace of innovation schools, independent campuses that are run by charter or nonprofit operators but remain under the district’s umbrella. Teachers at those schools are employed by the school operators, so they cannot join the union.

The trio was also endorsed by the IPS Community Coalition, a local group that has received funding from a national teachers union.

It’s not unusual for teachers unions to spend on school board elections. In 2016, the union contributed $15,000 to an unsuccessful at-large candidate for the Indianapolis Public Schools board. But $68,400 dwarfs that contribution. Those disclosures do not capture the full spending on the election. The three candidates endorsed by Stand for Children Indiana — Mary Ann Sullivan, Dorene Rodríguez Hoops, and Evan Hawkins — are likely getting significant unreported benefits.

Stand for Children, which supports innovation schools, typically sends mailers and hires campaign workers to support the candidates it endorses. But it is not required to disclose all of its political activity because it is an independent expenditure committee, also known as a 501(c)(4), for the tax code section that covers it. The group did not immediately respond to a request for information on how much it is spending on this race.

The candidates’ fundraising varied widely in the reporting period, which covered the period from April 14 to Oct. 12, with Taria Slack bringing in $28,950 and Joanna Krumel raising $200. In recent years, candidates have been raising significantly more money than had been common. But one recent candidate managed to win on a shoestring: Elizabeth Gore won an at-large seat in 2016 after raising about $1,200.

Read more: See candidates’ answers to a Chalkbeat survey

One part of Stand for Children’s spending became visible this year when it gave directly to tax campaigns. The group contributed $188,842 to the campaign for two tax referendums to raise money for Indianapolis Public Schools. That includes a $100,000 donation that was announced in August and about $88,842 worth of in-kind contributions such as mailers. The group has a team of campaign workers who have been going door-to-door for months.

The district is seeking to persuade voters to support two tax increases. One would raise $220 million for operating funds, such as teacher salaries, over eight years. A second measure would raise $52 million for building improvements. Donations from Stand for Children largely power the Vote Yes for IPS campaign, which raised a total of $201,717. The Indiana teachers union also contributed $5,000.

Here are the details on how much each candidate has raised and some of the notable contributions:

At large

Incumbent Mary Ann Sullivan, a former Democrat state lawmaker, raised $7,054. Her largest contribution came from the Indy Chamber Business Advocacy Committee, which donated $4,670. She also received $1,000 from Steel House, a metal warehouse run by businessman Reid Litwack. She also received several donations of $250 or less.

Retired Indianapolis Public Schools teacher Susan Collins, who is one of the candidates supported by the union, raised $16,422. The Indiana Political Action Committee for Education contributed $15,000. She also received several donations of $200 or less.

Ceramics studio owner and Indianapolis Public Schools parent Joanna Krumel raised $200. Her largest contribution, $100, came from James W. Hill.

District 3

Marian University Executive Director of Facilities and Procurement and Indianapolis Public Schools parent Evan Hawkins raised $22,037. His largest contributions from individuals were from businessmen Allan Hubbard, who donated $5,000, and Litwack, who donated $2,500. The Indy Chamber Business Advocacy Committee contributed $4,670 and web design valued at $330. He also received several donations of $1,000 or less. His donors included IPS board member Venita Moore, retiring IPS board member Kelly Bentley’s campaign, and the CEO of The Mind Trust, Brandon Brown.

Frost Brown Todd trial attorney and Indianapolis Public Schools parent Michele Lorbieski, who is one of the candidates supported by the union, raised $27,345. The Indiana Political Action Committee for Education contributed $24,900. She also received several contributions of $250 or less.

Pike Township schools Director of Information Services Sherry Shelton raised $1,763, primarily from money she contributed. David Green contributed $116.

District 5

Incumbent Dorene Rodríguez Hoops, an Indianapolis Public Schools parent, raised $16,006. Her largest contributors include Hubbard, who donated $5,000; the Indy Chamber Business Advocacy Committee, which gave $4,670 and web design valued at $330; and the MIBOR PAC, which contributed $1,000. She also received several contributions of $500 or less, including from Bentley.

Federal employee and Indianapolis Public Schools parent Taria Slack, who is one of the candidates supported by the union, raised $28,950. The Indiana Political Action Committee for Education contributed $28,500.