South Carolina Center for Teacher Recruitment: 93-94 Annual Report

DOCUMENT RESUME

ED 376 118 SP 035 457

TITLE South Carolina Center for Teacher Recruitment: 93-94 Annual Report. INSTITUTION South Carolina Center for Teacher Recruitment, Rock Hill. PUB DA,L 94 NOTE 117p.; For the 1992-93 Annual Report, see ED 364 504. PUB TYPE Reports General (140)

EDRS PRICE MF01/PC05 Plus Postage. DESCRIPTORS Annual Reports; Career Guidance; College School Cooperation; Elementary School Students; Elementary Secondary Education; Higher Education; *Minority Groups; Program Descriptions; *Program Effectiveness; Program Evaluation; Secondary School Students; State Programs; *Teacher Recruitment; *Teacher Shortage; *Teaching (Occupation) IDENTIFIERS *South Carolina; South Carolina Education Improvement Act 1984; *Teacher Cadet Program SC

ABSTRACT This report outlines and evaluates the 1993-94 accomplishments of the South Carolina Center for Teacher Recruitment and addresses future directions the Center and its programs will be taking. The main body of the document reports on the following programs: (1) Minority Teacher Recruitment; (2) ProTeam Program (to make minority students and young men aware of skills needed to complete college and consider education as a viable career option); (3) Crossroads Summer Institute (provides information about preparing for high school and college); (4) Summer Teaching Careers Institute; (5) Teacher Cadet Program (encourages academically able students with good interpersonal and leadership skills to consider teaching as a career); (6) College Partnerships;(7) College HelpLine Program (works with students in the leacher Cadet Program who need help getting into college);(8) South Carolina Teacher Forum (recognizes state and district teachers of the year); (9) Job Bank;(10) EXPO for Teacher Recruitment (matches teachers with school districts); (11) an advertising and marketing campaign to create a picture of teaching in South Carolina; and (12) a newsletter titled "Center Point." A list of 1993-94 ProTeam and Teacher Cadet Sites and the Center's year-end financial report complete the document. (LL)

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SouthSCCTR Carolina Center For Teacher Recruitment BEST COPY AVAILABLE 1993-94 SCCTR Annual Report Contents

Accomplishments 1 Introduction 3 SCCTR Governance Chart 5 Policy Board/Task Force 6 Administrative Organizational Chart 10 SCCTR Staff 11 SCCTR Teacher Recruitment Pipeline 12 Mission 13 1994-95 Goals 20 Background 22 Program Evaluation Plan 29 Recommendations-1993 External Evaluation.,31 Minority Teacher Recruitment 33 ProTeam Program 38 Crossroads Summer Institute 47 Summer Teaching Careers Institute 52 Teacher Cadet Program 54 College Partnerships 67 College HelpLine Program 70 Teacher Forum 81 Job Bank 88 EXPO for Teacher Recruitment 91 Advertising and Marketing 94 Center Point. 97 Teachers in Residence 99 ProTeam Sites 102 Teacher Cadet Sites 104 Year End Financial Report 109 1994-95 Budget 110

Table of Contents 1111111,.._ SCCTR3 .1993-4 SCCTR Annual Report Page 1 1993-94 Accomplishments

1. The SCCTR staff conducted a successful 9. Relationships between college partners Mega Conference and accomplished the and high school sites have been fostered goals we set for the conference by hiring a professor in residence.

2. Teachers and students were provided 10. Guidelines for increasing the minority professional development opportunities and male enrollment in the Teacher and curriculum activities at the confer- Cadet Program were developed and ences sponsored by the Cal= shared with Teacher Cadet teachers.

3. Special emphasis was placed on network- 11. An article featuring the Teacher Cadet ing the programs sponsored by the Program was in the April 1994 issue of Center. Teacher magazine.

4. A Teacher Fortim database was estab- 12. A presentation about the ProTeam lished by collecting data from each Program was made at the South Caro- Teacher Forum member lina Middle School Conference.

5. Members of the Teacher Forum Leader- 13. The goals of the ProTeam Program have ship Council wrote articles each month been clarified and strengthened. for publication in the State Department of Education's Quest newsletter. 14. A position paper on the ProTeam Program and its tie to middle school 6. Local forum chairpersons were invited to and restructuring movements was participate in conferences and to network written. with other chairpersons. In addition, the Teachers in Residence have visited and 15. Scholarship information was solicited participated in local forum activities. from all South Carolina school districts and colleges. SCOIS and CASHE were 7. All SCCTR staff members have been implemented. brought up-to-date on the Teacher Forum goals and functions. 16. An article about the College HelpLine service was featured in The State news- 8. The South Carolina Teacher Forum has 131PeL been recognized as a national model and was spotlighted at the National Teacher Forum.

0111- SCCTR 1993-94 SCCTR AnnualRepori Page 2

17. SCCTR implemented a regional service in the Teacher Cadet Program model, increased direct assistance and made connections to all sites. 25. The SCCTR staff developed guidelines for conducting out-of-state training. 18. Ten new Teacher Cadet sites were added to the SCCTR network. There were 26. Data for over 15,000 students (former 2,168 students involved in the pro- Teacher Cadet and ProTeam Program gram. participants) has been entered into the computer database during the 1993-94 19. The SCCTR co-sponsored a Diversity school year. Symposium for personnel administrators, superintendents and school board 27. The SCCTR assistant director partici- members, and produced a minority pated in a recruiting trip in Germany recruitment handbook that has been that was paid for by the Department of widely disseminated. Defense.

20. The State Teacher of the Year is a 28. The Job Bank data form, the EXPO member of the staff at SCCTR and registration form and the Teacher Loan serves as an ambassador for the teach- application were revised to indude a ing profession. question to determine if the applicant participated in the Teacher Cadet 21. The Center helped the State Teacher of Program. This information is used to the Year launch an awareness campaign assist in tracking participants in to improve public kindergarten in SCCTR programs. South Carolina. 29. The SCCTR began publishing Center 22. Job Bank vacancies are submitted Point, a newsletter that incorporates monthly for publication in the State information about all programs spon- Department of Education's Quest sored by the Center. newsletter. 30. The SCCTR director made presenta- 23. The Center was selected as one of tions at two national conferences and twelve national pilot sites for the SAY traveled to three other states, Califor- (Science and Youth) Program and one nia, Virginia and Colorado, (at their of four sites selected to implement the request and expense) to help them program in 1993-94. develop teacher recruitment programs.

24. The SCCTR received an Eisenhower 31. The Center worked with various grant in the amount of $135,896 to organizations, including the MilCert implement the SAY Program. Program at Clemson University and the Military Assistance Council, to 25. Thirty-eight percent of the recipients of assist military personnel affected by the tht 1994-95 teacher loans participated drawdown to transition into the teaching profession. 1993-94 SCCTR Annual Report Page 3 Introduction

"We called ourselves the Dream Team.' We developed a mission and we set our goals for the year. The challenges loomed before us as we undertook a new service delivery model and planned and conducted a Mega Conference' for all the educators in our network. We took a deep breath and moved forward. "

The 1993-94 school year WaS a busy, together all of the Center's constituents for exciting and rewarding one for the staff at a curriculum conference. The "Mega the South Carolina Center for Teacher Conference" was held at Myrtle Beach and Recruitment. We opened the school year provided speakers on current issues, oppor- with the state organized into six regions tunities for networking, and a chance for and a new service delivery model to imple- the Policy Board and Task Force members ment. The new service delivery model to see first-hand the work of the Center. meant that all of the Teachers in Residence Crystal Kuykendall charmed us all with her would become a "jack of all SCCTR life story and challenged us to remember programs and a specialist in one." Rather the "Crystals" in our classrooms. Connec- than criss-crossing the state to serve only tions were made between ProTeam and teachers and students in one program, the Teacher Cadet and Teacher Forum sites, Teachers in Residence now carried the and college partners and Teacher Cadet message of the Center to ProTeam and instructors had an opportunity to make Teacher Cadet sites, local Teacher Forums, plans for the remainder of the year. A good and College Partners within a specific time was had by all. region. By all accounts, the service delivery model accomplished the goals we had set The energetic, hardworking SCCTR and was rated highly by the teachers and staff brainstormed and developed a multi- college partners in the network. tude of goals for the year. From them we narrowed our focus to three: 1) strengthen- With the change in the service deliv- ing the infrastructure of the ProTeam ery model came a new format for a news- Program; 2) strengthening the Center's letter: A promotional videotape of the relationship with the college partnerships; ProTeam Program made its debut at the fall and 3) marketing the former Teacher curriculum conference. Cadets who were in the job market

In November, the staff brought The Center began piloting the SAY 1993-94 SCCTR Annual. Report Page 4

(Science and Youth) Program at Dillon New states continue to consult with us on High School during 1993-94. SCCTR is the development of comprehensive teacher one of 12 sites across the country piloting recruitment programs. the program designed to provide Teacher Cadets with opportunities to teach 9-14 Once again, I would like to thank my year-olds hands-on science lessons and wonderful co-workers at the Center We hopefully interest them in a career teaching truly are the "Dream Team', and that is science. This program helps address one of what makes it possible for us to accomplish the critical shortage subject areas. The the many successes we enjoy. The support, Center received an Eisenhower grant in the direction and encouragement I receive from spring of 1994 to implement the SAY the Policy Board members allows us the Program. freedom to take risks, try new things and experience success. Joe Bonds, Policy Board Many former Cadets who are now Chair for the past two years, has been an teaching in South Carolina have been excellent listener and is a man with great identified and studied. The Educational insight and interpersonal skills. He helped Testing Service (ETS) is using the method- me tremendously, and I am deeply appre- ology developed by the Center staff for ciative of his time and commitment. tracking former Pro Team and Teacher Cadets as a model for other precollegiate It's a privilege for me to serve in a teacher recruitment programs. leadership role at the South Carolina Center for Teacher Recruitment knowing As we begin the 1994-95 school year, that the students and teachers of our state we are eagerly anticipating the fruition of are benefiting from the efforts of our labor. our goals and objectives. Almost seventy percent of all high schools in the state will participate in the Teacher Cadet Program and over 80% of the teacher education P. programs are serving as college partners.

Janice Pala, August 1994 l -4 TR Annual Report PgeS Governance of SCCTR

South Carolina General Assembly

EIA Select Sub-Committee

Commission on Higher4 Education South Carolina Educator Recruitment Task Force

South Carolina Educator Recruitment Policy Board

'NW SCCTR 1993-94 S'CTR Annual Report Page 6 1993-94 SC Teacher Recruitment Task Force

Dr. Thomas IL McDaniel*, Chairperson Mr. Toby Chaffin Provost SC Chamber of Commerce Converse College PO Box 11474 Spartanburg, SC 29301 Columbia, SC 29211 596-9015 799-4601

Ms. Dodie Magill*, Vice Chairperson Ms. Jessie Chandler 1993 and 1994 SC Teacher of the Year SC Education Association 8 Ashwicke Lane 421 Zimalcrest Drive Greenville, SC 29615 Columbia, SC 29210 288-6704 772-6553

Dr. Evelyn Berry Dr. Don Cleric° S.C. School Boards Association Charleston Southern University 1027 Barnwell Street PO Box 10087 - School of Education Columbia, SC 29201 Charleston, SC 29411 799-6607 863-7569

Dr. Bobby Leroy Brisbon Dr. Thorne Compton Chair, Department of Education University of SC Morris College Columbia, SC 29208 Sumter, SC 29150 777 -4288 775-9371, ext. 219 Dr. Jimmie Cook* Ms. Dawn Bum Dean, Department of Education SC Association ti School Personnel USC-Spartanburg Administrators Spartanburg, SC 29303 Drawer 622 599-2000 Winnsboro, SC 29180 635-4607 1993 94 SCCTR Annual Report Page 7

Dr. Suzanne Cormier Dr. Stephenie Hewett* Coastal Carolina University Professor of Education School of Education The Citadel Conway, SC 29526 Charleston, SC 29409 347-3161 881-2342

Dr. Frances Courson Dn Henry Hollingsworth School of Education Chair, Department of Education College of Charleston Erskine College Charleston, SC 29424 Due West, SC 29639 953-8048 379-8753

Mr. Lee Crawford, Manager Ms. Karen Home* Florence Div, Carolina P&L Director, Division of Education 217 Dozier Blvd. Governor's Office Florence, SC 29501 1205 Pendleton Street, Room 440-A 661-4203 Columbia, SC 29201 734-0448 Dr. Margaret Emery Clemson University Dr. Ted Jennings College of Education Chair, Dept of Education 207 Tillman Hall Central Wesleyan College Clemson, SC 29634 Central, SC 29630 656-5114 639-2453, ext. 315

The Honorable Warren Giese* Ms. Laura Jones The Senate of South Carolina Teacher Cadet Teacher-Dorman High P.O. Box 142, Suite 602 169 Stribling Circle Columbia, SC 29202 Spartanburg, SC 29301 734-2861 576-4202

Dr. Patricia L Graham* Dr. James P. Mahaffey Associate Dean, School of Education Wofford College Winthrop University Chair /Education Department Rock Hill, SC 29733 Spartanburg, SC 29303 323-2115 597-4520

Dr. Elizabeth Gressette Dr Nancy S. McCutdien Executive Director Director of Teacher Education Palmetto State Teachers Association Columbia International University 2010 Gadsden Street P.O. Box 3122 Columbia, SC 29201 Columbia, SC 29230 800-849-7782 754-4100, ext 3135 * Policy Board Member 1993-94 SCCTR Annual Report Page 8

Mr. Wistar G. Metz* The Honorable Tim Rogers* Milliken & Co. SC House of Representatives 108 Lockwood Street PO Box 11867 Spartanburg, SC 29302 Columbia, SC 29211 573-2020 256-4000

Dt Gail Morrison* Dr. Joseph Rubinstein* Commission on Higher Education Chair, Dept. of Education 1333 Main Street, Suite 650 Coker College Columbia, SC 29201 Hartsville, SC 29550 253-6260 383-8000

The Hon. Kay Patterson* Ms. Dorothy Seale* The Senate of South Carolina Sullivan Middle School 604 Gressette Building 1115 McKinnon Drive Columbia, SC 29202 Rock Hill, SC 29732 734-2882 324-1502

Dr. Kent Phillips Mr. Bob Sill* Presbyterian College Corporate Training Manager 307 Neville Hall Spartan Mills Clinton, SC 29325 PO Box 1658 833-2820 Spartanburg, SC 29304-1658 574-0211 Dr. Catherine Richard* Chair, Dept of Education Dr. Thomas W. Sills* Newberry College Chair, Division of Education Newberry, SC 29108 Fiancis Marion University 276-5010 P.O. Box F 7500-Educaton Department Florence, SC 29501 Ms. Jackie D. Roark 661-1362 Director of Admissions Lander University Dr. Earline Simms Box 6009 Dean of Education Greenwood, SC 29646 South Carolina State University 229-8307 Orangeburg, SC 29117 536-7180 Ms. Ethel Roberts ProTeam Teacher Ms. Joyce Singleton Kingstree Junior High ProTeam- McCants Middle School 1219 Dane Street 105 South Fant Street Kingstree, SC 29556 Anderson, SC 29621 354-7649 260-5145 * Policy Board Member 1993-94 SCCTR Annual Report Page 9

The Honorable Elsie Rast Stuart* Dr Valerie Truesdale SC House of Representative SC Dept of Education 1231 Cedar Pond Road 1429 Senate Street Pe lion, SC 29123 Rutledge Building 894-3330 Columbia, SC 29201 734-8258 Dr. Rebecca Swanson* Columbia College Dr. Herb Tyler Chairman of Education Education Department Columbia, SC 29203 Furman University 786-3861 Greenville, SC 29613 294-3086 Ms. Connie Terry Claf lin College Dn Jeanne Varner Box 100 USC-Aiken Orangeburg, SC 29115 171 University Parkway 535-5245 Aiken, SC 29801 648-6851, ext. 3289 Mrs. Barbara Thomson* Teacher Cadet Program Dr Tim Watson 4437 Briarwood Road Bob Jones University Columbia, SC 29206 Chaiman, Elementary Education Division 787-2633 Box 34604 Greenville, SC 29614 Mr. Bill Timberlake* 242-5100 306 Church Avenue Hartsville, SC 29550 Dr. Ann Wyatt 332-7713 Limestone College 1115 College Drive Gaffney, SC 29340 489-7151 1993-94 SCCTR Annual Report Pae 10 1993-94 SCCTR Administrative Organizational Chart

Business/ Operations Manager

Teacher Cadet Adm. Asa

July 1994

Administrative Or anizational Chart SCCTR 1993-94 SCCTR Annual Report Page 11 1993-94 SCCTR Staff

Janice Poda Carol Smith Director College Partnerships Specialist

Rita Stringfellow Virginia Ward Assistant Director Publications Specialist

Cko Richardson Harriet Reeves Minority Teacher Recruitment Specialist Business/Operations Manager

Rose Etta Schumacher Sandi Everson Teacher Cadet Specialist Office Manager

David Norton Martha Kennedy College Help Line Specialist Teacher Cadet Administrative Assistant

Bernice DavisCooper Tammy Gillett Pro Team Program Specialist Minority Recruitment Administrative Assistant

Dodie Magill Phyllis Archie 1993 and 1994 SC Teacher of the Year Job Bank Manager Teacher Forum Specialist

SCCTR Staff SCCTR 14 1993-94 SCCTR Annual Report Page i2 SCCTR Teacher Recruitment Pipeline

Teacher Recruitment Pipeline

NOMI IMMO'

Teacher Cadet 1Program

Pro Town Parent Club Workshop t_College Job Teacher HelpUne Bank Forum

Mentoring Program 1993-94 SCCTR Annual Report Page 13 Mission

Mission: The purpose of the South Carolina Center for Teacher Recruitment (SCCTR) is to provide leadership in identifying, attracting placing, and retaining well-qualified individuals for the teaching profession in South Carolina. In doing so, the SCCTR will respond to changing needs for teachers from under-represented populations, in critical subject fields, and in underserved geographical areas in South Carolina. The Center will work cooperatively with other organizations to promote the teaching profession.

The 1985-86 Appropriation Act tion and teaching in South Carolina; contained a proviso directing the State Department of Education to transfer 2) to assess the impact of current recruit- $236,000 of unexpended Education Im- ment efforts and of newly established provement Act funds to the Commission efforts; and on Higher Education for the purpose of funding requests for proposals for the 3) to develop a marketing campaign that creation or implementation of teacher focuses on improving the image of recruitment programs through agencies of teaching. State government or private industry. A proposal was submitted on behalf of the In the string of 1993, the Center for South Carolina Educator Recruitment Task Teacher Recruitment commissioned Dr. Force, with Winthrop University (then Robert Shoenberg to conduct an external Winthrop College) serving as fiscal agent. evaluation of the overall Center operations. The Commission established through this While complimenting the Center on many proposal the South Carolina Center for points including leadership, flexibility and Teacher Recruitment on December 5, imagination, attention to detail, good 1985. public relations and political sensibility, Dr. Shoenberg offered some suggestions for The stated purposes of the Center further development and enhancement of under the proposal authorized by the the Center. One suggestion made was to Commission are as follows: develop a statement defining the SCCTR's vision of itself in five years. 1) to identify processes to improve and expand the pool of personnel for educa- Using this recommendation as a 1993-94 SCCTR Annual Report Page 14

springboard, in the summer of 1993 the teaching career, particularly for students in Center staff developed a draft of a mission middle and high school. statement. Subsequently, a Policy Board committee was formed to study the future Though the image of teaching held by directions of the SCCTR. This Futures the general public has improved somewhat Committee further refined the draft of the in recent years, it is still viewed negatively mission statement concentrating on the by many. It is not unusual for young need for the Center to retain as well as people and adults considering teaching recruit high quality individual.. :a the careers to be dissuaded by their peers, profession. The current mission statement, family members and even teachers. The quoted at the beginning of this section, was programs and services offered by the Center adopted by the Policy Board at its fall 1993 provide a chance to explore first-hand the meeting. rewards and challenges of the teaching profession. Leadership In the eight and one-half years since Over the years the Center staff and its the original proposal was approved by the governing bodies have come to realize that Commission on Higher Education, the recruitment and retention are synonymous. Center for Teacher Recruitment has gained Unless schools are organized to allow knowledge and experience in the field of teachers to exercise leadership roles and teacher recruitment. In fact, in a recent participate in decision making, bright, national study conducted for the DeWitt capable teachers are not likely to remain in Wallace/Reader's Digest Fund by Recruit- the classroom. ing New Teachers, Inc., the findings indicated that the South Carolina teacher Through the nationally recognized recruitment programs had been replicated South Carolina Teacher Forum, the Center by 24% of all the precollegiate teacher has assisted teachers in developing leader- recruitment programs across the country ship skills and advising policy makers on more than any other program. The Center issues affecting the teaching profession. and its programs are regarded as national Through their positive influence on policy models. and dialogue through communication channels established with policy makers, This knowledge and experience has these teacher leaders have impacted deci- led the Center staff to develop programs sions that affect teaching conditions and and services that provide a continuum of the improvement of education in South opportunities for young people and adults Carolina. to become interested in entering the teaching profession. This continuum allows the The growth of local teacher forums individual to enter the "pipeline" at what- throughout the state provided additional ever place the person is in his/her pursuit of vehicles to retain outstanding teachers in a career. It also offers a structure to keep the dassroom. The Center will continue to the doors open to the possibility of a look for ways to assist policy makers, school

111111111..- SCCTR ley 1993-94 SCCTR Annual Report . Page 15

districts and teachers in developing strate- been higher than other careers. gies to improve teaching conditions and retain teachers in the classroom. The Center's partners in the Minority Teacher Recruitment Partnership, the Under-represented Populations MATE Program at Benedict College, and The SCCTR mission statement the South Carolina Program for the Re- cruitment and Retention of Minority recognizes the need to address under- represented populations in the teaching Teachers at South Carolina State University workforce. The recruitment of people of have focused their minority teacher recruitment efforts on scholarships for college color is a common thread that runs through all of the programs and services provided by students and programs for instructional the Center. In 1989-90, the proviso aides and technical college students. The Center supports the programs and services appropriating funds to the Center indicated that $200,000 of the appropriations must of the partnership members without dupli- cating efforts that are already being imple- be earmarked for -minority teacher recruit- mented. ment. Since that time, these funds have been used primarily to implement the Future plans to recruit teachers from ProTeam and College HelpLine Programs. under-represented populations indude In addition, in 1992, the Center developed networking with community leaders and the Crossroads Summer Institute that is organizations. Specifically, the Center plans held annually for rising high school African American male freshmen. The Center also to 1) seek to increase minority representation for openings on the Task Force and 2) has a Teacher in Residence who serves as form a minority teacher recruitment com- the minority teacher recruitment specialist. mittee that includes community and civic/ service organization leaders as well as black Since the Center was created, the church members. The Center will also focus on minority teacher recruitment has strive to include more minority leaders on been expanded to include minority repre- the Center's mailing lists for updates on sentation in all Center programs that, where possible, reflect the student popula- teacher recruitment issues. tion of the school. Specific strategies for The critical issue of multiculturalism recruiting students of color have been and cultural sensitivity continues to be a developed and shared with instructors of challenge for the Center. SCCTR's goal is the programs. Advertising for the job Fair, to provide curriculum activities that will EXPO, has specifically targeted publica- help develop future teachers as well as tions such as Auk News and Multicultural inservice teachers who are sensitive to Journal to attract a diverse group of appli- differences in cultures. The Center staff cants. The Center has also worked closely will continue to search for methodology with the various programs assisting selected that will effectively communicate this goal. military personnel affected by the drawdown to transition into the teaching profession. Traditionally, the percentage of Critical Subject Fields African American males in the military has Even though South Carolina contin-

SCCTIt18 1993-94 SCCTR Annual Report Page 16

ues to import approximately 45% of its hands-on experiences with the critical teachers from other states, the state has not subject fields. For example, the Teacher experienced an overall shortage of teachers. Cadet curriculum features an activity that However, there are certain subject areas asks each Cadet to assume a disability for a where critical shortages exist. Currently the day wear a blindfold or earplugs, read critical need subject fields approved by the everything upside down, sit in a wheelchair. State Board of Education are mathematics, The Cadets come away from this activity science, special education (all areas), foreign with an incredible sense of what it's like to languages, industrial technology, and library be physically challenged, and how teachers science. should treat students with special needs.

These shortages occur for many The 1993-94 Cadets were recently reasons some within the control of the asked to indicate the grade level they SCCTR and some which are not. First, selected to teach. The results reflect the many of the critical subject fields are in efforts of the Center staff with 13% indicat- competition with other professions that ing plans to teach special education and generally pay higher salaries than teaching another 33% indicating their plans to teach and have better work conditions than middle school or secondary education. teaching.Furthermore, specialists like speech pathologists are now being highly This past year, the SCCTR wis asked recruited by hospitals, day care centers and to serve as one of 12 pilot sites for a na- nursing homes. Institutions other than tional program entitled SAY (Science and public schools can offer more flexible work Youth). The program was developed at the hours and better salaries. Second, many of University of California with funding from the critical subject areas are perceived as a National Science Foundation grant. The more difficult, and, as a result, many Center agreed to participate in the program students who have typically chosen teaching by incorporating SAY into the Teacher as a career have not chosen to major in Cadet curriculum and field experiences. these subject areas. Third; there are few The goal of the program is to get more high higher education institutions offering school students interested in teaching degrees in the critical subject areas. Some science by giving them opportunities to programs are more expensive to operate teach hands-on science lessons to 9-14 year- because of such factors as required labs. olds. The SAY Program was piloted at one Teacher Cadet site, Dillon High School, The Center has made a concerted during the 1993-94 school year. Six effort to communicate supply and demand schools will participate in the pilot in 1994- information to students participating in the 95. The implementation of the SAY Teacher Cadet Program. Every Teacher in Program in South Carolina will be funded Residence makes a presentation on supply by an Eisenhower grant recently received by and demand during one of the visits made the Center. to Teacher Cadet sites. In addition, the ProTeam and Teacher Cadet curriculum Future Center plans include the include activities that involve students in adoption or development of programs

SCCTR 19 1993-94 SCCTR Annual Report Page 17

similar to SAY for other critical subject designated to haneile personnel functions, fields especially mathematics and special or the person (!esignated has many other education. The Center will we the experi- areas of responsibility. During 1993-94, 80 ence from the implementation of the SAY out of 91 school districts used the services Program as a model for addressing other of the Job Bank. The Center's Job Bank critical subject fields. was implemented in 1987-88 to address the need school districts expressed to Center In addition, the Center has already staff for a centralized location for teaching taken steps to inform policy makers of the applicants. This service addresses the need for a comprehensive teacher supply immediate needs of school districts while and demand study. The study is necessary programs such as ProTeam and Teacher to advise students of predicted future needs Cadet are based on the "grow your own" and to provide programs such as ones philosophy and address their long-term operated by the Center, the partnership teacher recruitment needs. members, and the MilCert Program, a benchmark to measure their effectiveness. The Center has worked collaboratively This lack of a scientific method of collect- with the South Carolina School Personnel ing supply and demand makes predicting Administrators and the State Department and determining the critical subject areas of Education for the past six years to offer a guess work at best. Staff members from the job fair, the South Carolina EXPO for Center and the MilCert Program will host a Teacher Recruitment. The EXPO was focus group to discuss supply and demand originally created to assist small, rural with a representative group of personnel school districts with their teacher recruit- administrators at the fall 1994 School ment needs. By holding a job fair in state, Personnel Administrators Conference in school district personnel were not forced to September. travel to job fairs in other states to recruit. One of the challenges still facing the Underserved Geographical SCCTR is encouraging rural school dis- Areas tricts to participate in EXPO. Fewer than 50% of the state's 91 school district partici- The teacher recruitment needs of the pated in the job fair held in June 1993. state's 91 school districts vary greatly. Some There are 17 school districts that have districts are flooded with teaching appli- never participated in EXPO. cants in all areas while other districts have high turnover rates and spend an inordi- In one its first years of existence, the nately large amount of money on recruit- Center surveyed all rural school district ing. The geographical areas most in need of superintendents about their teacher recruit- assistance with teacher recruitment are men. needs. The results of theses surveys generally the smaller, more rural school were the springboard for determining the districts with high turnover rates. content of a conference held for rural school districts on teacher recruitment. The difficulty in serving the school districts with the most need for assistance is Beginning in 1994-95, the Center that usually they do not have a person plans to refocus its efforts with rural school

Mission SCCTR 20 1993,94.SCCTR Annual Report Page 18

districts by developing strategies to recruit rural school districts as future Pro Team Presentations at state and national situ. In addition, the Center plans to conferences have also provided opportuni- establish a team to work with rural school ties to promote the teaching profession. districts on strategies to recruit and retain During the 1993-94 school year, the Center teachers. Utilizing the services and exper- worked collaboratively to submit grant tise of a public relations firm, the Center applications with the South Carolina will assist rural school districts in determin- Program for the Recruitment and Retention ing their selling points and developing of Minority Teachers, the MATE Program materials to market themselves to prospec- and Big Brothers/Big Sisters, Recruiting tive teachers. New Teachers, Inc., the Council of Great City School Districts and the Council of Collaboration Great City Schools of Education, and the 4- The Center for Teacher Recruitment H SERIES Project. The Eisenhower grant works cooperatively with a multitude of the Center received will provide opportuni- organizations, agencies, businesses, and ties for the Center to work collaboratively policy makers to promote the teaching with the state 4-H organization and local 4- profession both on the state and national H county'agents. level. The founders of the Center for Teacher Recruitment had the wisdom to The state teacher of the year receives a include a broad section of the education sabbatical the year he/she holds that title to community in the development and gover- work at the Center as an ambassador for the nance of the Center. This group has been teaching profession. With the time af- expanded further over the years the Center forded by the sabbatical, the state teacher of has been in existence to include representa- the year is able to develop and articulate a tion from most of the organizations and platform on an issue that affects the teach- agencies that deal with education, as well as ing profession. This past year, Dodie Magill the business community. launched a public awareness campaign on the need to have full-day five-year-old Since its creation, the Center has been kindergartens and to reduce the class size of asked to provide input to the State Depart- kindergarten classes. The state teacher of ment of Education, the State Board of the year has a highly visible role and is often Education, committees of the Legislature asked to speak to various education and and other policy makers. In fact, Teacher civic groups about issues that promote the Forum members are now asked to serve on teaching profession. all legislative committees that require teacher representation. Members of the SCCTR's Director Janice Poda has Center staff have written and published chaired or served on a number of statewide articles that promote the teaching profes- committees that promote the teaching sion in numerous state and national jour- profession. In addition, Dr. Poda is a nals. Frequently, the media call for member of various organizations where she information and opinions and SCCTR staff is able to promote the teaching profession. members are often quoted in news articles.

or.- Mission SCCTR 1993-94 SCCTR Annual Report Page 19

The Center staff are frequently asked In addition, linkages between Teacher to provide training to other states which are Cadet and ProTearn sites have been estab- replicating the programs sponsored by lished. SCCTR and serve as consultants to other states who are contemplating implementing In order to strengthen the collabora- teacher recruitment programs. During tive efforts already in place, the Center 1993-94, the Center staff provided services plans to implement an e-mail system for to schools, school districts, or statewide use by the Teachers in Residence, the collaboratives in North Carolina, Virginia, SCCTR staff, and anyone else in the Maryland, Georgia, Arkansas, Colorado, network that has computer capabilities. California, and Texas. Using the premise that everyone has a telephone, the Center also plans to imple- The Center has the largest collabora- ment a voice mail system that will allow tive program between higher education and users to send one message to a number of K-12 in the state. Currently, twenty-three people at one time or send/receive indi- (82%) schools of education are partnered vidual messages. Strengthening the com- with 120 Teacher Cadet sites. Seventy munication system will help strengthen the percent of the high schools in the state are programs and services of the Center and now offering the Teacher Cadet Program. help us better fulfill our mission. 1993-94 $CCTR Annual Report Page 20 1994-95 Goals

I. Communication c. Serve as a clearinghouse for statistics on a. Provide teachers and college partners the teaching profession in South Caro- additional opportunities for involve- lina ment, ownership, and networking in all SCCTR programs d.Increase the liaison with community leaders and organizations to assist with b. Establish an e-mail network for all minority teacher recruitment Teachers in Residence and the SCCTR staff 1) Seek to increase minority representation for openings on the South c. Establish a voice mail network for all Carolina Educator Recruitment Task teachers, college partners, Policy Board/ Force Task Force members, Teachers in Residence, and SCCTR staff 2) Form a minority teacher recruitment committee which would include d. Expand the opportunities for teachers in community and civic/service organi- the SCCTR network to make presenta- zation leaders as well as black church tions and serve as trainers members

e. Develop a computerized Job Bank 3) Include more minority leaders on the accessible to Job Bank clients through Center's mailing lists for updates on Internet teacher recruitment issues

Provide additional forms of recognition e. Provide curriculum activities that will for students and teachers involved in help develop future teachers as well as SCCTR programs inservice teachers who are sensitive to differences in cultures IL Under-represented Teaching Areas f. Strive for equitable minority representation in all SCCTR programs a. Implement the SAY (Science and Youth) Program in six pilot sites g. Develop strategies to recruit rural middle schools as future ProTeam sites b. Communicate the need for a Supply and Demand study and work to ensure that h. Establish a team to work with rural an ongoing study is conducted school districts on marketing and 1993-94 SCCTR Annual Report Page 21

recruiting and retaining teachers of gaining Advanced Placement (AP) status for the Teacher Cadet Program i. Contract with a public relations firm to develop a marketing program for rural j. Implement regional conferences for school districts Teacher Cadets

III. Quality Assurance IV. Marketing a. Make better use of the curriculum and a. Develop a promotional video for the related materials in all programs Teacher Forum

b. Provide sessions at the Mega Conference b. Revise or create a new promotional on different aspects of the curriculum video for the Teacher Cadet Program

c. Develop parental involvement activities c. Develop/revise print materials for all to accompany the ProTeam curriculum programs including the Center flipclmts

d. Provide ProTeam and Teacher Cadet d. Develop a poster and other print materi -. teachers with information on service als to distribute to all schools in South learning and strategies for implementing Carolina explaining SCCTR programs service components in their classes and services

e. Develop and implement a mentoring e. Increase awareness of the ProTeam program for first year ProTeam and Program Teacher Cadet teachers f. Continue to market former Teacher E Develop a checklist for Teachers in Cadets who are seeking teaching posi- Residence to use when they make site tions visits to ensure that all necessary components have been addressed g. Maintain database of former Teacher Cadets and ProTeam students g. Develop a holistic rating system for use by the Teachers in Residence when h. Assist ProTeam students and Teacher completing site reports Cadets in finding appropriate summer employment that would expand their h. Investigate the possibility of developing experiences working in teaching-like and piloting an authentic assessment of settings the achievement of the students participating in the Teacher Cadet Program i. Market scholarship funds that are available for students seeking careen in i. Contact Educational Testing Service for teaching additional information on the possibility 1993-94 SCCTR Annual Report Page 22 Background

Structure to staff its public school classrooms. Based South Carolina is a national leader in on the premise that true reform begins in the movement to improve public education. the dassroom, the South Carolina Center As evidence of the state's commitment to its for Teacher Recruitment is an aggressive 646,985 public school students, the Gen- effort by the General Assembly, the state's eral Assembly and taxpayers of South public and private colleges and universities Carolina have invested nearly 2.3 billion and the state public school system to recruit since 1985 in one of the most highly a new generation of academically able regarded school reform efforts in the nation classroom teachers. the Education Improvement Act. In 1993-94 the South Carolina In 1989 the General Assembly passed Educator Recruitment Task Force, which a new package of school improvement oversees the Center, included representa- programs*Target 2000*which repro tives from 26 colleges and universities, state sents an ambitious effort to move beyond education agencies, professional education the basic gains of the EIA toward a time associations, the Legislature and private when South Carolina's educators at the businesses and industry. Changes in the local level have a great deal to say about the by-laws in 1991 now allow the Tssk way teaching and learning will take place in to elect a Policy Board of 15 members to their individual schools. direct the Center's activities. Five legislators, a representative from the governor's The most recent sweeping reform was Iffice, and a representative from the Com- passed in the spring of 1993 the Early mission on Higher Education serve as etc-- Childhood Development and Academic officio members of this Policy Board. Assistance Act. The Act provides an emphasis on early childhood development and By mutual agreement of the Task academic assistance for students in the early Force members, the Center is housed at grades. Shifting $95 million in state Winthrop University which provides funding toward kindergarten through 3rd fmancial services and fiscal accountability grade, the Act also requires a coordinated for the Center. The Center's financial plan for 3 and 4 year olds and a parenting records are audited by the same procedures education/family literacy program, as well. used by Winthrop University and authorized by the state of South Carolina. All In order to benefit fully from these purchasing procedures are carried out in investments, South Carolina must have an accordance with the South Carolina Pro- adequate pool of quality teachers available curement Code.

Back ground SCCTR 1993-94 SCCTR Annual Report Page 23

The Center is not a Winthrop pro- The S.C. Commission on Higher Educa- gram in the sense that the university does tion received the funds and invited higher not set its policies or approve-its program education institutions and others to submit budget. The Center reports annually to the proposals. state Commission on Higher Education, through which the Center's EIA-based The Task Force submitted a successful appropriations flow. The Commission is proposal to use the $236,000 to begin a charged with monitoring the effectiveness centralized teacher recruitment effort, to be of the Center and two other programs known as the South Carolina Center for which receive teacher recruitment funds for Teacher Recruitment. The Task Force minority teacher recruitment Benedict accepted an invitation to house the Center College and South Carolina State College. at then Winthrop College, with the under- Under the Commission's leadership, these standing that the Center would serve the three organizations have formed the South entire state. (Winthrop continues to Carolina Minority Teacher Recruitment provide fiscal and personnel services to the Partnership to pursue their joint goals. Center.)

Provisos in the General Appropria- The Center became fully operational tions Act give program and budget review in February of 1986 when John Norton was authority over the Center (and other EIA named the first director. During the 1985- programs) to the Commission on Higher 86 legislative session, the South Carolina Education. Budget review authority is also General Assembly established a regular given to the General Assembly's Select appropriation fer the Center for Teacher Committee on the Education Improvement Recruitment, using funds generated from Act. the EIA sales tax. The appropriations are channeled through the Commission on History Higher Education to SCCTR's fiscal agent, In 1984, following the passage of the Winthrop University. Janice Poda was Education Improvement Act, a group of named the Centei's second director in May state leaders concerned about the condition 1990. of South Carolina:: teacher supply pool organized an Educator Recruitment Task Budget Force to study the problem. The Task In FY 1986-87, the Center received a Force decided that funds were needed to line item appropriation of $260,000. A support a teacher recruitment effort that budget proviso earmarked $24,000 of this would complement the school im- sum for research at Benedict College into provements called for in the ETA. recruitment strategies that might increase the supply of minority students in rural At the urging of Task Force members school systems. and with support from concerned members of the House and Senate, the Legislature In FY 1987-88, the Center's line item earmarked $236,000 for teacher recruit- appropriation in eased to $540,000. Of ment projects in the 1985-86 fiscal year. this amount, the Center received $360,000 1993-94 SCCTR Annual Report Page 24

for its own operations a $124,000 $520,896. The Center invested these funds increase over '86-'87. The additional funds in an expansion of the Teacher Cadet allowed for the expansion of the Teacher Program and added a staff coordinator for Cadet Program, the addition of a second the statewide program. SCCTR began teacher in residence position and expansion pilot programs in three areas: minority of the Center's Teacher Job Bank. A budget teacher recruitment for middle school proviso directed the Center to distribute the students (ProTeam), minority college additional $180,000 in its line item evenly counseling (College HelpLine) and national between Benedict College ($90,000) and recruiting (Job Bank). The Center also South Carolina State College ($90,000) undertook sponsorship of the Summer to be used by both colleges only for minor- Teaching Careers Institute for rising high ity teacher recruitment programs.* school seniors.

For FY 1988-89, the Center received The budget for the 1990-91 fiscal year operational funds from the Education was increased to $753,396 which allowed Improvement Act in the amount of the Center to double the size of the $370,000 a $10,000 increase over 1987- ProTeam Program, bringing the total sites 88. The additional funds covered cost-of- to forty-four. An additional teacher in living increases for employees and provided residence was added to work with the a small fund to increase Teacher Cadet sites. program. On-going interest in the Teacher By reducing expenses and cutting back in Cadet Program expanded the program to program areas that had proved less produc- 113 high schools, an increase of thirteen tive, the Center was able to add 20 new additional sites. The minority college Teacher Cadet sites for the 1988-89 school counseling program, College HelpLine, was year for a total of 74 high schools served at enhanced by adding a teacher in residence 70 sites. with this program as his/her primary responsibility. Two new clerical support A proviso in the 1988-89 budget act staff members were added to assist with the authorized the S. C. Commission on expansion of the Center's programs. Higher Education to distribute to Benedict and South Carolina State colleges the An increase of $133,000 brought the $180,000 in minority teacher recruitment budget for the Center for 1991-92 to a funds contained in the Center's line item. total of $886,396. This increase in funding Several efforts to move these funds into a allowed the Center to offer a residency to separate line item have been unsuccessful, the South Carolina Teacher of the Year for but it is important to note that the Center him or her to be able to carry out the duties does not receive or distribute these funds, inherent with the title and to support the although they do appear in the Center's line teacher recruitment efforts of SCCTR. The item in the state budget. increase was also used to add eight additional Teacher Cadet sites for a total of 121, In the 1989-90 fiscal year, the Center and to increase the number of ProTeam received an increase of about $150,000 in sites from 44 to 54 middle schools. In its operating budget, bringing the total to addition, the Center started a new initiative

Background SCCTIR 1993-94 SCCTR Annual Report Page 25

for black males, the Crossroads Summer The Need for the Center Institute. While South Carolina has not yet experienced a general teacher shortage, our The budget for the 1992-93 fiscal year state is experiencing shortages in a number remained at $886,396. The effects of the of specific areas: recession and Hurricane Hugo continued to plague the state budget. With frugal steps, Rural - Rural schools continue to have the Center made minimal expansion in the difficulty locating an adequate supply of Cadet and ProTeam programs. teachers in many disciplines. As a result, rural school administrators are often forced Continued level funding of $886,396 to hire individuals of poor or mediocre was the appropriation for SCCTR for the quality, or they are forced to ask teachers to 1993-94 fiscal year. Another tight budget teach out-of-field. In a 1987 Center survey year caused the Center, as well as other of rural superintendents, about half of those education agencies, to look for creative responding ranked the pool of candidates methods to fulfill its mission. With cut- available for hiring as 'poor* in at least one backs in advertising and a realignment of certification area. While the rural teacher the service delivery model to Teacher Cadet supply has shown signs of improving as and ProTeam sites and local Teacher Fo- more young teachers are attracted from out- rums, the Center was able to increase the of-state, rural schools continue to suffer Cadet sites to 130. The ProTeam sites were high turnover which weakens the stability cut back to 41 for the 1993-94 school year of the system. A sustained, long-term effort supported by SCCTR is necessary in order An increase in appropriations of for such districts to "grow more of their $31,000 brings the Center's budget to a own teachers. total of $917,736 for the 1994-95 fiscal year. The Center is using the increase in Minority - In 1974, 30.5 percent of funds to pay mandatory state employees the state's public school teachers were black, and teachers in residence pay raises. In while 38 percent of the student body was addition, the Center will use the remaining black. By 1993, the percentage of black increase to expand the number ofTeacher students rose to almost 42 percent, while Cadet sites to 145. the share of minority teachers dropped to slightly more than 17 percent. Nationally The Decision kr Teach: When Di.' iktor, Co440* New Teachers Make she Choice? the picture is very similar minority O In Cape representation among teachers has declined OM*. Colleg O Not Sur. from 13% in 1970 to less than 10% today.

This drastic decline in minority teachers means fewer black role models for all young students and less input into education policy from the black community. On a positive note, 1991-92 was the first year since 1987-88 that there was an

SCCTR 28 1993-94 SCCTR Annual Report Page 26

increase in the percentage of minority Male - Across the United States in teachers entering the teaching profession in 1993, 28 percent of public school teachers South Carolina. There was another in- were male. In South Carolina, 17 percent crease in 1992-93. were male. Of the 257 minorities who graduated with degrees in education in One of the challenges facing South 1992-93, 54 were black males. This is Carolina as well as the nation is getting almost a 100% increase from 1991-92 (28 African-American students in the teacher black males graduated that year). Feelings recruitment pipeline. Nationally, in 1977, are mixed among educators on the need for African-Americans were 42% more likely a more visible male presence in the public than whites to major in education. By schools at the instructional level; however, 1987, they were 19% less likely than whites most educators agree that a need exists. to major in education (National Center for Education Statistics, 1990). In addition, Specialty Areas - South Carolina has while people of color make up 25% of the significant shortages in a number of certifi- college-age population, only 17% are cation areas including speech clinicians, all actually enrolled in college. areas of special education, foreign languages, mathematics, chemistry, physics, Graduates Receiving Bachelor's industrial technology and library sciences. Degrees in Education from SC Colleges/ These shortages, have been declared 'criti- Universities cal" by the State Board of Education. Year Total Black % Black 1986-87 1424 187 13 Overall Quality - Teaching's low 1987-88 1358 169 12 esteem among college students has resulted 1988-89 1433 132 9 in a shrinking pool of teacher candidates 1989-90 1532 155 10 and consequent decreases in the overall 1990-91 15% 157 10 qualifications of individuals choosing to 1991-92 1779 194 11 pursue a teaching career. Nationally, 1992-93 2004 257 13 between 1966 and 1985, for example, SC Education Graduates: 1979-1993

1993 1991 1999 1997 1996 1093

1991 1979 0 600 1000 1600 2000 2500 3000 3600

Back ground SCCTR 28 1993-94 SCCTR Annual Report Page 27

there was a 71 percent decline in the South Carolina Commission on Higher proportion of freshmen planning to pursue Education. The Center's largest invest- elementary or secondary teaching careers. menu, the Teacher Cadet Program and While efforts like the Education Improve- ProTeam Middle School Program, are ment Act and programs of the Center are thoroughly evaluated each year by the beginning to attract more young people and South Carolina Educational Policy Center adults into teaching, there is evidence to (SCEPC) at the University of South Caro- suggest that the pool of individuals from lina. The studies include longitudinal which our teacher trainees are drawn still studies of former Cadets who are now contains many students who are weak teaching. Annual evaluation reports are academically. Despite a significant increase available to interested persons. The minor- of nearly 70 points in the average SAT score ity college counseling program, College of entering teacher education majors, the HelpLine, is now the subject of on-going average in 1992 was still only 808twenty- evaluations by the SCEPC on an every three points below the average for all South other year basis. In addition, the Center as Carolina students. a whole was evaluated by an out-of-state consultant, Dr. Robert Shoenberg, during Average Educational Level of May of 1993. Dr. Russell French of the South Carolina Teachers University of Tennessee evaluated the 38.94% Center and its programs during the spring 0.00% 26.42% of 1991. Other SCCTR programs are 0.00% 22.54% evaluated for effectiveness from time to 0.00% 11.61% time by consultants and/or staff 0.00% 0.49% 0.00% Eleshelers Ischeiors Masters Masten aDoctorate How the Center Addresses 18 30 Teacher Supply Needs With the aid of its own research and Since the South Carolina Center for the research of state and national scholars, Teacher Recruitment was established in and with direction from its Policy Board, 1986, the states of Florida, Oklahoma, the Center has developed a series of pro- Georgia, Virginia, Maryland and North grams aimed at addressing the problems of Carolina have created similar programs. rural supply, minority supply, male supply, Most other states in the Southeast now have specialty area shortages and the problem of plans underway to establish teacher recruit- pool quality. 'These programs include the ment programs, increasing the need for following: South Carolina to take aggressive action to remain competitive in the teacher recruit- (1) Minority Recruitment ment field. (2) ProTeam Middle School Program (3) Crossroads Summer Institute Independent Evaluation (4) Summer Teaching Careers Institute The South Carolina Center for (5) Teacher Cadet Program Teacher Recruitment is monitored and (6) College Partnerships evaluated for effectiveness each year by the (7) College HelpLine

Back ground SCC TR 1993-94 Mail Ann al Report Page 28

(8) The South Carolina Teacher Forum Each of these programs is discussed in (9) Teacher Job Bank the pages that follow.While this annual (10) SC EXPO for Teacher Recruitment report concentrates on the accomplishments (11) Advertising and Marketing of the Center during its eighth fullyear of (12) CenterPoint. operation (FY 1993-94), the narrative will (13) Teachers in Residence indude some discussion about plans for the 1994-95 fiscal year.

1994-95 South Carolina Teacher Salaries

:Teacher salariiiin Stith Carolinaare ,based on* minimum` schedule , established by the state annually. School districrsmust paysthe,rninitnurn salary , man by the state using two criteria: 1) yeas of experiencp and 2) education.' g; Edti coxio4 is divitled,into live categories: bachelor's degree; bieheloes degree and'18, graduate bouts; mister's degree; nustee$ degree and 30 graduate hours; and doctor's-

( The figuresihOWn hereare the rint, Mum sala.r aivatiOuipbintson the ,"-;., 'schedule for thec,1994-95 school year,,Mot distrias`pity minimUms.' These estirnaiesareliziedon 190-dayz ;ng cOntracti;'f.',;'S , Years of s Experience: None, 17 Years

Bachelor's$0,837 529,001

Bach * 18$20,730 $29,983

Master's $22,713 $32,830

MA4 30 $24,697 $34,813

Doctorate$26,68;

11. SCC T R 31 BEST COPY AVAILABLE 1993-94 SCCTR Annual Report Page 29 Program Evaluation Plan

Teacher Cadet Interview with Former Cadets The Teacher Cadet Program (I'CP) Study for At college campuses around the state 1994-95 will include the following: (e.g., Winthrop, University of South Carolina, Francis Marion, Clemson, or Survey of 1994-95 TCP Classes College of Charleston), focus group inter- All students who participate at each of views will be conducted in order to inter- the 143 TCP sites in 1994-95 will be view former Cadets who are currently administered a pre and post survey. The attending college. The protocol for the pre-survey will collect name, school, social focus groups used in past studies will be security number, gender, ethnic origin and revised in collaboration with the SCCTR career choice data only. The post-survey staff and the SC Educational Policy Center. will collect career choice, subject/grade level if planning to teach, SAT scores, college Survey of Former Cadets Who Are choice (wing SAT college codes) and Currently Teachers whether the Cadet was in ProTeam. The SCCTR will update the list of identified former Cadets who have received Survey of Teacher Cadet Teachers teacher certification in South Carolina. All Teacher Cadet teachers will be The survey used in past studies will be surveyed at the end of the Teacher Cadet revised in collaboration with the staff at Program. The survey instrument will be SCCTR and the SC Education Policy reviewed by the SCCTR staff in collabora- Center. In addition, telephone interviews, tion with the SC Educational Policy Center focus groups and/or case studies will be to ensure the instrument is as brief as conducted on former Cadets who are now possible without compromising the data teaching. Additional attempts will be made content to analyze the college and career paths pursued by the former Teacher Cadets. Survey of College Partners All deans and faculty members who ProTeam are involved in the College Partnership The ProTeam Study for 1994-95 will component of the Teacher Cadet Program include the following: during 1994-95 will be surveyed at the end of the school year The survey used in past Survey of 1994-95 ProTeam Classes studies will be revised in collaboration with All students who participate in the the staff at SCCTR and the SC Educational ProTeam Program during the 1994-95 Policy Center. school year will be administered a pre- and

SCCTR 1993-94 SCCTR Annual Report Page 30

post- survey. The survey used in past Interview with Administrators studies will be revised in collaboration with The administrators in the eight to ten the staff at SCCTR and the SC Educational sites selected above will also be interviewed. Policy Center. The survey used in past studies will be revised in collaboration with the staff at Survey of ProTeam Teachers SCCTR and the SC Educational Policy All ProTeam teachers will be surveyed Center. at the end of the 1994-95 school year The survey used in past studies will be revised inCollege Helpline collaboration with the staff at SCCTR and The College HelpLine Program will the SC Educational Policy Center. be studied on an every other year basis. A study of the College HelpLine Program was Interview with Current ProTeam conducted in 1992-93. A two-year cycle Students for studying the College HelpLine Program At eight to ten schools, five students was established in 1992-93; however, in will be randomly selected for interviewing. order to coordinate the review cycle with The eight to ten sites will be selected in the College HelpLine Specialist's residency such a way that they will represent a cross program, the next study will be conducted section of old and new programs, programs in 1995-96. of different lengths (semester and year long) and different geographical settings (urban, Job Bank suburban, and rural). The survey used in The Job Bank will be evaluated for past studies will be revised in collaboration effectiveness during 1994-95 by an inde- with the staff at SCCTR and the SC pendent consultant. Educational Policy Center. External Evaluation Invaview with ProTeam Teachers An External Evaluation of all pro- The ProTeam teachers in the eight to grams and operations of SCCTR will be ten sites selected above will also be inter- conducted every three years. A study was viewed. The survey used in past studies will conducted in 1992-93; therefore, the next be revised in collaboration with the staff at external evaluation will be conducted in SCCTR and the SC Educational Policy 1995-96. Center.

SCCTR 33 1993-94 SCCTR Annual Report Page 31 Recommendations From External Evaluation Conducted by Dr. Robert Shoenberg - May 1993

The Center as a whole was evaluated Two data collection methods were by an out-of-state consultant, Dr. Robert used to conduct the study. First, the Shoenberg, during May of 1993. Dr. investigator read all available documents on Russell French of the University of Tennes- the programs sponsored by the Center see evaluated the Center and its programs including previous annual reports. Second, during the spring of 1991. At the recom- the investigator spent three and one-half mendation of its oversight agency, the days in South Carolina conducting inter- Commission on Higher Education, the views. Center staff developed a list of possible external evaluators and presented the list to The Center staff received a prelimi- the Policy Board for approval. The Policy nary report from Dr. Shoenberg in the Board rank ordered the list, and Dr. summer of 1993. A committee composed Shoenberg was awarded the contract for the of members of the Policy Board worked in external evaluation. collaboration with the Center staff to develop a response to Dr. Shoenberg's The External Evaluation for 1992-93 recommendations. covered all programs and operations of SCCTR and included the following ele- Recommendation 1: SCCTR should ments: develop a statement defining its vision of itself in five years. Determination of program effectiveness and diversity. Recommendation 2: The Policy Board should take the lead in developing Determination of program efficiency. the vision statement referred to in Recom- mendation I. It should also be more active Determination of program needs. in the priority setting process.

Determination of whether there is Recommendation 3: The Center program duplication between the Center should increase its activity in pursuing non- and the other two institutions of higher state sources of funding for new programs. education currently dealing with teacher Recommendation 4: The Center recruitment. 1993-94 SCCTR Annual Report Page 32

should give special attention for the next Recommendation 6: The established couple of years to strengthening relation- programs of the Center should have com- ships with colleges and universities. prehensive evaluations no more often than every second year Evaluations of particular Recommendation 5: SCCTR should aspects of the programs should be con- use its experience with the curriculum and ducted in the intervening years only to the instructional strategies of the Teacher Cadet extent that they will provide useful manage- Program to develop activities that will ment data. Every third year is sufficient for improve pre-service teacher education. evaluation of the SCCTR as a whole. 1993-94 SCCTR Annual Report Page 33 Minority Teacher Recruitment

Mission: The purpose of the minority recruitment efforts at the South Carolina Center for Teacher Recruitment is to address the continuing decline of minority students entering college and choosing teaching as a career.

Numerous reports have documented color are vitally needed to serve as academic the problems faced by public education in leaders, cultural translators, community the State of South Carolina and nationally. resources and role models for students of all Among these findings are 1) an acute ethnic and racial backgrounds. shortage of minority teachers; 2) the disap- pearing African American male teacher, 3) Minority =cher supply coupled with the declining number of academically changing demographics paint a distressful talented students electing to pursue degrees picture for public school children. Accord- in teacher education; 4) the rising number ing to a recent survey on "Strengthening of non-traditional students with special the Relationship between Teachers and needs, expressing an interest in becoming a Students" conducted by (AACTE) Ameri- teacher, provided that programs are acces- can Association of Colleges for Teacher sible and 5) the increasing number of Education, 41 percent of the minority minorities committed to becoming teachers teachers polled said they were likely to leave but unable to meet all entry, retention, exit teaching, as opposed to 25 percent of the and certification requirements without non-minority teachers. academic intervention. A second survey, conducted by Metro- The need for teachers of color has politan Life, reports that 20 percent of already reached crisis proportions: their teachers who liked their jobs were likely to representation among teachers has declined switch jobs. Mary Hatwood Futrell, former from 13% nationally in 1970 to less than National Education Association (NEA) 10% today. Indeed, if current trends president, points out in an article entitled continue, minorities will comprise more `The Exodus of Black Teachers* that by the than one third of K-12 school enrollments year 2020, black Americans will make up nationally but only 5% of teachers by the 35 percent of the students in our public end of this decade. As the nation's class- schools while only nine percent of the K-12 rooms become increasingly multicultural teaching force in the United States will be and multi-ethnic in makeup, teachers of black Americans. Our nation's Hispanic

SCCTR 36 population on the mainland will expand cutbacks (or the perception of cutbacks) from 11% to 14%, the Asian population have had a chilling effect on the number of will expand from 1.5% to 5% and the black students aspiring to become teachers. Native American population will doubleto 1%. South Carolina In South Carolina, we are experienc- Minorities continue to be under- ing a steady dedine in the number of represented among degree recipientscom- minority teachers employed by the state's pared to their enrollment levels in higher school districts. Since 1975, thepercentage education. Of those minority students who of black teachers in the total teaching do acquire a post-secondary education, population has dropped from 31%to fewer are choosing teachingas a career than slightly more than 17%. Put anotherway, in the past. According to The Conditions South Carolina has lost about fortypercent of Education, 1989, the historically black of its black teachers since 1975. colleges lost 40% of their teacher education enrollment from 1977 to 1986. Nationally, This steady dedine in thepercentage only 6,000 new black teachersare entering of minority teachers prompted the State of the teaching profession eachyear. College South Carolina to pass legislation in 1984 freshmen interested in teaching has de- specifically enacted to increase the pool of dined for both minority and whitestu- minority teachers in the state. The result dents. Among white freshmen, the has been a gradual increase in the number percentage interested in teaching careers of graduates from South Carolina colleges has declined by over one-half (from 21.4 receiving Bachelor's degrees in Education percent in 1966 to 9.5 percent in 1988). and entering the teaching profession (see Among minority freshmen, the percentage chart below). interested in teaching has declined byover three-quarters (from 20.6 percent in 1966 While the State of South Carolina has to 4.9 percent in 1988). experienced some increase in the number of students graduating from its colleges with The significant decline in interest in degrees in teacher education, the number of teaching among minority freshmen is due in part to the increase in their careeroppor- tunities as a result of the civil rights move- raduates Receiving Bachelor's Degrees in ment. According to Gort (1989), a niation from SC Colleges/Universities complex set of factors deters blacks from pursuing education as a career. As with Total Black % DU& academically and financially able female 1986787 1424 187 13 198748 students, minorities are attracted tomore 1358 169 12 lucrative careers in other fields; teacher 19118789 :1433. 132 9 qualifying examinations attempt to impose 1989790 1532 155 10 higher standards of educational proficiency 1990791 '1596 157 10 without addressing the root causes of 1991792 1779 194 11 educational deficiencies and financial aid 1992793 2004 257 13

SCCTR 3.7 BEST COPY AVAILABLE 1993-94 SCCTR Annual Report Page 35

minorities entering the profession still minority and male enrollment in the presents a dismal picture. The table on the Teacher Cadet Program and shared them previous page shows that a little over 2% of with the Teacher Cadet teachers. In a the state's 1992-93 teacher education further effort to address this issue, the graduates were black males and a little over SCCTR staff set high minority enrollment 10% were black females. as its first priority for new Teacher Cadet sites. Although the very successful Teacher Teacher Cadet Cadet program has served hundreds of In 1985 a group of state leaders minority youth, many bright students have concerned about the condition of South written teaching off long before their junior Carolina's teacher supply pool organized an or senior year of high school. In 1993-94, Educator Recruitment Task Force to study the percentage of minority students in the the problem. At the urging of Task Force Teacher Cadet Program was 28%. members and with support from concerned members of the House and Senate, the The SCCTR experience with minority Legislature earmarked funds for teacher students in the Teacher Cadet Program recruitment projects. The project devel- reveals two facts: first, by the senior year in oped into a centralized teacher recruitment high school, many minority youngsters effort known as the South Carolina Center have already completely dismissed teaching for Teacher Recruitment. The South Caro- as a career option; second, many minority lina Center for Teacher Recruitment began students who might be interested in teach- offering a year-long high school course in ing are not in a college track in high school education (the Teacher Cadet Program) for and do not qualify for the Teacher Cadet talented high school juniors and seniors to Program. Clearly, SCCTR needed an abate the decline in our minority teacher additional minority recruitment program population. that reached students earlier than the junior and senior years in high school. As de- Between 1986 and 1988, minority scribed below, SCCTR developed the enrollment in the Cadet program hovered ProTeam Middle School Program to ad- between 30 and 33 percent. A small dress this need. decline in minority participation in 1988 prompted the Center staff to examine ProTeam Program carefully Cadet enrollment by race at each During 1989-90, with seed money participating high school in relation to the provided through a grant from the Edna school's total minority enrollment. Schools McConnell Clark Foundation of New York, with abnormally low minority Cadet the Center launched ProTeam, a middle enr-Alments received special letters from the school minority recruitment program. A Center raising this concern, and an article curriculum, DreansQuest The ProTearn on aggressive minority recruiting was Experience, developed by Ken Bowers, included in CadetNet, the SCCTR newslet- Jackie Stanley, John Norton and the ter distributed to all teachers in the pro- SCCTR staff, was designed to interest gram. In 1993-94, the Center staff minority adolescents in college and teach- developed guidelines for increasing the ing. The curriculum provides specific focus

.. SCCTR 3u 1993-94 SCCTR Annual Report Page 36

in four strand areas: self-esteem develop- out the ProTeam curriculum and shared ment, working in groups, helping others with the ProTeam teachers during the and dreaming /goal setting about college 1994-95 school year. and a professional educational career. This program recognizes that many capable College Heipline minority students give up on college before SCCTR has uncovered another 'facts they ever begin the ninth grade because of a in its eight years of work with the Teacher lack of support at home or in school. Cadet Program. Many students with an Twenty-two pilot sites with high minority interest in attending college do not receive populations were targeted in the pilot the necessary advice and support needed to group. actually enroll in higher education. This support is especially needed by minority, Generous support by the South first generation college bound, and low- Carolina Legislature allowed ProTeam to income students, who are least likely to double in size to 44 sites during the 1990- receive help from guidance counselors, 91 school year. Continued support saw a parents or college admissions offices. In dimb in school participation to 53 sites response to this problem, SCCTR sought during the 1991-92 school year. In 1992- funds in the 1989-90 fiscal year budget that 93, the number of ProTeam sites remained would allow the Center to provide one-on- relatively the same with 55 sites. In 1993- one support and advocacy for minority 94, the SCCTR implemented new program students in the Teacher Cadet Program, as implementation requirements that man- well as other referrals. We call this program dated that the ProTeam course be offered *College HelpLine.* either as a semester or year-long course. Forty-one schools participated in the College HelpLine personnel worked ProTeam Program in 1993-94. Schools can with approximately 100 referrals in 1990- offer ProTeam as an eighteen week or year- 91. The number of students doubled to long course with an accompanying club. A 200 served in 1991-92. In 1991-92, dub activities handbook was designed to SCCIR began arranging visits for students allow for year-long student involvement to college campuses by providing small and could conceivably span a two-year stipends to Teacher Cadet teachers and cyde. other volunteers. The number of students reached through the College HelpLine A major component of the ProTeam exceeded 400 in 1992-93 with almost half Program is a parent seminar component. of the students served being minority. The seminar includes information for Again in 1993-94, 428 students were parents to utilize in promoting continued served. More clients outside the Teacher success of the students, high school require- Cadet Program were reached, and almost ments for college bound students, selecting half of the clients were minorities. and financing higher education and teaching as a career choice or as a part of a Minority Recruitment professional career plan. Parent activities Partnership will be written and incorporated through- The Center continues to work coop-

Minority Teacher Recruitment SCCTR 33 1993-94 SCCTR Annual Report age 37

eratively with Benedict College and South Carolina Association of School Personnel Carolina State University in their minority Administrators, the South Carolina School recruitment efforts. The Minority Recruit- Boards Association and the South Carolina ment Partnership expanded its collaborative Alliance of Black School Educators spon- efforts by utilizing facilities and expertise of sored a day-long workshop on diversifying all partnership members: the teacher workforce. A handbook entitled Increasing the Diversity of Your Teacher Dr. Mary E. Cheeseboro, director for the Workforce was prepared as a tool to assist South Carolina Program for the Recruit- administrators, school board members and ment and Retention of Minority Teach- community representatives as they explore ers, located at South Carolina State together the dilemmas associated with University, presented a workshop on diversifying the teacher workforce. John multiculturalism at SCCTR's annual Norton, former SCCTR Director and now Teacher Cadet Student Delegate Confer- Vice President for Information at the ence. Atlanta-based Fouthern Regional Education Board, served as editor and lead writer for The South Carolina State program the project. provided for the opportunity for involvement of all partners in the content Urban League: In the spring of 1.994, of the Minority Teacher Recruitment the Center's Minority Teacher Recruitment Specialist, Cleo Richardson, and other Newsletter SCCTR staff met with Mr. I.T. McLawhome, Director of the South Caro- Members of the MATE Program's Sum- lina Urban League. The purpose of the mer Residency Program, sponsored by meeting was to learn more about the Benedict College, shared their skills and activities of the Urban League and to make knowledge gained during their three- the Urban League staff aware of the Center week program through an entertaining for Teacher Recruitment and our mission. presentation for the South Carolina Teacher EXPO job Fair The Center staff will continue to network with other minority organizations Other Activities in an effort to get our message to the young Diversity Symposium: In September people of color that there is a great need for 1993, the SCCTR along with the South minority teachers.

Minority Teacher Recruitment SCCTR 1993-94 SCCTR Annual Report Page 38 Pro Team Program

Mission: The mission of ProTeam, the Center's middle level recruitment program is 1) to make students who exhibit the potential for success aware of the skills needed to complete college and consider education as a viable career option and 2) to expand the pod of minority and male teachers available to the public schools of South Carolina.

The Center's ProTeam Middle ProTeam Program which is offered to School Program is designed to be part of seventh and eighth grade students who a continual process offering guidance and have demonstrated academic and social support to prospective teacher education potential to be successful in a high school candidates. ProTeam is offered at the college bound track and eventually in a beginning of the SCCTR continuum of college professional training program. teacher recruitment programs and activities and serves as a 'seed planting* The program exposes students to mechanism to interest young people in class activities which build self-awareness the teaching profession before they are and confidence, group and team work 'turned off" to the possibility of a career skills, the nature of helping one's self and in education. The Center has made others, and the validity of setting a goal major financial and manpower commit- and devising a plan to achieve that goal. ments to the development of the Throughout the curriculum, students are

ProTeam Program Enrollment by Race and Gender I3White Female 2 Black Female White Maki 600 527 527 Black Male 500 384 400 300 255 200 100 0 1990.91

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exposed to the art and craft of teaching and ProTeam grew out of an SCCTR dose inspection of the role of teachers in decision in 1988-89 to take additional steps the teaching/learning process. The overall to address a predicted long-term shortage of emphasis in the curriculum is to help minority teachers in South Carolina by students develop goals and a personal vision planning for the late 1990s and beyond. for the future. National research has confirmed SCCTR's own conclusion that effective recruitment The Center provides grants of up to of talented minority youngsters into the $750 per site to support the program. This teaching profession must begin earlier than grant provides support for the class and for the junior and senior years of high school, teacher training materials. Each semester- where the Teacher Cadet Program concen- long class received a $125 grant to purchase trates its efforts. The SCCTR staff made a supplies and supplementary curriculum commitment in the fall of 1988 to develop materials, provide additional activities, etc. a pilot middle school program to address Year-long classes received a $250 grant this need. beginning in 1993-94. Approximately $500 is set aside for each site to cover By the end of the 1993-94 school year, training and materials costs incurred by the almost 4500 middle school students had Center. their interest in the teaching profession piqued by this hands-on, self-exploratory During the 1993-94 academic year, course. Overall, approximately seventy-five 41 middle /junior high schools in 36 percent of these students have been minor- school districts offered the ProTeam ity students. In 1993-94, the ProTeam course to approximately 850 students. Program served approximately 850 stu- One program lasted nine-weeks; 28 were dents. semester programs and 20 programs were year-long. Based on student surveys, Program Design seventy-one percent of the ProTeam In April 1989, Jackie Stanley and the students were of color. African American SCCTR staff met with a group of middle females mum ted the largest participant school teachers and administrators to group (384) with combined male partici- discuss program design. This consulting pation teaching 320 (approximately 39% group developed the name "The ProTeam" of the total group). for the middle school effort, underscoring the program's goal to help students be pro- success, pro-college, pro-teaching and to develop a "professional attitude" toward life. The consulting group recommended that SCCTR develop both a dub curriculum and a nine-week exploratory course curriculum for the project.

During the first ProTeam pilot year, 13 middle schools used a dub approach,

ProTeam Program 1993-94 SCCTR Annual Report Page 40

where students met twice or more each Scheduling continues to be a challenge month for an hour and took part in cur- for middle schools that want to continue or riculum activities. Nine schools decided to begin a ProTeam Program. The team offer a nine-week exploratory course. An concept and block scheduling will continue evaluation of this first year effort led to offer challenges and possible solutions to SCCTR to change the program and require this dilemma. As new emphasis and that all new ProTeam sites offer a course deregulation impacts on the structure of the prior to beginning a ProTeam dub and tliat middle school design, SCCTR is commit- at least 80 percent of dub members be ted to re-evaluating the implementation graduates of the course. This decision was model so that rural schools and others with made with the support of teachers at many limited resources can offer this program to of the schools using the dub format; they deserving young people. agreed that students needed more contact time with teachers and with each other to Curriculum: In early August 1989, "bone themselves into a group and to SCCTR completed work on a pilot curricu- cover the curriculum material adequately. lum for the ProTeam Program. Dr. Ken- Schools offering the dub format during the neth Bower, an education professor at the pilot year were allowed to continue to offer College of Charleston and author of the only a dub for one more yearalthough SCCTR Teacher Cadet curriculum, served most 1989-90 pilot schools decided to as primary author. Ms. Stanley screened begin with a course in 1990-91. Bower's work and developed additional materials; John Norton served as editor and SCCTR now recommends that the desktop publisher. The DreamQuest ProTeam Program begin in the first semes- curriculum stresses four curriculum ter of the 7th grade, and that the ProTeam 'strands': building self-esteem, developing dub indude 7th and 8th graders who have group skills, learning what it means to help been exposed to the core curriculum. In (and teach) and building a vision of a order to provide separate activities for the professional future that might include ProTeam dubs, the curriculum team teaching. prepared a dub activities handbook with 32 hours of dub work supplemental to the Several of the 1989-90 pilot sites four strands of the core curriculum. asked the Center to develop an optional 18- week ProTeam curriculum because of the Beginning in 1993-94, nine-week course's popularity with students. During ProTeam dasses were phased out. All the summer of 1990, the curriculum research and feedback from teachers writing team met this request by adding pointed to the fact that nine weeks is not a more teaching and community activities. sufficient amount of time to achieve the The team also carried out minor revisions goals of ProTeam. The eighteen-week of the existing curriculum, based on the (semester) or year-long implementation recommendations of pilot site teachers. models followed by a dub will be the only acceptable models beginning with the During the summer of 1992, a cur- 1994-95 school year. riculum revision committee of ProTeam

ProTeam Program

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teachers and SCCTR staff revised and the Team.* For the first four years, the expanded the DreamQuest curriculum to parent workshops were conducted by allow for more exploration in the areas of SCCTR staff. Beginning with the 1993-94 critical teaching needs and major teacher school year, ProTeam teachers and guidance skills, such as planning. Also, efforts to counselors were trained and empowered to promote more diversity were included in conduct these workshops at their schools the support materials, and new curriculum with minimal assistance from SCCTR staff. activities that require use of these materials The workshop provides information essen- to learn more about people of color and tial to strengthening family support, enroll- diversity were added. ing in college bound high school curriculum, selecting and financing a Community Service: A unique college education and exploring career feature of the ProTeam curriculum is the possibilities in education. community service activity. The extended activity requires that students spend twelve During the 1989-90 school year, the or more hours involved in teaching some- parent component was piloted in five one to do something, tutoring someone or ProTeam sites. In the 1990-91 school year, performing a service for someone. Some the workshop was presented at 20 school locations used for the community service sites and two community sites (a church in activity include daycare centers, retirement Columbia and USC-Spartanburg) to homes, hospitals and special education approximately 184 parents and 85 students. classes. The 1991-92 school year ended with workshops being presented at 16 sites (13 Teaching-Like Experiences: A very schools, two churches, one college) with successful means of introducing students to 109 parents and 79 students participating. the teaching profession is through teaching- In 1992-93, 30 parent workshops were held like experiences. ProTeam students observe across the state. In 1994, 27 parent work- in classrooms of younger students and plan shops were held across the state (26 were and present lessons to their peers and held at schools, and one was held at a others. church). The parent workshop is very well received as evidenced by the quotes that Parent Component: The parent follow: workshop is an extension of the core curriculum and is considered a key to the The parent asked the question, success of participating sites. The research 'What was most ?ful about the work- conducted on the ProTeam Program by the shop to you?" South Carolina Educational Policy Center, as well as other national research, points to 'Information on Financial Aid for the significant influence parents have on students to get through college. Ideas for their child's career decisions. All sites are scholarships." asked to invite parents to receive a brief orientation of the program followed by a 'Financial Loans and Grants.' parent workshop entitled *Strengthening

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"Information about scholarship programs large but must meet the criteria for entry available." into the core course.

"Speakers were inspirational." ProTeam Personnel Assistant Director: Rita Stringfellow, "Hearing about steps needed to prepare who filled the position of Assistant Director for college.* in February 1992, served as a liaison between the ProTeam Program and other "From middle to high school require- Center programs. Among her responsibili- ments." ties were working with the Teachers in Residence in planning and carrying out "The many opportunities students could teacher training and conferences, assisting have if they continue with their educa- in coordinating activities with college tion.* partners, aiding in the development of long-range and short-range goals for the "Career choice discussion." ProTeam Program, and assisting with the expanding responsibilities associated with "College prep availability for eighth the ProTeam Program, including site visits graders. and mailings.

"How plans are developed for each ProTeam Program Specialist: In 1993, Bernice Davis-Cooper joined the student's high school tracking." Center as a Teacher in Residence and Pro Team Program specialist. Mrs. Davis- "What ProTeam is all about.* Cooper, a language arts teacher from Chavis Middle School in Williamsburg "Teaching students how to get along with County, taught one of the Pro Team pilot others." sites before joining the Center. As ProTeam Program Specialist, Mrs. Davis-Cooper is "College information and team work." responsible for coordinating the ProTeam Program, serving as the ProTeam Club Curriculum: SCCTR recom- curriudum expert, planning conferences for mends the use of the ProTaun club curricu- ProTeam teachers and students, planning lum with students once they have and conducting training sessions for new completed the core curriculum. The dub ProTeam teachers and determining the activities are designed to follow the same content of the ProTeun newsletter insert. units as the core curriculum and are used to remind students of the basic goals of the Minority Recruitment Specialist: Cleo ProTeam Program. SCCTR guidelines Richardson, a social studies teacher and require that eighty percent of the club coach from Marion High School, was members are students who participated in a Marion One 's Teacher of the Year in 1991. ProTeam class. The other twenty percent He has served as a member of the Teacher can be drawn from the student body at Forum Leadership Council for the last two

ProTeam Program 5 1993-94 SCCTR Annual Report Page 43

years. Mr. Richardson joined the SCCTR State University in collaboration with the staff in the 1992-93 school year and served members of the Minority Teacher Recruit- as a Teacher in Residence with primary ment Partnership. duties with the ProTeam Program. In the 1993-94 school year, Mr. Richardson Presentations: A presentation describ- became the Minority Recruitment Special- ing the ProTeam Program was made at the ist for the Center. The 1993-94 school year South Carolina Association of Middle Level was Mr. Richardson's last with the Center, Principals Conference in Charleston, he returned to Marion County School South Carolina. District One to become a principal apprentice. ProTeam Teachers in Residence made presentations or served as fitcilitators in Minority Teacher Recruitment Admin- numerous activities dealing with minority istrative ASSiStenC Tammy Gillett assisted recruitment and other professional issues the TIRs and worked to ensure that which have induded, during 1993-94, ProTeam teachers received materials that diversity of the work force, diversity in the they needed from the Center. Mrs. Gillett classroom, empowering teachers and joined the SCCTR staff in February 1992. students through positive self-esteem, multicultural sensitivity and teaching as a 1993-94 Developments profession. The audiences included pre- Regional Service Delivery Modek service education majors, undeclared Beginning with the 1993-94 school year, college students, critical teaching needs the Center began offering its services graduates, educators of all levels, personnel through a regional delivery model. This administrators and district minority recruit- involved organizing the state into six areas ment committees. or regions. Each region was serviced by a designated Teacher in Residence. Each Teacher Handbook During 1993-94, Teacher in Residence worked with all a ProTeam Teacher's Handbook was com- Center programs within his/her geographic pleted to assist teachers with the logistics of region. This regional delivery model made operating a ProTeam Program. In addition, visiting ProTeam sites and attending parent it offers tips to ProTeam teachers selecting workshops more manageable for the Teach- students for the program and managing and ers in Residence. Support to ProTeam scheduling field experiences. teachers, students and partnts has been heightened. Selection Criteria: Criteria for entry into the ProTeam Program were revised and Articles: Articles descsibing the disseminated to ProTeam teachers, guid- ProTeam Program have appeared in the ance counselors and administrators during Minority Teacher Recruitment newsletters. 1992-93. Continued emphasis on the The Minority Teacher Recruitment newslet- selection criteria was made in 1993-94. ter is published by the South Carolina The 'potential for success in high school Program for the Recruitment and Retention and college' was further defined as: of Minority Teachers at South Carolina

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placement in the top forty percent of the Fall Curriculum Training: For the class (as defined by standardized test first year, teachers from all of the Center's scores) programs gathered at the Radisson Resort previous overall school performance in Myrtle Beach for a two and one-half day recommendations from previous teachers conference. The conference theme was 'A interest in educational careers or other Celebration ofTeaching." The conference professional careers included concurrent sessions and dynamic guest speakers. This cross-program confer- Some schools have added an tsay ence provided teachers in all SCCTR component to this selection criteria that programs the opportunity to gain awareness asks the students to tell why they want to of other SCCTR programs and network be in the ProTeam Program, why they want with teachers in their specific programs. to go to college or why they do or do not want to be an educator. Still others have ProTeam Advisory Meeting: In the fall developed an application for students to of 1993, a group of ProTeam teachers met submit if they would like to be considered to discuss and select a 'core curriculum" for for the ProTeam Program. The revised the ProTeam Program, These exemplary selection criteria were fully implemented in teachers chose activities from the Pro Team 1993-94. curriculum they thought essential to every ProTeam dass. As a result of this meeting, The Choices Club: During 1992-93, a "core curriculum" was determined for the SCCTR staff members designed and Pro Team Program. Every ProTeam teacher developed a club curriculum and format for is expected to teach, at a minimum, the former ProTeam students when they enter "core curriculum" activities. A list of the high school. The purpose of the dub is to "core curriculum" activites was distributed provide a way to continue to support the to the ProTeam teachers at the fall curricu- students' progress toward realizing their lum training conference. goals of successfully completing college and pursuing careers with special emphasis on Leadership South Carolina Confer- teaching. Ideally, ProTeam and Teacher ence: Minority Teacher Recruitment Cadet teachers work jointly with the Specialist Cleo Richardson served as a Choices Club thereby strengthening the panelist for the education component of the connections between the two programs. Leadership South Carolina Program. The panel discussion included controversial Out-ofState Training: SCCTR's staff issues such as school choice, the teacher as a provided training for teachers, college professional and school restructuring. personnel and administrators in Arkansas, Maryland, Georgia and New Jersey. Regional College Day: In the spring, three regional college days were held across New Teacher Training: The SCCTR the state for all ProTeam students. They staff conducted a two-day training for new were held on the campuses of College of ProTeam teachers in April and a make-up Charleston, Converse College and Francis session in August. Marion University. The students had the

ProTeam Program 47 1993-94 SCCTR Annual Report Page 45

opportunity to tour these college campuses, SeRsteem: Results of the self-esteem participate in concurrent sessions and meet survey showed that the self-esteem of college education majors and Teacher Cadet students in relation to peers improved students. significantly. Not only did students show improved self-esteem on six of the items Evaluation related to peers, but total self-esteem The fifth annual program evaluation improved significantly for these students in was completed by the South Carolina relation to peers. Educational Policy Center under the direction of Dr. Gay Rowzie. A self -esteem Working Cooperatively: Interviewed instrument was added to the evaluation students and teachers reported that design during 1992-93. The 1993-94 ProTeam activities promoted cooperative Study of the ProTeam Program was con- activities for students. ducted on all types of ProTeam Programs nine -week, semester, and year-long pro- Service to School and Community: grams. Condusions and recommendations Interviewed students and teachers reported were drawn from site visits to four semester that although they valued service activities, programs and four year-long programs and opportunities to engage in these activities from 67% of the students, a representative were limited. Most of the surveyed teachers sample, in the 1993-94 program. reported that students were involved in service activities, but these activities were ProTeam Evaluation Conclusions limited in the amount of time allowed for College Aspirations: ProTeam helped service. This was especially true in semes- some students (2%) decide to pursue ter-long programs as opposed to year-long college. Based on an increased list of programs. choices about post-high school plans, more students changed their minds about their Parents: Parent involvement in the post-high school plans than did last year, program was limited to the 27 parent including decisions to be undecided. workshops held.

Teaching at a Career: High rata of Selection of Students: Overall, stu- change in attitudes about teaching as a dents and teachers were aware of guidelines, career occurred among surveyed students. and guidelines for student selection were Twenty-five percent changed their minds consistently followed. from not wanting to consider teaching as a career to a willingness to consider teaching Curriculum: Curriculum continued as a career Including the 8% of surveyed to be the strongest aspect of ProTeam. students who were considering teaching Teachers, administrators and students before they began ProTeam, 33% of the viewed the curriculum and its goals as surveyed students were willing to consider greatly needed in middle schools in South teaching as a career. This is a marked Carolina. increase over the results of the 1992-93 study. Program Implementation: Although this continues to be an area of concern,

ProTeam Program 48 1993-94 SCCTR Annual Report Page 46

standards for program length, core curricu- 4. The SCCTR should continue to work lum and selection of students have been with middle school administrators to established and are being followed by most assist them in understanding and valu- schools. Three areas of the Program con- ing ProTeam, fitting ProTeam into the tinue to need attention: 1) scheduling the school schedule, and integrating the program into the school day, 2) providing goals of the Program with the goals of support and professional development for the middle schools generally. teachers, and 3) opportunities for students to engage in activities that encourage 5. Teachers should be given more opportu- service and a positive view of teaching as a nities during the school year to talk with career. each other about the Program.

Image: More teachers and principals 6. The SCCTR, in conjunction with are aware of ProTeam as a positive program ProTeam schools, should provide infor- for middle school students, but the Pro- mation to the public about ProTeam so gram still needs more positive publicity in that the image of the Program is positive the community. People who know about and known in the state. the Program believe that it is a good program to have in a school; unfortunately, awareness of the Program is not widespreadProTeam Quotes among the general public. Teacher: "Our motto for the year in ProTeam was, 'Teaching is not a job; 1993-94 Recommendations teaching is a state of mind.'" 1. Increased opportunity for students to explore teaching as a career should be Administrator: "ProTeam provides provided. The amount of time given for opportunities for service and teamwork. It students to observe in classrooms and to is an excellent way to teach leadership skills." assist teachers should be specified or at least increased so that teaching as a Students: "ProTeam helped me in career is reinforced. planning for my future." 2. Opportunities for students to provide "ProTeam helped me see what I need service in their schools and in the to do for my future and to decide what I community need to be developed so that want to be." students spend more time in service activities. "The things that you do in ProTeam help you realize that you are an OK person. 3. The parent component should continue What you are on the inside is what really to be emphasized. The SCCTR should counts." darify if the parent component consists of parent involvement beyond the "ProTeam helped me get along better parent workshop and then support and with my classmates and do better in my facilitate a specified parent component. school work."

ProTeam Program 49 1993-94 SCCTR Annual Report Page 47 Crossroads Summer Institute

Mission: To provide an intensive, one-week institute giving information about preparation for high school and college and the opportunities available in teaching careers. The institute is targeted at African American male middle school students but is open to other students.

Because of the decline in the number of South Carolina's teachers are male. This of minority teachers in the state and due to is the second lowest percentage of male the critical need to attract men to the ranks teachers of any state in the nation. Many of classroom teachers, the Crossroads educators support the idea that we need a Institute was launched by the South Caro- visible male presence in the public schools lina Center for Teacher Recruitment during at the instructional level. 1991-92. Crossroads, a summer institute for rising African American high school Crossroads was developed under the freshmen males, has been held on the leadership of Dr. Terita. McCauley, an campus of Coastal Carolina University education professor at Coastal Carolina since its inception. The idea for a summer University in Conway, South Carolina. institute targeted at African American Coastal Carolina was one of three colleges middle school male students grew our of that responded to the call for proposals the success of the summer institute for high offered by the Center for Teacher Recruit- school seniors sponsored by the Center as ment for a program to enhance interest in well as the need for African American male the teaching profession. teachers in the classrooms of South Caro- lina. Objectives The Crossroads provides the follow- The number of minority teachers in ing: South Carolina has dropped from 31 percent to below 18 percent since 1974. The opportunity to work with outstand- This drastic decline in minority teachers ing public school teachers means fewer role models for young African American students and less input into The opportunity to become acquainted education policy from the African Ameri- with students from other areas of the can community. In addition, jost over 17% state with similar education and career nterests

web- Crossroads SCCTIt 50 1993-94 SCCTR Annual Report Page 48

Educational experiences that portray The application included an essay written teaching as an attractive profession for by the student entitled 'Why It Is Impor- African American male students tant to Have Minority Teachers in Our Classrooms.* Educational experiences that model progressive teaching techniques and One hundred seventy-eight (178) involve students in hands-on learning nominations were submitted from which activities 50 were chosen for participation. A selection committee reviewed the applications Experiences that encourage the develop- and ranked them to select the participants ment of higher order thinking skills and and the alternates. The committee was problem solving composed of five members: Karen Woodfaulk, representing the South Caro- Experiences that encourage the develop- lina Commission on Higher Education; Cathy Love, community member, Preston ment of leadership, human relations, Winkler, Director Community and Gov- and study skills ernment Relations - USC; Toni Hassell, Orchestral teacher, W.A. Perry Middle Information on selecting high school School; and Ralph Johnson, Minority courses to prepare for a college educa- Affairs Director, USC. tion Some important factors that influ- Information about college life enced the success of the Crossroads Minor- ity Male Summer Institute as a teacher Information on financing a college recruitment tool are the development of a education strategy to maintain enthusiasm and interest in teaching as a career, to encourage Information about opportunities avail- adequate academic preparation and to abk in the field of education and future provide support, guidance and information trends in education to the Institute's participants as well as their parents. The use of an African story teller Infornmtion about the educational helped the students see how they could use preparation necessary for becoming a their heritage as a teaching strategy to reach teacher in South Carolina other African American students. Visits to a local community center to work with Twelve thousand five hundred dollars younger children gave the participants an was set aside to be matched with $5,000 in opportunity to provide a service to others funds or in-kind services at a teacher and use the teaching skills they had learned preparation institute for a week-long, on- during the week. campus experience for rising ninth grade African American men. These young men EVALUATION of promise were recommended by their The 49 students who attended the schools to apply for the summer institute. 1993-94 SCCTR Annual Report Page 49

1994 Crossroads Summer Institute re- won't catch on to the subject." sponded to a survey. When asked which "Because I don't have patience; teachers career they were interested in the most, they are not paid well." responded "I thought about it, but kids are very demanding and I don't want to get in a Engineering 35% situation where I hate my job." Computers 16% "I would like to design or build build- Medical Professions 16% ings, etc." Teaching 12% "I've been wanting to be a civil engineer Law 8% for a long time, and I don't think Business 6% teaching is my thing. But it may turn Other 6% out different." "I feel teaching would be a good career, Their reasons for not choosing teach- but I'm also thinking about a medical ing as a career provided some valuable field." insights for teacher recruiters and policy "I don't know why I didn't choose makers: teaching, but I'm undecided on what I want to do." 'Because I feel that my impact on the "I'm leaning more towards law, but nation and maybe even the world will be teaching has become a bigger possibility of greater power if I go into engineer- since I've been at Crossroads." ing." "Because it pays poorly and don't think picked engineering instead of teaching people learn fast." because sometimes I don't have a lot of "I'm better at engineering type things patience and I like engineering more." than I am with teaching." "I don't like children. I don't have much "Actually I'm thinking about it. But I patience." probably won't because I either want to " I would like to help younger students follow my dad's trade, environmental but I'm really not interested in teach- engineering or maybe become a dentist." ing." "I like math and science and I want to "Doesn't pay enough." create things." " Coaching is a form of teaching. The "I want to go into engineering but after only reason I didn't choose just plain that I might become a teacher." teaching is because I like to have fun "I want to do these other professions outside. I like to see the athletic abilities because I will get paid more and I will of kids." have a chance to show my talents." "I'm not good with young people." "1 want to become a lawyer and teachers "Because of the money." don't get paid enough." "I like to work by myself a lot." "I would like to be an engineer rather "Kids are too bad; doesn't pay enough than a teacher because it's more exciting, money." but I do have an interest in teaching." "I sometimes can't wait on kids who "Teaching would be second choice."

Crossroads SCCT1t5 1993-94 SCCTR Annual Report Page 50

"It doesn't pay enough." Number of African American female "Not having a year round job, little pay, teachers participant had in school: behavior of children." "I don't have good patience and a short None 2% temper." 1-2 38% "I want to defend other people's rights." 3-4 27% "I have a hard time communicating with 5-6 4%. other people." 7 or more 29% "I will eventually become a teacher at whatever I do." Crossroads Institute participants were asked "I get frustrated too easy." to give characteristics of their favorite teachers: The participant responses to 'Who has helped you the most in thinking about "Gives simple, easy directions." (Colom- a future career ?" reinforced the research the bian male) Center has on the role of the family and "Sensitive and has patience." (black teachers in career choice. female) "Very enthusiastic, nice, never giving up." a parent 48% (white female) a teacher 19% "Nice. Makes learning fun." (black a relative 17% female) a guidance counselor 8% "Uses fun ways to teach Algebra, and other 8% spends time with me so that I can a family friend 0 succeed." (white female) "Interesting, involves herself, nice." Was this person an African American male? (black female) . "Funny and makes you work because he Yes - 63% doesn't want blacks to fail." (black male) No - 38% "Very interesting. Would help you any time you needed it." (black female) Number of African American male teachers "Wants everyone to make an A or pass, participant had in school: gives us confidence, great teaching skills." (white female) None 33% "Smooth and relaxed but always in 1-2 31% control." (white female) 3-4 25% "Enthusiastic, helps always, and is very 5.6 8% fair." (black female) 7 or more 2% "Gives hands-on experience, treats everyone fair." (black female) "Very helpful and personal with all students." (white female) "Active and fun while teaching." (black female)

Crossroads SCCTR 53 1993-94 SCCTR Annual Report Page 51

"Funny, understanding, loving, "It was a great experience to know caring." (white female) how it feels to teach kids." "Preaches lessons." (black male) "Made class easier, helped every- "I feel like I could teach for a living." one, tried not to give us too much homework." (white female) "I was a little disappointed because my "Very helpful to you and others in 'students' didn't want to participate at choosing a career." (white female) first." "Interacted with everyone." (white male) "I feel pretty good about my teaching "Teaches from his brain and not a because I feel like I learned a lot from book." (white male) them." "Good looking able to break "I have had many experiences teaching down a subject to the basics of the young children at my school. The feeling lesson." (black female) was mutual." "Really hard on us so we could make good grades." (black male) "I felt good about getting them to "Nice, trustworthy, very helpful." learn things that they will need later in (black female) life."

Quotes "Teaching was fun but hard." Crossroads Institutes participants were asked to make comments about "I learned how the children need their week-long experiences. The follow- guidance because we are so vulnerable to ing quotes from their journals provide a being mislead." glimpse of their Crossroads experience "It was a great learning experience to "I felt I made a BIG change in actually see what teachers have to go changing the way they (the children) through." think about school and college."

SCCTR J4 1993-94 SCCTR Annual Report Page 52 Summer Teaching Careers Institute

Mission: The Summer Teaching Careers Institute is designed to give outstanding rising high school seniors the opportunity to participate in a week long program to interest them in the teaching profession.

The Summer Teaching Careers Information about. the educational Institute is an effort to interest high school preparation necessary for becoming a students in careers in education. The teacher in South Carolina institute is an intensive, week-long program for rising high school seniors held for the Information about the teacher certifica- past six years on the campus of Winthrop tion process University. The Teaching Careers Institute was developed under the leadership of Dr. Information about college financial aid, Patricia Graham, Associate Dean of the with particular emphasis on South School of Education at Winthrop Univer- Carolina teaching scholarship/loan sity and was directed this year by Mrs. programs Carol Smith and Mrs. Virginia Ward. Experiences that encourage the develop- Objectives ment of higher order thinking skills and The objectives of the program are to problem solving provide those experiences, opportunities and information listed below: Experiences that encourage the development of leadership, time-management The opportunity to work with outstand- and human relations skills ing public school teachers Educational experiences that model The opportunity to become acquainted progressive teaching techniques and with students from other areas of the involve students in hands-on learning state with similar career interests activities

Information about opportunities avail- The Teaching Careers Institute serves able in the field of education and future approximately 50 high school students who trends in education have an expressed interest in teaching as a possible career goal. A distinguished panel

Summer Teaching Careers Institute SCCTR 1993=94 SCCTR Annual Report Page 53

judges the applications and selects the (a) creative advertising and marketing participants. The members of this year's mechanisms are developed, (b) participants Selection Committee were Ed Ebert, are exposed to a college campus, (c) partici- Education Professor at Coker College; pants have extensive, guided experience in Aretha Pigford, Assistant Superintendent, authentic problem solving and cooperative Richland School District One; Maree Price, learning and (d) participants explore some Principal, North Springs Elementary in-depth educational careers and opportu- School; Jim Fryer, member of the Teacher nities. Forum and Teacher, Lake Murray Technical Center, and Carolyn Donges, State Depart- On the last day of the Institute, the ment of Education. participants present their marketing plans to a panel of judges. This year's distin- Fifty rising seniors and 10 alternates guished panel of judges included: Alexia are selected from among nominees pro- Pipkin, first-year teacher and graduate of posed by South Carolina high school first Summer Teaching Careers Institute; principals. The students selected are of Patti Cormier, Vice President for Academic high academic caliber. Staffing for the Affairs at Winthrop University; Pamelia institute includes (a) at least two public Liely Brown, Teacher Cadet Instructor, school teachers recognized as outstanding; Rains-Centenary High School; Joyce Veale, (b) at least two outstanding college students education assistant professor at Winthrop majoring in education or pursuing teacher University; Rita Stringfellow, Assistant certification; (c) at least one college faculty Director at SCCTR; Alan Gray, 5th grade member responsible for planning and teacher, Spartanburg County; and Janice participating in the week-long Institute. Pock, SCCTR Director.

The Institute is built around team The Institute culminated in a lun- problem-solving with the focus on the cheon where students received a certificate development of an advertising campaign for Of appreciation for their participation and teaching. The program is well received in where the strengths of each campaign, as the schools, highly regarded by student determined by the judges, were presented participants and highly productive in that by Rita Stringfellow. 1993-94 SCCTR Annual Report Page 54 Teacher Cadet Program

Mission: The primal', goal of the Teacher Cadet Program is to encourage academically able students who possess exempla'', interpersonal and tradership skills to consider teaching as a career. An important secondary goal of the program is to provide thesetalented fieture community leaders with insights about teachers and schools so that they will be civic advocates of education.

The Center continues to make a major During the 1993-94 academic year, financial commitment to its Teacher Cadet 130 high schools (at 126 sites) in 72 school Program, which offers high school seniors districts offered the Teacher Cadet course to and juniors with good academic, leadership 2,168 students with grade point averages of and interpersonal skills the opportunity to 'BP or better on a college preparatory track study the art and craft of teaching. An Twenty colleges and universities provided outstanding teacher with support from faculty to support the105 Cadet sites which college faculty offers the daily course of elected to participate in a college partner- classroom activities and field experiences. ship. One hundred and thirty (130) high schools offered the Cadet program over two semes- By the end of the 1993-1994 school ters;15 sites offered two classes of the year, over 11,400 academically talented high Teacher Cadet Program. school students had completed this challenging year-long introduction to teaching. The Center provides grants of up to $1,250 per site to support the program. This grant provides support for the class, for teacher training and materials, and for college involvement. College partners receive up to $500 per site to support the partnership. Each Cadet site receives a $250 grant per class to purchase supplies, curriculum materials, provide additional activities, etc. Approximately $500 is set aside for each site to cover training and materials costs incurred by the Centet

Teacher Cadet Program 57 1993-94 SCCTR Annual Report Page 55

Program Components during the 93-94 school year at all TC sites. Curriculum: The first edition of the Center's model Teacher Cadet curriculum, Education 92/93 is an additional Experiencing Education, was written by Dr. resource used for enrichment in Teacher Kenneth Bower of the College of Charles- Cadet classrooms. It is accompanied by a ton, with input from TC teachers, in 1986- set of student activities that was published 87 and piloted during the 1987-88 school and distributed to Teacher Cadet teachers year In the spring of 1988, the Center in the fall of 1992. worked with Dr. Bower to revise the curriculum. A grant from the Hazen Founda- Each of the college partners this year tion of New York allowed the Center to used the new *College Partners' Handbook* complete work on the curriculum and carry to assist them in developing effective out the revisions. A second revision was partnerships with their TC sites. completed in 1989. Teacher Cadet Personnel During the 1992-93 school year, a Assistant :Director: Rita Stringfellow, major update and revision of the curricu- who filled the position of Assistant Director lum included the addition of a new fourth in February 1992, served as a liaison section, *Pathways to the Future,* featuring between the Teacher Cadet Program and units on multiculturalism, technology and other Center programs. Among her re- restructuring efforts. This new edition has sponsibilities were working with the Teach- been used by the TC teachers throughout ers in Residence in planning and carrying the 93-94 school year. The out-of-state out teacher training and conferences, edition of the TC curriculum was also assisting in coordinating activities with updated last year and includes the new college partners, aiding in the development fourth section. of long-range and short-range goals for the Teacher Cadet Program, and assisting with In addition, the TC teacher's manual the expanding responsibilities associated which accompanies the curriculum was with the Teacher Cadet Program, induding revised by the Teachers in Residence to site visits and mailings. update information for teachers and to provide additional alternatives for evalua- Teacher Cadet Specialist and other tion, recruitment and program organiza- Teachers in Residence (TIRt) : Rose Etta tion. The TC teacher's manual now Schumacher, an English and Teacher Cadet includes a portfolio assessment format for instructor from Chesterfield High School, the Cadet curriculum, a *Choices Club* for served a third year as a Teacher in Resi- former ProTeam and other interested dence, at the request of the Center, in order students in 9th through llth grades and a to provide continuity and leadership for the presentation packet for Teacher Cadet Teacher Cadet Program. Beth Havens, ITC teachers to use to inform their faculties and Teacher in Residence who had served one other groups in their communities about year, returned to her school district for the the Cadet Program's goals and curriculum. 93-94 year. This revised teacher's manual has been used

i. Teacher CadetPIO(VOM a8 1993-94 SCCTR Annual Report Page 56

In addition to working with all the At each site, the TIR discussed teach- Center programs in her designated region, ing careers with the Cadets and provided Mrs. Schumacher served as the Teacher details of the state's Teacher Loan Program, Cadet Specialist statewide for the SCCTR other teaching scholarship programs, the during the1993-94 year. With the assis- critical needs areas of certification and the tance of SCCTR staff and the other TIRs, College HelpLine Program. In addition, she coordinated the TC component of the the lilt discussed recruitment, enrollment, SCCTR fall conference, the spring Student observations and concerns with the Teacher Delegate Conference, and the spring new Cadet teacher and worked with the teacher TC teacher training. *_and college partner in ensuring appropriate services. The TIR met with administrators Mrs. Schumacher developed materials and guidance personnel at each site to share to assist TC teachers in recruiting for this information and to offer additional site diversity in their TC classes and created a support. presentation packet for TC teachers to use to inform and involve their colleagues, The Teachers in Residence, under the administrators and community about the leadership of Publications Specialist Vir- goals and structure of the TCP. Working ginia Ward, also worked to ensure commu- with Center staff, she developed a TCP nication and sharing within the network of recruitment script to be used for a video- Teacher Cadet teachers and college partners tape to assist teachers both in and out of through their contributions to Center state as they set up new TCP sites. The Point, the SCCTR newsletter, which was spring Teacher Cadet training was also distributed to all Cadet teachers and college videotaped by ETV, and these training partners, as well as other Center programs. tapes will be available next fall for each The quarterly newsletter contained infor- section of the TC curriculum. mation about current education trends in the state and nation and highlighted activi- Carol Smith from USC-Spartanburg, ties and ideas from Cadet classrooms and Professor in Residence and College Partner college partnerships across the state. Specialist, provided support and leadership to strengthen the college partnership Teacher Cadet Administrative Astir- component of the TC program this year. AMCTeacher Cadet Administrative Assis- tant Martha Kennedy assisted the TIRs and All Teachers in Residence at the worked to ensure that TC teachers received Center worked with the Teacher Cadet materials that they needed from the Center. Programs, as well as the other Center Mrs. Kennedy joined theSCCTRstaff in programs, in their designated regions this November 1990. year. They assisted teachers at each high school site in obtaining materials and Plans to Teach resources necessary to teach the course National research data indicate that a effectively. The regional Teachers in Resi- very small percentage of students (four to dence visited each site at least once during seven percent) with grades in the 3.0 to 4.0 the school year and gave special attention to GPA range have any ;merest in teaching as new and developing sites. 1993-94 SCCTR Annual Report Page 57

a career. In the face of this grim statistic, Teacher Cadet Program Featured in the Teacher Cadet Program is luring an Teacher magazine: The Teacher Cadet unprecedented number of talented young Program was featured in an article in the people into initial teacher training. April 1994 issue of Teacher magazine which described the South Carolina Cadet pro- The S. C Educational Policy Center gram as a very effective pre-collegiate (SCEPC) at the University of South Caro- teacher recruitment effort. lina has studied eight groups of Cadets thus far (1986-87, 1987-88, 1988-89, 1989-90, TCP Growth for the 1994-95 School 1990-91, 1991-92, 1992-93, and 1993- Year. The Center has confirmed that 143 94). SCEPC's findings confirm that the high schools in 72 school districts will take Cadet Program has made significant in- part in the Teacher Cadet program during roads in recruiting young people who arc 1994-95, with an estimated student enroll- high academic achievers. ment of 2,500. Twenty-three colleges and universities are expected to support these , An average of 37 percent of all sites. About 15 high schools will offer more students who have taken part in the Teacher than one section of the Cadet program, Cadet Program indicated plans to pursue because of enrollment demand. teaching credentials when they reached college. Of the 1994 Cadet class, 34 1993-94 Teacher Cadet percent indicated plans to enter teaching onActivities the post-course survey. Out-of-State Training: August 1993 Other Developments Teachers in Residence Rose Etta TCP model used in other states: Schumacher and Carol Smith conducted National interest in the Teacher Cadet TC workshops for teachers and college Program continues to grow. The SCCTR personnel in Oklahoma and Arkansas who has trained teachers, college personnel, and planned to implement the South Carolina administrators in the Cadet curriculum TCP model in September in their schools. from Seattle and Mt. Ranier, Washington; Knoxville, Tennessee; Sonoma and Union Teacher Cadet Make-up Training City, California; Lovejoy, Norcross, Atlanta, August 16 and 17, 1993 and Hephzibah, Georgia; Oklahoma City, The SCCTR staff conducted a one Oklahoma; Charlottesville and Fairfax and one-half day make-up training in County, Virginia, Nacogdochn, Texas, Columbia for teachers and college partners Baltimore, Maryland; and Little Rock, who were unable to attend the spring Arkansas. SCCTR has also received inquir- training session. This training was the first ies about training from school districts and of six days of in-service activities for new colleges in many other states. The state of and/or experienced teachers. In addition to Oklahoma has implemented the Teacher training new TC teachers and college Cadet and ProTeam programs statewide. partners in the use of the It curriculum, strategies were shared for promoting net-

Teacher Cadet Program 60 1993-94 SCCTR Annual Report Page 58

working and some mutual activities be- Annual Governor's Conference in Educa- tween the Pro Tean-, and Teacher Cadet tion students. February 2,1994 Teacher Cadets from Richland SCCTR Fall Conference: "A Celebration Northeast High School served as ushers at of Teaching," Radisson Resort, Myrtle the governor's annual state-wide meeting in Beach Columbia. The students enjoyed hearing November 17- 19,1993 motivational speakers and meeting educa- For the seventh year, teachers from all tors from across the state. of the Teacher Cadet Programs throughout the state gathered for the annual fall cur- Leadership South Carolina Conference riculum conference. This year the TCP February 3-4, 1994 conference was moved from Seabrook Former Teacher Cadet Teacher in Island to the Radisson Resort in Myrtle Residence Beth Havens and present TIRs Beach and was held in conjunction with all David Norton and Cleo Richardson partici- of the other SCCTR programs. The theme pated in the program held at Myrtle Beach for the conference was "A Celebration of for the Leadership SC Class of1994. Some Teaching" and induded concurrent ses- fonner Teacher Cadets and college students sions on grant writing, technology, the also served as panelists. National Board for Professional Teaching Standards, diversity in the classroom and National FM Conference in Atlanta other current issues. All of the participants February ll- 13, 1994 enjoyed hearing inspiring messages from Teacher Cadet Specialist Rose Etta Dr. Crystal Kuykendall, Tracy Bailey (1993 Schumacher presented an overview of the National Teacher of the Year) and Dr. Frank TCP to educators from across the nation Trujillo. during the annual FM conference in Atlanta. Many participants expressed an At this conference, in order to facili- interest in learning more about the South tate networking and support within the Carolina TCP model. regions, the TCP teachers and college partners enjoyed some joint sessions and Student Delegate Conference planning time with the Teacher Forum and February 17, 1994 ProTeam teachers within their regions, as Approximately 400 Cadet delegates well as separate time to work within the and their Teacher Cadet teachers took part TCP network on curriculum and strategies. in an all-day conference in Columbia. The theme for this year's conference was "Teach: The conference provided inspiration, It Does a World of Good." The Cadets professional development, and networking brought to the conference exemplary opportunities for all of the SCCTR's projects which they had completed programs. throughout the year, including videotapes, hypercard stacks, posters, children's books, puppets and model schools. These projects

.724. Teacher Cadet Program

*"- 61 1993-94 SCCTR Annual Report Page 59

will be housed at the Center for use in Out-of-State TCP Training teacher training and display. March 14 - 18, 1994 Teachers in Residence Virginia Ward The conference began with a motiva- and Carol Smith conducted two trainings tional presentation by Dr. Glen Walter. in the Teacher Cadet curriculum at Sonoma The Cadets then participated in concurrent State University and Union City School sessions including topics such as multicul- District in California for area schools. tural education, education in China, coping with stress, creative teaching strategies and New TC Teacher Training diversity in learning styles. The Cadets also April 12- 13,1994 participated in sharing sessions with other The SCCTR conducted a two-day Cadets and enjoyed keynote speaker Dodie training session focused on the Teacher Magill, SC Teacher of the Year and finalist Cadet curriculum, Experiencing Education. for National Teacher of the Year. The TCP The training included strategies for new teachers participated in the sessions and Teacher Cadet instructors to use for recruit- also attended a special teachers' meeting to ing, grading, working with college partners, network and receive updates on TCP planning field experiences and using the concerns. curriculum. There were 15 participants, including new teachers at existing sites, SAY Training for TCP teachers at new TC sites, new SCCTR staff, March 10 - 11, 1994 and three out-of-state participants from TC teacher Beth Hinson from Dillon Oklahoma and North Carolina. This High and her TC students participated in a training session was videotaped by ETV, SAY (Science and Youth) training session. and training tapes will be developed by the South Carolina is participating as one of 12 SCCTR for each section of the TC curricu- sites in the SAY Program as a pilot site for lum, for the College HelpLine Program and the National SERIES Program housed at for TC recruiting and implementation the University of California at Davis. The strategies for new TC sites both in and out program is sponsored by the National of state. Science Foundation. The TC class at Dillon served as the South Carolina pilot Regional Teacher Cadet Activities site this year to implement the SAY Pro- In addition to these statewide events, gram into the TC curriculum. Five other many Teacher Cadets and their teachers TC teachers from the other SCCTR regions participated in special regional activities also participated in the two-day training as and conferences sponsored by their college well as the Center TIRs. Implementation partners. At a number of college sites, of the hands-on science strategies by college partners hosted conferences with Teacher Cadets at these six sites next year keynote speakers and concurrent sessions, will be funded by an Eisenhower grant receptions for Cadets and their parents and received by the SCCTR. The SAY Program *Cadet Days* at which Cadets had the is designed to involve elementary and opportunity to share ideas, projects and middle school students in exciting real-life activities with other Cadets in the colleges experiences with a science curriculum. network. Teacher Cadet Teachers in Resi-

Teacher Cadet Program 62 1993-94 SCCTR Annual Report Page 60

dence and administrative staff also partici- asked for dass rank, 52% of the Cadets pated as speakers and session presenters at reported being in the top 10% of their several of these regional activities. dass and an additional 31% of the Cadets reported being in the top 20% of EVALUATION their dass. The Cadet dass of 1994 was In order to determine the effectiveness a high-achieving group of students. of the TCP, the SCCTR commissioned the South Carolina Educational Policy Center Cadets Choosing at the University of South Carolina to Teaching as a Career 71% conduct a study of the 1993-94 Cadet SOS cohort, the college partners, the Teacher SO% Cadet (TC) teachers, a cohort of former 40%Lim_dira_Amm5% Cadets who are certified to teach in South 20% 2% 0% Carolina and a cohort of former Cadets VAMP F.mws beck Females While Males Bieck Miss who are now in college.

A short survey was administered to the current Cadets in their TCP classes at the The TCP is an effective recruitment beginning and the end of the 1993-94 tool for recruiting males and minorities school year Surveys were mailed to all for a career in education. The TCP has college partners (30 surveys), to all TC a greater percentage of males participat- teachers (126 surveys), and to a cohort ing (24%) in the program than the comprised of 250 former members of the percentage of male teachers (17%) in TCP classes who currently hold South the state of South Carolina. The per- Carolina teaching certificates. Interviews centage of white males participating were conducted with seven former Cadets (17%) in the program is greater than the who are currently teaching in South Caro- percentage of white male teachers (14%) lina. Twenty-three former Cadets from in South Carolina. The percent of three universities participated in focus minority males in the program (6%) is group interviews. Based on information double the percent of minority males received from the surveys and interviews, a (3%) who are currently teaching in number of observations, conclusions, and South Carolina. The percentage of recommendations can be formed about the minority females (20%) participating in Teacher Cadet Program: the TCP exceeds the percentage of minority female teachers (15%) cur- The TCP is attracting bright capable rently teaching in South Carolina. The students. In order to participate in the TCP is attracting a proportionate mix of program, the student must have at least females and males as well as white and a "II" average and be enrolled in a minority students. college-prep curriculum. The average SAT score for the 1993-94 Cadets was The TCP is effectively encouraging 969 as compared to the state average of teaching as a career choice. On the pre- 838 and national average of 902. When

Teacher Cadet Program 63 1993-94 SCCTR Annual Report Page 61

survey, 26% of the 1993-94 Cadets teaching science, and 11% are teaching chose teaching as a career, and on the special education; all of which are post-survey, 34% of the Cadets chose considered to be critical needs subject teaching as a career. Further, 13% of areas. the Cadets who had said they did not want to teach on the pre-survey changed TCP Enrollment/ to wanting to teach on the post-survey. SC Teaching Force Comparison

Of the Cadets who chose teaching as a career at the end of the program, 71% were white females, 9% were white males, 18% were minority females and 2% were minority males.

Cadets who selected teaching as a career were asked to indicate the grade level that they would like to teach. Note The TCP was instrumental in former that 13% chose to teach special educa- Cadets becoming teachers. A former tion, a critical needs subject area. Cadet who is now certified to teach responded, "I had intended to go into Former Cadets do become certified medical school but changed to special teachers in South Carolina. From a education during my sophomore year in cohort of former Teacher Cadets, social college because ,I enjoyed working with security numbers (where available) were people with special needs. The TCP matched on the database from the South influenced my decision." Another Carolina Department of Education former Cadet said, "I always wanted to (SCDE) teacher certification office. The be a teacher but was persuaded to go SCDE identified 250 former Cadets into something else, but I later switched who are certified to teach in South to education because of my experience Carolina. Survey information received in the Cadet class." Another responded, from 128 certified former cadets indi- "The Cadet program brought me into cates that 80% are currently teaching. It teaching." is also interesting to note that 10% of these teachers indicated at the end of the When asked "How did the TC experi- TCP training that they did not want to ence prepare you for teaching?", state- teach, but, in fact, did change to teach- ments from former Cadets reveal infor- ing as a career choice while in college. mation about the effect the TCP had on Of those not teaching, 5% are looking their choice of teaching as a career: for a teaching job, 9% are attending Eighty percent of the former Cadets graduate school, 4% are employed in a responded that the TC experience gave a field other than education, and 1% are realistic picture of teaching. homemakers. It is important to note that 16% arc teaching math, 5% are 0 "Teacher Cadet Program gave me

Teacher Cadet Program 64 1993-94 SCCTR Annual Report Page 62

experience in the classroom, observing O "We need more instruction about time and working with students." management strategies and organiza- 0 "The Cadet class introduced me to tional skills." educational issues, the teaching profession, and the educational process." All former Cadet college students 0 "I got excited about teaching and it interviewed responded positively to a helped me decide to teach, what to question about advice to high school teach, and the age group I wanted to students who were considering being in the teach." TC Program. All said, "Yes! Definitely O "It helped me with lesson plans." take the Program." O "My Cadet teacher inspired me and provided a great role model." Former Cadets responded: 0 "The TCP helped me learn more about myself." O "Teacher Cadet Program is a wonderful program even if you don't want to When the former Cadets were asked if teach. It exposed us to all levels of they could go back to their college days and education and it would help you with start over again "Would you become a your own children." teacher?", 54% said they certainly would O "TC helped us to appreciate teachers become a teacher and 32% said they and to be more creative." probably would. O "After I became involved with the TC, it opened me up to try other things. I The former Cadets who are now became more self-confident." teaching were asked "What areas/topics/ activities would you add or delete from the A young man responded, "I would TC experience to make it mote effixtive for recommend the program to males because students?" The following suggestions were guys sometimes think it is a woman's job. offered: TC can change their minds. It is so important for males to be teachers because so O "Provide more classroom experience many little boys don't have role models." with a variety of ages and subjects and a volunteer program to help teachers." Former Cadets who are not majoring O "Provide more information about in education in college gained much from classroom management (discipline) and the Teacher Cadet Program as supported by working with unmotivated students." the following statements: O "Indude child-centered trends, cooperative learning, working with 0 am not going to teach, but the manipulative*, and critical thinking program enhances you as a person. It skills." helped me learn to work with others." CI "More information should be provided 0 "I learned about my own learning style about exceptional children, multicul- which has helped me in college." tural, and gender issues." 0 "I am going to be a lawyer, but I may

Teacher Cadet Program 85 1993-94 SCCTR Annual Report Page 63

want to teach when I retire." partnership that are working well are the 0 "I have learned to respect the teaching conferences, networking with teachers, profession much more." collaboration, relationships with Cadets and the ability to supply to the TCP dass The TCP is working because of the with both materials and speakers. Overall, effective components of the program. effectiveness of the school/college partner- The college partnership program, ship in meeting the goals of the TCP was regional support model and SCCTR rated effective by 94% of the college part- support make up three effective compo- ners surveyed. nents. The aspects of the college partnership 1. College Partnerships that need improving, according to the College Partnerships are as varied as college partners surveyed include suggesti..g the colleges themselves, but most can be ways to encourage support of college- categorized as one of three models: re- sponsored activities for Cadets, spending source, intensive or combination. In the more time per visit to each TCP, providing resource model, the TC teacher is totally more release time for college partners, responsible for the it course. The college providing more support for former Cadets partner provides speakers and other services when they become college students and such as receptions on college campus and receiving more input from other faculty on resources. The intensive model involves campus. joint planning meeting(s) between the college partners and TC teachers. The The college partners made some college partner provides dose involvement suggestions for other services that the in the TC course with frequent visits and SCCTR could provide. Included are 1) other services such as receptions on campus provide a list of area guest speakers, 2) and materials. The combination model provide an idea list for activities that the may not involve as much joint planning college could provide for Cadets and 3) and visits between the college partner and send a letter to students individualizing the TC teacher, however, the partner their site and stating whether or not they provides support by telephone and mail and will earn college credit. other services such as speakers and materials. Overall, the comments on being a college partner from the partners about the The SCCTR provides a number of benefits/rewards for them personally and services to the college partners: I) curricu- for their institution were quite favorable. lum training programs for new teachers; 2) newsletter, 3) stipend ($500 per TC class); 0 "I became re-enthused with my own 4) Fall Curriculum Training Conference profession." and 5) College Partners' Handbook. Most 0 "Pint, as a TC teacher for five years, I of the college partners feel that the SCCTR feel that I grew professionally and had pr9ides sufficient training for them. The the chance to see what was happening in college partners feel that the aspects of the

Teacher Cadet Program 66 1993-94 SCCTR Annual Report Page 64

education at all levels not just the high 45% found the SCCTR regional model to school. Now, as a college partner, I be very effective, and 38% found it to be continue to grow as I work with the best effective, TC teachers found some of the in the teaching profession." benefits of the support model to be 1) easy 0 "Visiting the high school classes and access to help 2) more personal attention presenting to them has been most and 3) better linkage to other sites. rewarding to me." 0 "Working with interested high school From the college partners who students and energetic high school responded to the survey, 50% found the teachers has been most rewarding to SCCTR regional model to be very effective, me." and 3396 found it to be effective. The 0 "It has been extremely rewarding to college partners listed benefits of the work with some of the top high school support model as1) TIR knows the area students in South Carolina. It is espe- and is helpful with questions; 2) closer relationships with college partners is helpful cially rewarding to know that many will and 3) there is more availability of re- become teachers and that our role in the sources. Program encourages this." 3.SCCTR Services Of the TC teachers who responded to The SCCTR provides a number of the survey, 64% rated the effectiveness of .services for the TCP teachers. On the their present college partnership as effective. survey, teachers were asked to respond to The value of the college partnership com- the helpfulness of six services provided. ponent of the TC Program as rated by the Most teachers responded that the services surveyed teachers provided information were very helpful or helpful. The service that 30% of the teachers felt the college that was rated very helpful by the largest partnership was essential, and 37% rated it percentage (87%) was the stipend ($250 as very valuable. per TC class), followed by the curriculum training programs for new teachers (76%) The TC teachers responded to a and the fall conference (72%). A little check-list of ways to improve the college more than half of the responding teachers partnership. The top three choices were the rated support by Teachers in Residence as same as last year: rust, to increase the being very helpful. The Student Delegate number of speakers for the class; second, Conference was rated as very effective by have more planning time together with the 46% of the teachers and the newsletter was partners; and finally, increase the number of rated as very effective by 41% of the teach- on-campus events for the Cadets. ers. All (100%) of the surveyed teachers reported that the SCCTR was responsive to 2. SCCTR Regional Support Model their concerns. The SCCTR Regional Support Model provides a regional Teacher in Residence The TC teachers suggest several other (TIR) to serve all programs sponsored by services that the SCCTR could provide: a the Center in an assigned region. From list of speakers in each region financial aid information provided by the TC teachers,

Teacher Cadet Program 67 1993-94 SCCTR Annual Report Page 65

workshops, more time with TIR, time line 6. The TCP is working because of the and sample syllabus, mentor for first-year effective components of the program: Cadet teachers, and blank notes with the the college partnership, the regional TC logo. support model, and SCCTR support.

Conclusions Recommendations 1.The TCP is attracting bright capable Based on surveys of current as well as students who represent the top 20% of former Cadets, the TCP teachers and the their high school dass and score higher college partners, a number ofiecommen- on the SAT than state and national dations can be made. The first recommen- averages. dation is to continue to implement this outstanding and highly successful program 2. The TCP is an effective recruitment tool in the manner that has produced this for recruiting males and minorities for a success. The second recommendation is career in education as exhibited by the for the SCCTR to improve in some spe- fact that the percentage of minority and cific areas, address current concerns, and male Cadets exceeds the minority and continue to grow and to refine the program as needed. Three of the specific areas male percentages of teachers in South of concern are aspects ofi the Cadet class, Carolina. the SCCTR regional support model, and the college partnership. 3. The TCP is effectively encouraging teaching as a career choice with 34% of 1. The Teacher Cadet Class the Cadets choosing teaching as a career. a. Encourage a more flexible schedule for the TC dass to provide more opportu- 4. Former Cadets do become certified nity for extended field experience teachers in South Carolina as repre- b. Revision of the TC curriculum to sented by 250 known former Cadets include recommendations from the TC who are certified to teach in South teachers survey; such as, include - Carolina. centered trends and sample syllabus c. Limit the dass size to no more than 15 5. The TCP was instrumental in former TC students Cadets becoming teachers with 80% of d. Continue to make specific efforts to former Cadets who responded to the recruit males and minorities into the survey reporting that they are currently TCP teaching in South Carolina. Another 10% of the former Cadets changed their 2. SCCTR Regional Support Model major to education after entering college a. Provide more interaction between the based on the information they received college partner, the TC teacher and the in the Cadet class. TIR b. Develop smaller regions to provide more TC teacher contact with TIR

Teacher CadetP10(110(11 68 A

1993-94 SCCTR Annual Report Page 66

c. Provide a regional student conference each semester for all Cadets and TC teachers

3. College Partnership a. Establish identifiable differences between the college partnership modelsto help facilitate TC teachers' and partners' understanding of their particular model b. Provide a list of speakers for eachsite to help increase the number of speakers for the TC classes c. Encourage all partners and it teachers to attend the fall conference and provide time for the TC teacher and thepartner to meet while at the conference

,E11:11 Teacher Cadet Program .4.---69 1993-94 SCCTR Annual Report Page 67 College Partnerships

Mission: The purpose of the college partnerships is to provide a structure for college faculty members to work in a collaborative relationship with Teacher Cadet instructors to provide enrichment experiences for high school students as they explore the field of education.

Historical Background course together, and the college faculty College partnerships have been an member makes regular visits to the Cadet integral part of the Teacher Cadet Program class and provides special events and ser- since its inception. During the 1985-86 vices. College partners utilizing the re- pilot year, four high schools were partnered source model generally do not visit the with four colleges to offer this challenging Cadet class as often, but they provide course to bright high school juniors and speakers' bureau from the college, plan seniors. The number of college partners has special events and offer services. Some grown steadily, and during the 1993-94 college partnerships can be classified as a year, 111 Teacher Cadet classes worked combination between the intensive and collaboratively with 20 college partners. resource models. During the 1993-94 school year, the TCP sponsored six inten- In 1989, Dr. Ken Bower, college sive/combination models and 14 resource partner from the College of Charleston, model partnerships. worked with two Teacher Cadet teachers to develop the Teacher Cadet Curriculum, College Credit Experiencing Education. Since that time the The issue over college credit for the college partners and Teacher Cadet teachers Teacher Cadet dass continues to be one of have contributed to the revision of the the most difficult issues with which the curriculum. colleges and universities must grapple. Initially, many partnerships felt that college Service Delivery Models credit was essential for recruiting bright The Center has categorized college students into the Teacher Cadet Program. partnerships into three service delivery As the Program has grown in reputation models: intensive, resource and combina- and size, a number of partnerships have tion. In the intensive model, the high decided that the Cadet Program does not school teacher and college partner plan the necessarily need the college credit as an

College Partnerships 70 1993-94 SCCTR Annual Report Page 68

incentive. For the 1993-94 school year, 1993-94 Services nine of the 20 colleges and universities The college partners planned an array granted college credit for the Teacher Cadet of activities and offered many services to class while another six schools allowed the Teacher Cadet classes during the 1993- Cadets to exempt a one-to-three hour 94 school year. Nineteen of the 20 colleges course for their participation in TCP. In and universities serving as college partners the fall of each year, the Center prepares a offered a visitation day or special ptogram College Credit Summary Sheet which for Cadets to visit the college campus. identifies the college credit, tuition reduc- Several colleges invited Cadets to visit their tions and other benefits offered by the campus more than one time. College various colleges to former Cadets attending partners taught lessons in Cadet classes as their institution. This summary is distrib- well as arranged for other college represen- uted to all Teacher Cadet sites. tatives to attend the Teacher Cadet class. The college partners networked with the Regional Service Model Cadet instructors and facilitated planning When the Center implemented the meetings. Services provided by the college regional service model at the beginning of partners included newsletters for Cadets, an the 1993-94 school year, it was able to anthology of Cadet works, library services provide an increased level of support for the and the distribution of videos, books and college partnerships. The six geographic other materials. regions of the state were centered around the colleges which facilitated the regional 1993-94 Activities TIRs' involvement with the college partner- In August and September, the TIRs ships. Carol Smith, the college partner contacted all of their college partners, from USC-Spartanburg, was hired as the introduced themselves and offered' their Center's first Professor in Residence. Mrs. services to the partnerships. TIRs partici- Smith services all SCCTR programs in the pated in planning meetings of the college upstate region as well as serves as the partners and Cadet teachers. College Partnerships Specialist. A New Prospects Meeting for all state- Funding approved teacher education programs was The Center provides grants up to held in October. Representatives from $1,250 per Teacher Cadet class to support Central Weslyan, Columbia College, the site. College partners may apply for up Columbia Bible College and Morris Col- to $500.00 of this $1,250 grant for each lege attended, and all participants expressed site in their partnership. The College interest in working with Teacher Cadet and Partners fill out a grant application form at other SCCTR programs. Anderson Col- the beginning of the year explaining how lege, South Carolina State University, and they plan to spend the grant money, and Erskine could not attend but indicated in another form at the end of the year docu- phone conversations that they would be menting their actual expenditures. interested in future partnerships.

College Partnerships 71 1993-94 SCCTR Annual Report Page 69

The Center hosted the first Mega ICostell, college partner from Winthrop Conference for all of its programs in No- University, presented a concurrent session vember, and college partners were invited to on her recent trip to study schools in attend. The college partners had the China. opportunity to network with Cadet teachers and other program teachers as well as Carol Smith and Virgin Ward trav- meet as a group. In the college partners' els' to California in March to conduct meeting, the group enjoyed a sample Cadet Teacher Cadet Trainings at Sonoma State lesson from Dr. Don Clerico, College University and at the New Haven Unified Partner from Charleston Southern Univer- School District in Union City. At both sity. Working as a small group, the college trainings, Carol Smith discussed the role partners discussed their successes and and importance of successful college part- concerns about college partnerships and nerships. At the in-state Teacher Cadet mapped out goals and strategies for the Training in April, TIRs presented informa- future. tion about establishing partnerships.

Qr! Smith mailed a College Partners' Teacher Magazine featured an article Survey to all the Teacher .Cadet instructors on the Teacher Cadet Program in April in December to assess the teachers' level of which explained the role and importance of satisfaction with their partnerships. The college partnerships. results of the surveys were positive with 54 of the 68 respondents indicating that they College partners received copies of were satisfied with their partnership at the Center Point., the Center's revised newslet- present time. The Center used this infor- ter for all programs. Carol Smith wrote mation to help partnerships that were not articles about the college partnership satisfactory to the teachers. component and highlighted special activities of the colleges. In February, college partners were invited to the Teacher Cadet Student Throughout the school year, all TIRs Delegate Conference. The meeting pro- attended the college partners' Teacher vided college partners another opportunity Cadet planning meetings and special to interact with Cadet instructors. Dr. Pat campus functions and interacted with college partners.

College Partnerships 1993194 SCCTR Annual Report Pa.e 70 College Help Line

Mission: The primary purpose of the College HelpLine. Program is to work with students in the Teacher Cadet Program as well as others who need help getting into college. Priority is given to minorities, first generation college bound students, and those planning to teach. The two basic goals in the program are to assist the student with the college admission process and to provide the student with information on financial aid.

College HelpLine, established prima- higher education. This support is especially rily as a minority initiative for teacher needed by minority, first generation college recruitment, completed its fifth year of bound and low-income students who are service. Over 430 individuals contacted the least likely to receive help from guidance HelpLine during the 1993-94 school year counselors, parents or college admissions requesting the services offered. This num- offices. In response to this problem, ber reflects clients seeking materials that SCCTR sought funds in the 1989-90 fiscal were mailed from the Center. Many more year budget to start the College HelpLine calls were answered that were of an investi- Program. gatory nature and only required the Teacher in Residence's time and consultation. Most There are many minority students and of these calls were not counted in the 430 others who need guidance and nurturing mentioned above. The number of students through the college application process. in the program has steadily increased The Center's program serves as a liaison during the five years of the program. The between the high schools and the college first year approximately 35 students were admission and financial aid representatives. served. In 1990-91 this number increased College HelpLine urea to get students past to 101. About 200 students were served in the roadblocks that may discourage the 1991-92, 405 students during 1992-93 and prospective college student, as well as his or 431 students in 1993-94. These rising her patents, from pursuing a college educa- numbers indicate that the mission for the tion. College HelpLine also offers an program is being addressed. established network of college admissions and financial administrators to facilitate Many students with an interest in students and parents in gaining college attending college do not receive the neces- admission. sary advice and support needed to enroll in

ORM College Helpline 73 1993-94 SCCTR Annual Report Pae 71

During 1993-94, the single largest 225 clients requested information on group seeking assistance were high school CASHE. Approximately 110 searches were seniors. This group comprised approxi- requested and processed utilizing the mately 63% of the total contacts. Many CASHE program. other individuals also called the HelpLine, including PTA members, guidance counse- The SCOIS system, while providing lors, individuals looking to enter the information on public and private sources teaching profession from othei careers, of financial aid, also provides general parents seeking funds for their child's information on colleges and universities education, former Teacher Cadets seeking throughout the United Ste,- Information to become education majors from other provided includes majors offered, average career majors, high school juniors seeking cost of attendance, affiliation, size, admis- to get an early start on the college admissions standards, community size, sports sion process and present teachers looking offered, etc. While all high schools in the for other avenues in education. state have access to SCOIS, a number of students did not seem to know of the The single most often asked question service at their high school and requested of the HelpLine was related to financial aid. searches from the CHL Specialist. The Center has become a clearinghouse for Free Applications for Federal Student Aid, Our research has shown that many the Teacher Loan Program, Governor's and South Carolina students have never been on Paul Douglas Teaching Scholarships, the a college campus when it comes time for Federal Stafford Loan Program, The Federal them to decide where they are going to PLUS Program and the Tuition Grants attend college if, in fact, they are going to Program. Many other requests came for college. SCCTR has made available limited scholarship information for individual funds to Teacher Cadet teachers to sponsor schools and private scholarship agencies. visits to college campuses.

The College HelpLine Program In addition to the limited funds maintains an up-to-date library of college available to facilitate a student's visit to a and university catalogs for South Carolina college, there are, in extreme hardship colleges and universities, and sources of cases, other specific funds and arrangements financial aid. The HelpLine offered for the made by SCCTR to facilitate the transition first time this year two computer based from high school to college. During 1993- scholarship search programs. The two 94, SCCTR provided 15 such students an programs, the South Carolina Occupational average of $96.00 each to help with ex- Information System (SCOIS) on-line penses incurred during the college applica- scholarship search program and the College tion and admissions process. Funds were Aid Sources for Higher Education approved for such costs as application fees, (CASHE), were offered to students without tuition advancements and room deposits. charge upon completion of an information application. While less than 20 students In an attempt to spread the word requested information from SCOIS, over about the services of the HelpLine and to

College Helpline 1993-94 SCCTR Annual RitiI e 72

reach several of our target groups, namely special education as an alternative to male and minority students, representatives early childhood education or elementary from the Center attended the South Caro- education) lina Athletic Association Directors Meeting changing to an education major from in Columbia in January of 1993. During some other career track due to Teacher the meeting, the special relationship that Cadet experience exists between coaches and athletes and the financial assistance with application fees, influence coaches can have on student tuition advance, room deposit, and athletes were discussed. Many students do travel to visit colleges not effectively utilize the services of guid- the status of admissions, scholarships, ance counselors. By getting coaches in- financial aid, etc. at the college the client volved, SCCTR hopes to reach more young will be attending people with the services of the HelpLine. certification through the Critical Needs During site visits to Teacher Cadet schools Certification Program and the Masters this year, a package of information was in the Art of Teaching option presented to, or left for the athletic director. The package contained information to College HelpLine Personnel reinforce that presented at the athletic Serving his second year as the College directors' meeting regarding the services of HelpLine Specialist was David Norton, a the College HelpLine. This avenue of science teacher and coach at Fort Mill High getting in touch with young people needs School. David's background in science and to be expanded in the future. research assisted him greatly in developing a database to track College HelpLine con- Typical questions asked of the HelpLine include inquiries about tacts.

graduate studies for *burned out' teach- Quotes About the College ers so they can take advantage of the Helpline Program's Teacher In Teacher Loan Program to become Residence certified it critical shortage areas "Your enthusiasm for the profession is the teacher loan programs, in general, certainly evident. Thank you for sharing applications and how to complete them your wit, intellect, and life episodes with how to complete the FAFSA (Free Application for Federal Student Aid) A College Partner forms, in particular, questions about reporting income *You really did a wonderful job in what to do with the Student Aid Report presenting the College HelpLine informa- (SAR) when it arrives, how to handle tion. Thank you for taking so much time corrections that need to be made, and with Dwight. It's people like you who can how to get duplicate copies of the SAR really turn kids on to teaching. Keep up general scholarship, grant, and loan the good work.* information A Teacher Cadet Teacher career opportunities in teaching (i.e.,

College Helpline 1993-94 SCCTR Annual Report P. .e 73

"The college information that you expanded the College HelpLine com- presented will be of real importance to puter database to improve tracking of these students. Thank you for sharing your clients assisted and provide more useful experiences and wit with us.' statistical information for evaluation A College Partner purposes expanded contacts with the colleges and "I would like to express my sincere universities in South Carolina and other appreciation to you for guiding me though southeastern states to include not only my first financial aid workshop. You were admissions and financial aid officials but certainly instrumental in the planning, also housing and scholarship officials execution, and follow-up of the workshop. provided an extensive in-house training In addition, the information you provided in financial aid to all Teachers in Resi- to both parents and students was valuable dence which resulted in much-improved and timely in their future plans.* servicing of Teacher Cadet and ProTeam A new Guidance Counselor students during site visits produced and distributed a College. "Thanks so much for the info... You HelpLine brochure for juniors and have been very kind and very helpful with seniors in high school outlining steps for the process. college admission and applying for Thanks." financial aid A Teacher Cadet parent worked with-the Talent Search organiza- "Thanks to your answering a lot of my tion in presenting financial aid work- questions, I have had a real easy time. I am shops to high school students and glad to find someone so kind and patient parents enough to work with a pesky senior like provided information for an article on myself.* the College HelpLine that appeared in Thanks a lot, The State newspaper's "College Guide A student for High School Student :' that was printed in the August 8, 1993 edition of "Thank you for getting back in touch the newspaper with me so quickly. I really appreciate your provided 278 applications for the teacher help." loan programs to over 130 individuals Sincerely, prepared "packet? of information on A student many aspects of teacher education, college admissions, financial aid, etc. to During the 1993-94 school year, the be mailed to interested individuals College HelpLine Program accomplished offered computer based scholarship the following: searches through SCOIS and CASHE increased the number of contacts, espe- increased the number of contacts to the cially those not involved with other HelpLine during the critical financial Center programs aid and scholarship months of August, November and February 1993-94 SC Annual Report Pae 74

Goals for the 1994-95 School candy important target group for commu- Year nicating information about the teaching profession and the College HelpLine Increase the number of contacts that Program. Efforts will continue to increase identify their source of information as the awareness of the program among this other than SCCTR personnel group. The College HelpLine Program has Work with black church leaders around been especially successful in reaching the state to target African Americans students in the Teacher Cadet Program. Publish article/ad using The Black News Reaching students who are not enrolled in organization to target African Americans or who do not have access to a Teacher Publish ProTeam/College HelpLine Cadet Program will be an area of emphasis. brochure for middle school students The Teacher Cadet teachers have been an invaluable resource in communicating In addition, the College HelpLine information about the College HelpLine Program will continue to strive to reach Program to students. They will continue to more males. Approximately 25% of the be provided up-to-date information about calls in 1993-94 came from males8% the financial resources at the Center to higher than the current percentage of males assist students with college visitation teaching in South Carolina (17%). High expenses. school guidance counselors are a signifi-

NUM College Helpline 77 1993-94 SCCTR Annual Report Po e 75

College He !Wine Information for 1993-94

COLLEGE College Hel

7 6 BEST COPY AVAILABLE 1993-94 SCCTR Annual Report Pa -e 76

Source of Information about the College HelpLine as a Percent of Total Contacts

Race and Gender of Clients Contacting the College HelpLine During 189344 23 9

Not Known

160 54

White

Black

Female Asian 3, 1 1111111111El male 25 50 75 100 125 150 175200225 NumberContacts of College Helpline 1993-94 SCCTR Annual Report Pa.e 77

Race of Clients Contacting the College HelpLine During 1993-94

Comparison of Number of Contacts from 1992-93 and 1993-94 as it Relates to Race 250. 208 214 200- a E292-93 S150 - 18 II 93-94 I100 - z 32 50 - 23 6 4 1 0 1 0 0 i Asian Black Hispanic White Not Known Other

NUM College Helpline 30 1993-94 SCCTR Annual Report Pae 78

Comparison of Data from 1992-93 and 1993-94 as it Relates to Gender

1 a 1 a I 1 a 50 100 150200250 300350 Number of Contacts

Percentage of Males and Females Contacting the College HelpLine During 1993-9A

Actualmumher Female 325 Male 0 106

College HelplIne 1993-94 SCCTR Annual Report Pa.e 79

Number of Contacts Monthly for 1993-94

Nov. Dec. Jan. Feb. March April May

Comparison of Monthly Contacts for 1992-93 and 1993-94

7977 80- 74 71 65 61 60 12:1 92-93 (total 405)

a 93-94 (total it 431) 38 33 31 18 20

August Sept. Oct. Nov. Jan. Feb. March April May

OULU College Helpline 82 1993-94 SCCTR Annual Report Pae 80

Distribution of Teacher Loans by South Carolina Institutions

1993 1993 1994 1994 Public Institutions / of loans Amount of loans I of loans Amount of loans

Clemson University 235 $582,432 255 $781,795 Coastal Carolina 41 $108,823 30 $ 87,729 College of Charleston 134 $358,948 125 $448,747 Francis Marion University 86 $199,218 89 $297,379 Lander University 48 $112,357 79 $271,483 S.C. State University 10 $ 28,100 13 $ 47,537 The Citadel 27 $ 95,181 21 $ 73,187 USC 40 $ 97,455 39 $116,855 USC Columbia 258 $926,174 233 $932,288 USC - Lancaster 0 -0- 4 $4,487 USC - Salkahatchie 0 -0- 2 $ 634 USC - Spartanburg 32 $ 78,733 28 $ 88,022 USC - Sumter 7 $9,062 5 $ 12,420 USC - Union o -0- 0 - 0 - Winthrop University 258 $630,839 272 $899,448

1993 1993 1994 1994 Private Institutions I of loans Amount of loans I of loans Amount of loans

Anderson College 21 $ 48,854 27 $ 96,077 Charleston Southern Univ. 13 $ 24502 15 $ 53,589 Benedict College 0 -0- 1 $4,000 Central Wesleyan 16 $ 56,125 24 $ 98,875 Coker College 39 $114,550 36 $155,348 Columbia Intl. College 0 -0- 3 $ 17,500 Columbia College 211 $553,529 209 $781,474 Converse College 73 $208,948 81 $311,122 Erskine College 32 $ 79,250 61 $186,770 Furman University 17 $ 47,175 42 $173,048 limestone College 4 $ 13,500 4 $ 16,442 Newberry College 31 $ 58,167 27 $ 78,199 North Greenville 0 -0- 2 $2,625 Presbyterian College 40 $102,625 37 $126,312 Wofford College 2 $2,625 4 $ 16,625

COME College HelpLine 83 1993-94 SCCTR Annual Report Pose 81 South Carolina Teacher Forum

Mission: The purpose of the South Carolina Teacher Forum is to give recognition to the state and district teachers of the year, to develop teacher leadership among this outstanding group, to give teachers a voice in educational issues that face teachers today at all levels and to impact the professional development of other teachers by encouraging its members to facilitate the development of leadership skills among their peers. The Teacher Forum serves as a recruitment resource in supportingthe South Carolina Center fir Teacher Recruitment's other programs in an dfort to retain the best and brightest teachers in the classrooms of South Carolina. The Beginning... Carpenter, Lexington Five District Teacher The National Teacher Forum of the Year, represented South Carolina educators. Returning home, Terry and In March 1986, the Education Com- Cindy, along with Dr. James Rex, then mission of the States convened the first Dean of the School of Education at National Teacher Forum, bringing together Winthrop University, immediately began 56 exemplary teachers to explore policy working to establish the SC Teacher Forum issues in education. The mission of this to accomplish on a statewide level what the forum was "to shift the focus of the reform National Teacher Forum had done for movement from teachers as objects of teachers from across the country. reform to teachers as partners in reform." At this National Teacher Forum, the teach- Established by the South Carolina ers addressed the state of education in Center for Teacher Recruitment as part of America's schools, the quality of work life in its mission to improve teacher retention, the teaching profession, the impact of the South Carolina Teacher Forum offers recent state policies that affect teaching and the outstanding teachers from across South the next steps policymakers needed to take Carolina experiences in professional devel- to enable teachers to do their jobs more opment, discussions on national, state, and effectively. local educational issues and dialogue with key leaders and policymakers about a Theresa K. (Terry) Dozier, 1984-1985 variety of topics affecting the educational SC Teacher of the Year and the 1985 system. National Teacher of the Year and Cindy

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The South Carolina Teacher Forum is forums representing 35 school districts, a voluntary, non-partisan organization with other districts and regions requesting unaffiliated with any other teacher organi- information on starting their own local zation in the state. Membership in the forums. South Carolina Teacher Forum is limited to teachers of the year from all South Carolina Through this state-wide network of school districts which select such an indi- South Carolina's most outstanding teachers, vidual. Since the Forum was organized in the South Carolina Teacher Forum seeks April 1986, membership has grown to over further professional development opportu- 400, with approximately 60 new members nities for these teachers to impact on South added each year. Carolina's educationalsystemsthrough interaction with policymakers, business The South Carolina Teacher Forum is leaders and most importaAtly, other teach- chaired by the current South Carolina ers. Teacher of the Year, who heads a 15- member Leadership Council selected A Brief History of South Carolina annually by Forum members. Each year, Teacher Forum Activities The Leadership Council determines the issues for exploration at upcoming confer- 1993 -1994 SC Teacher Forum ences and invites speakers and conference Served as a national model for states presenters with expertise in those issues for desiring to initiate state Teacher Forums conference functions. Forum speakers have by presenting information at the Goals included Dr. John Goodlad, Dr. Patricia Wasley and Dr. Phillip Schlechty. Finally, 2000 National Teacher Forum The Leadership Council publishes each year's conference results in a product which Served as a consultant to other states, summarizes the conferences' issues and including Georgia, Alaska, Alabama, which is shared with South Carolina South Dakota, Pennsylvania, Washing- Teacher Forum members and key education ton, Florida and Utah in their efforts to policymakers throughout the state. Two initiate state Teacher Forums recent South Carolina Teacher Forum products of significance were the Business Created a database of Teacher Forum Roundtable report,Face to Face, which membership to serve as a resource brings together key business leaders and the network, accessing teachers with specific state's teachers of the year to discuss educa- areas of teaching expertise tional improvement, andTeacher Voices,a documentary of the evolving leadership PublishedTeacher Voices: A Call* roles that teachers are assuming. Teacher Leadership

The successes of the South Carolina Published a monthly column inQuest, Teacher Forum and its positive, construc- South Carolina's Education Newspaper tive format have resulted in the formation of severatten local and regional teacher Hosted regional dialogue sessions for

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local teacher forums with State Superin- Initiated improvements in the state tendent of Education Dr. Barbara teacher of the year program through Nielsen recommendations of aTeacher Forum advisory committee Sponsored platform presentation by declared candidates for State Superinten- Revised Teacher Forum Handbook dent of Education Revised Teacher Forum By-Laws and Enhanced technical assistance to local Constitution forums through networking of SCCTR's Teachers in Residence Provided participation agreement forms for local forums Assisted in the establishment of four new local Teacher Forums 1992-1993 SC Teacher Forum Conducted bi-monthly meetings with Included key policymakers, such as Dr. South Carolina's State Superintendent of Barbara Nielsen, Dr. Valerie Truesdale Education, Dr. Barbara Nielsen, to share and Pamela Pritchett from the State the teacher perspective on current Department of Education, Dr Carol educational events/trends Stewart and Ellen Still from the House and Senate Education Committee staff, Hosted and co-sponsored with SC Jim Gilstrap of SCEA and Dr Elizabeth Department of Education, Commission Gressette of PSTA in Teacher Forum on Higher Education and the National Leadership Council meetings Board for Professional Teaching Stan- dards South Carolina's first statewide Recommended improvements in state forum on the development of national preservice education programs to the teaching standards. A panel made up of South Carolina Education Dean's teachers, legislators, businessmen, State committee Superintendent of Education DE Barbara Nielsen and Commissioner on Provided access to Milliken Training Higher Education Fred Sheheen reacted opportunities to members of Teacher to a presentation by Ms. Yolanda Forum Leadership Council Rodriquez, NBPTS Teacher in Resi- dence and Joe Delaney, SC representa- Established a state chapter of National tive on the NBPTS board State Teacher Of the Year (NSTOY) for past state teachers of the year Emphasized the role of teachers as leaders in educational reform Obtained $1,000 donation from SouthEastern Regional Vision for Coordinated a course in curriculum Education (SERVE) for the South leadership for members of the Leader- Carolina Teacher Forum ship Council with Dr. Barnett Berry of

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USC, which included writing for ment materials for 14 local forums on publication a teacher leadership docu- an as needed basis ment, Teacher Voices Revised local forum handbook to assist Investigated issues of teacher leadership teachers in establishing local forums with Ms. Terry Dozier, 1985 National Teacher of the Year and currently Special Assisted with the development of two Advisor to Secretary of Education Dick new local Teacher Forums Riley, and the need for the development and support of local forums throughout Published an article in Palmetto Adminis- SC trator on the critical role of teacher retention in teacher recruitment, high- Coordinated four regional conversations lighting the efforts of the Georgetown between local forums and Dr. Barbara County School District local teacher Nielsen including a statewide televised forum question and answer session with School District Five of Lexington and Richland 1991-1992 SC Teacher Forum Counties and Richland One local Developed SC Teacher Forum logo teacher forums Produced and submitted two grant Led effort to have State Teacher of the requests to a regional educational Year selection take place in spring so foundation for additional funds to Teachers of the Year can serve a school expand SC Teacher Forum activities year rather than a calendar year. This change was approved by the State Created and initiated publication of a Department of Education and took quarterly newsletter mailed to all SC effect in the spring of 1994. Teacher Forum participants since 1985

Formed a committee of Teacher Forum Assisted with the development of four members who will examine other aspects new local teacher forums of the selection process and criteria for State Teacher of the Year selection Revised and expanded Local Teacher Forum Training Handbook for use by Hosted South Carolina State Teacher of teachers who wish to begin their own the Year finalists' luncheon which was local forums preceded by a meeting of former SC Teachers of the Year to explore avenues Emphasized the role of information age for their continued involvement and technology in the classroom during a leadership in education issues two-day *Leap into the 21st Century* Teacher Forum conference with the Provided support, including speakers, assistance of Gail Morse, award winning facilitators, and professional develop- technology teacher and Christa McAuliffe Scholar

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1990-1991 SC Teacher Forum Printed and distributed to key educa- Explored issues of school change and tional and business leaders the report teacher leadership in the first ever two- Face to Face: A Business Roundtable day SC Teacher Forum conference Report produced by the 1988-1989 SC Teacher Forum With Dr. Patricia Wasley, investigated current restructuring experiments across Continued emphasis on state and na- the country, such as Ted Sizer's Coalition tional restructuring movements of Essential Schools at Brown University

Participated in dialogue sessions and 1988.1989 SC Teacher Forum question and answer periods with Identified open and frank communica- nationally recognized education reform- tion with business leaders as a top en Dr. John Goodlad and Dr. Phillip priority Schlechty Sponsored a two-hour discussion with Explored current state initiatives in key business leaders from throughout school reform and restructuring through South Carolina centering around three presentations by SC's only school topics: *What Business Needs to Know participating in the Coalition of Essen- about Schools," *What Teachers Need tial Schools project and three schools to Know about Business" and *How currently restructuring through the Business Can Help Schools" programs sponsored by The SC Center for the Advancement of Teaching and Wrote and readied for later publication School Leadership key presentations and discussion points from above mentioned dialogue called Conducted a question and answer period Face to Face: A Business Roundtabk with South Carolina's State Superinten- Repott dent of Education, Dr. Barbara S. Nielsen 1987.1988 SC Teacher Forum Assembled panel of experts to explore Attended The National Education Goals implications of basic skills testing and Awareness Symposium where presenta- accountability tions were given by Christopher Cross, Assistant US Secretary for Education, Participated in a two-hour dialogue with and David Hornbeck, Board Chairman experts on basic skills testing and ac- of The Carnegie Foundation for the countability Advancement of Teaching With SC ETV, produced a 90-minute 1989-1990 SC Teacher Forum edited videotape of this important Identified the need for information about discussion of basic skills testing and the state and national movements in accountability educational restructuring

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Published a special four-page supplement in SC Departmer,t of Education's publication South Carolina Schools which summarized critical pointson testing issues and provided information about the SC Teacher Forum

Produced transcript of above mentioned videotape for distribution io interested persons

Received funds from a grant request to SC Committee for the Humanities to fund a future SC Teacher Forum project

Compiled a notebook of local andstate teacher forum information

1986-1987 SC Teacher Forum Identified top priot:!y issueas "gaining the time to teach our best"

Published the report booklet, A Teacher Preparrd, which dealt with paperwork and non-instructional duties

Produced two videotapes of teachers and legislators discussing the issues of paperwork and non-instructional duties

Forum members invited legislators to spend half-day visits in their schoolsto view the real life of the school"

Hosted Bob Palaich and Shirley Wells of the Education Commission of the States at the Forum's annual conference

itiret1=11.1111111111M7wra 89 BEST COPY AVAILABLE 1993-94 SCCTR Annual Report Pa.e 87

1985-1986 SC Teacher Forum Shared ideas and experiences in first ever SC Teacher Forum conference

Compiled report outlining *Things that Teachers Appreciate* and 'Areas that Need the Attention of Policymakers"

Published and distributed the report to legislators, district school superintendents and other state leaders

Pledged to *do our part in creating a renaissance of teaching" 1993-94 SCCTR Annual Report Page 88 Job Bank

Mission: The purpose of the TeacherJob Bank is to provide the public school districts of South Carolina with qualified teaching applicants when needee to facilitate teachers in their search for positions within the public school districts and to help meet the need for teachers in South Carolina's critical need areas, both subject and geographic.

The Center began to develop its In the spring of 1986-87, the Center Teacher Job Bank during the 1987-88 began advertising in several state daily school year after it received frequent inquir- newspapers, inviting teachers to list their ies from in-state and out-of-state teachers availability for openings. The strong de- seeking job placement services. Similar mand prompted the Center to seek funds inquiries were received from school district to purchase computer hardware and soft- administrators and principals looking for ware to manage the data more efficiently teachers in hard-to-find certification areas. and to add a staff member to oversee the In the beginning the Job Bank service was a Job Bank and provide a prompt response modest effort to trade information between time. This funding request was approved districts and teachers who contacted the and the necessary monies were included in Center asking about available openings or the Center's 1987-88 budget. The Job personnel. Bank became fully operational in April 1988.

Month 1994 1993 1992 1991 1990 1989 The Job Bank is supported by the January 536 436 610 408 522 313 State Department of Education's teacher February 447 455 485 375 442 353 certification office which sends a notice of March 612 555 733 541 346 179 the service to all individuals seeking initial April 1979 2040 2088 2696 505 347 May 1692 1430 1572 1021 746 818 teacher certification in South Carolina. June 1368 1116 1199 WA 577 452 The Center also publishes weekly classified July 722 843 844 897 487 376 ads in the Greenville, Columbia and August 749 676 661 471 360 Charleston newspapers. Thousands of September 341 404 343 210 473 teachers across the nation who receive 262 October 331 299 328 224 information about the annual South Caro- November 268 320 287 228 139 December 211 239 255 158 119 lina EXPO for Teacher Recruitment also receive an invitation to list in the SCCTR Total 1,7759,469 8,7164,9164,191 Job Bank.

Job Musk Mali saidTelephone Inquiries - A i-Year Compartsoa

SOUTH CAROLINA TatCHER Job Bank EMENIME 1993-94 SCCTR Annual Report Page 89

During fiscal year 1993-94, almost Job Bank Statistics 1993-94 2,000 teachers listed with the Job Bank. Another 9377 additional teachers re- Mail and Telephone Inquiries quested job listings without formally Month/Year Total Out -of -hate CNCPEXPO enrolling in the Job Bank. Almost 1,100 356 21 0 job openings were listed by school districts July-93 843 August-93 749 272 17 0 during FY 93-94. Eighty of-the 91 school September-93 341 126 9 0 districts (an increase of ten from the 1992- October-93 331 131 6 0 93 school year) and several special schools November-93 268 102 8 0 used the service to list openings or to obtainDecember-93 211 71 1 0 the names of available teachers. January -94 536 232 6 3 February-94 447 221 13 27 March-94 612 346 14 231 In 1989 the Center contracted with April-94 1979 1671 20 1482 Blackwater Associates of Columbia to May-94 1692 1110 9 719 conduct an informal survey of school June-94 1368 809 11 431 districts to determine the effectiveness of Total 9,377 5,447 135 2,893 the Job Bank and to recommend improvements. The report found that the muse of and from SCCTR's regular contact with the Job Bank is accepted among a majority school personnel administrators that the of district personnel administrators in the Job Bank would be most effective if it state,' but concluded that the use of the Job increased its listings in the critical subject Bank varied widely from district to district, areas. Mailings were also sent directly to based on each district's severity of need and out-of-state students expected to become its willingness to develop a comprehensive certified in critical need subject areas. program of teacher recruitment. The Approximately 713 teachers from 39 states current usage of the Job Bank continues to and three foreign countries attended the validate these findings. sixth annual EXPO where Job Bank applications were distributed. Many teachers The study noted that a minority of listed their names with the Job Bank as a districts choose to list most or all of their result of the EXPO job fain These efforts job vacancies in the Job Bank, while a resulted in an increase in in-state and out- majority of districts limit their listings to of-state listings in both critical and non- the most hard- to-find certification areas critical areas. (e.g., special education, foreign language, speech correction, industrial technology). SCCTR implemented a national The Job Bank was most useful when it WATS line in 1990 which makes it easy for brought teachers in hard-to-find certifica- out-of-state teachers to make initial contact tion areas into contact with these districts. with the Center. This WATS line number This happened most frequently with out- is included in the South Carolina EXPO of-state teachers, who sought out the Job brochures, more than 45,000 of which are Bank early in their job searches. distributed to colleges across the United States. The WATS number was also in- It was clear from the Blackwater report cluded in national classified ads in Multicul-

SOUTH CAROLINA TISCHER Job Bank REIN& 9 . - I - 1

rural Magazine, the Boston Globe, Chicago surpluses. Also included is the current Tribune, New York Times, Washington Past, South Carolina Teaching Vacancies List, Miami Herold Atlanta Constitution, and published on the first and 15th of each newspapers in Birmingham, Alabama; month. Jackson, Mississippi; Columbia, South Carolina; Richmond, Virginia; Louisville, The Teacher Job Bank is often a first Kentucky; Charlotte, North Carolina; contact for a teacher in a much-needed Memphis, Tennessee; Charleston, West subject area. The Job Bank gives some Virginia; Hartford, Connecticut, Portland, basic information about South Carolina Maine; Detroit, Michigan; Manchester, certification, and directs the teacher to the New Hampshire; Cleveland, Ohio; Buffalo, proper sources for more details. It also New York and Philadelphia, Pennsylvania. provides names, addresses and phone numbers for all 91 districts' personnel The Job Bank helps the school dis- contacts. tricts of South Carolina meet their immediate needs for teachers in critical need The Teacher Job Bank helps small subject areas. Job Bank application packets rural districts by providing them access to are distributed free of charge to any indi- the many teaching candidates listed on the vidual, school or organization requesting Job Bank. Some teachers specify on their them and include information about South application a preference to work in a rural Carolina's teaching shortages as well as area.

The Job Bank will, become increasingly important as we assist former Teacher Distribution by Race of Cadets and ProTeam students in finding Job Bank Applicants jobs in South Carolina. The Job Bank application has recently been revised to request information about involvement in the Teacher Cadet Program. This informa- "don will help us track availability and

12% placement of former Teacher Cadet:. 1993-94 SCCTR Annual Report Pose 91 South Carolina EXPO for Teacher Recruitment

Mission: The purpose of the South Carolina EXPO fir Teacher Recruitment is to match teachers seeking positions with school districts seeking teachers.

The South Carolina EXPO for by SCCITt; the South Carolina Association Teacher Recruitment focuses on meeting of School Personnel Administrators, the South Carolinis short-term recruitment Career Center at the University of South needs, rather than long-term needs, as do Carolina and the State Department of the Teacher Cadet and ProTeam Programs Education's Office of Teacher Certification. sponsored by the Center. Since South Janice Poda was the co-chair of the 1993-94 Carolina is currently providing only about EXPO steering committee with Alisa 50-55% of its own teachers, this effort is an Mosley of the University of South Carolina important one. The Center invested its Career Center. Members of the committee staff time and financial commitment in were Bill Baylor, Don Beers, Patricia support of South Carolina's sixth annual Buckner, Tommy Burbage, Dawn Busa, national teacher recruitment fair. Manic Dillon, Naomi Dreher, Albert Eads, Jr., Erin Hardwick, Pam Jenkins-Walker, The sixth annual job fair, known as Susan Ramsey Johnson, Elmer Knight, the South Carolina EXPO for Teacher Gwen Smith, James Turner, and Ray Recruitment, was held in Columbia, June Wilson, Jr. Serving as a consultant was 29- 30,1994. The EXPO was co-sponsored Brenda Williams of 501 Productions.

1994 1993 1992 1991 1990 1989

Number of Districts Participating 43 52 55 64 59 49

Number of Applicants 870 791 1,119 848 371 282 1993-94 SCCTR Annual Report Pae 92

Participation Rates of The Center assumed responsibility forSchool Districts all state and national publicity, including Six out of six EXPO: - 34 distiicts (37%) media contacts, answering over 3,000 mail Five out of six EXPO: - 8 districts (9%) and telephone inquiries, and developing Four out of six EXPOs - 8 districts (9%) and distributing posters and 45,000 bro- Three out of six EXPOs - 5 districts (5%) chures promoting the EXPO. During the Two out of six EXPOs - 10 districts (11%) EXPO itself, SCCTR staff members spon- One out of six EXPO: - 8 districts (9%) sored an on-site booth where teachers could Never participated -17 districts (19%) sign up for the SCCTRTeacher Job Bank. Staff members provided general staff support for the conference and on-site Phone Reponses to registration and published an EXPO Newspaper Ads Teaching Vacancies list, utilizing the Week of April 10-15, 1994 Center's Job Bank computer. A list of all applicants who registered for the EXPO was Day 199419931992 made available to personnel directors before they left the event. Sunday 96 105 107 Monday 590 484 388 Forty-three South Carolina school Tuesday 240 246 255 districts took part in the EXPO, with 713 Wednesday 156 112 125 teachers attending from 39 states and three Thursday 116 81 101 foreign countries. Eight hundred seventy Friday 74 62 61 (870) teachers actually registered and received materials about the EXPO and the Total 127210901037 Center. An evaluation by participating school districts gave this year's EXPO high Week of May 9-13,1994 marks. Day 199419931992

Sunday n/a 27 40 Monday 287 150 224 Tuesday 92 77 136 Wednesday 109 43 111 Thursday 70 34 48 Friday 58 13 58

Total 616 344 617 1993-94 SCCTR Annual Report Pose 93

Responses by Location in CitiesResponses by Location in Cities Where Newspaper Ads Were Where Newspaper Ads Were Placed Place Week of April 10-15, 1994 Week of May 9-13, = 994 Hartford, CI` 56 Birmingham, AL 5 Portland, ME 19 Atlanta, GA 34 Detroit, MI 53 Jackson, MS 11 Manchester, NH 5 Columbia, SC 34 Cleveland, OH 82 Richmond, VA 28 Providence, RI 89 Washington, DC 67 Chicago, IL 49 Miami, FL 45 Boston, MA 121 Louisville, KY 17 New York, NY 157 Charlotte, NC ' 9 Buffalo, NY 166 Memphis, TN 8 Philadelphia, PA 119 Charleston, WV 21 1993-94 SCCTR Annual Report Page 94 Advertising and Marketing

Mission: The purpose of the Advertising and Marketing campaign produced by the South Carolina Center for Teacher Recruitment is to create an attractive and realistic picture of teaching in South Carolina.

When the Center was first started, In an effort to present the teaching with the assistance of Semaphore Inc., a profession honestly and to attract teachers

_Columbia advertising agency, and with the "right stuff," the Center recognizes Blackwater Associates, a Columbia market- the need to show some of the "warts" of the ing research and public opinion surveying profession as well as the "perks" much as firm, the Center developed a research-based the Peace Corps does in its "toughest job advertising and marketing program. you'll ever love" campaign.

The need to improve the academic The Center also recognizes the need to quality of the teacher supply pool is of counteract the prevailing attitude among prime concern in developing marketing many young people that teaching is a low- strategic for all the Center's target audi- status job. The Center's distinctively styled ences. Teaching is presented as a challeng- logo and the design of its printed and ing occupation, where creative and audio-visual materials project a first dass, quick-witted people will find job satisfac- professional image that is in keeping with tion. All advertising is sensitive to the the need to upgrade the image of teaching. particular need to recruit black and male teachers. The Center's marketing program is keyed to a toll 'free teaching careers hotline, Research suggests that a "good where individuals can obtain information teacher" is not only academically well about a variety of teacher training options prepared and qualified but is an individual and receive counsding from the Center who feels some call to public service, some staff. The Center uses brochures, newspa- desire to work with children and some need per advertising, press releases and personal to nurture or instruct. A good teacher must appearances to market the availability of the also be able to discipline children and hotline service. A number of Center fliers survive in the very active environment of a and brochures describe various teacher public school. training options, provide college contacts

SCCTIR 1993-94 SCCTR Annual Report Page 95

and explain certification requirements. The information about South Carolina and an Center also provides information that invitation to call the Center and discuss promotes the state's Teacher Loan Program, particular areas of opportunity in the state. the Governor's Teaching Loan Scholarship, the Paul Douglas Teaching Scholarship and With the downsizing of the military, the Critical Needs Certification Program. the Center was contacted by the Pentagon and asked to assist retiring military person- The Center's job Bank Teaching nel with information about teaching careers. Vacancy list is published monthly in the The packets of information were sent to State Department of Education's monthly almost 200 retiring members of the Armed newspaper, Quaff which is distributed to all Forces who had expressed an interest in public school teachers and administrators, a teaching in South Carolina. The response readership of 45,000, throughout the state. was significant and the Pentagon responded The vacancy list is also published twice by asking for packets to put in every U.S. monthly by the Center and distributed to military base in the world. hundreds of callers. Programmatic t-shirts and sweatshirts, In brief, the Center's target audiences as well as shirts designed by the participants include middle school students, high school in the Summer Teaching Careers Institute, students, college students and adults. In are used widely to market the teaching each of these recruitment categories, the profession. The Center also uses other emphasis is on recruiting individuals with symbols such as lapel pins, note pads, sufficient academic and interpersonal skills stationery, note cards and folders to build an to survive the state's rigorous certification awareness of the programs sponsored by the process and to make good teachers. Center. Mugs and watches have recently been added to the items the Center uses for As was the case during previous years, marketing. newspaper advertising figured most promi- nently in the Center's 1993-94 marketing Print materials are written for the efforts. The Center ran a weekly Sunday various audiences served by the Center. classified ad in the state's three largest This year a brochure describing a brief dailies promoting the Ttacher Job Bank and history of the Center and all Center-spon- did aedicional advertising out-of-state. sored programs was developed. A fact card was also developed that gives the viewer The EXPO campaign, aimed at quick facts about the Centex All. ProTeam attracting out-of-state teachers, has pro- and Teacher Cadet students are given duced about 2000 inquiries annually from membership cards with the Center's toll- teachers throughout the U.S. Again this free number and the logos of all the pro- year, a comprehensive registration packet grams to carry in their wallets. giving detailed information about EXPO and Columbia, the host location, was The Center's written materials have developed by Center staff and provided for become valuable tools in assisting other applicants. The package also in ied states that are interested in starting teacher 1993-94 SCCTR Annual Report Page 96

recruitment programs. In addition to the written material, the Center is also in the process of developing a video tape to assist out-of-state contacts with recruiting students for the Teacher Cadet Program. Filming of each curriculum section was conducted this spring and will be available for distribution in 1994-95. A video tape describing the ProTeam Program was developed this year in cooperation with the South Carolina ETV netwotk. The Center already has a video tape of the Teacher Cadet Program that it uses for marketing the Program both in state and out of state. 1993-94 SCCTR Annual Report Page 97 Center Points

Mission: The purpose of the newsletter isto recognize outstanding programs and individuals, while informing readers about issues relevant to the South Carolina Center for Teacher Recruitment.

In previous years, the South Carolina Articles are selected to serve a variety Center for Teacher Recruitment published of purposes: separate newsletters for separate programs. To announce (upcoming events, winners For example, members of the Teacher Cadet of awards, etc.) network received a newsletter entitled To inform (updates on school, state and CadetNet Because the Center adopteda national issues) new regional model for the school year To inspire (personal stories about excep- 1993-94, it also developed a new format for tional educators and students) the newsletter to facilitate networking To recognize (highlighting of outstand- among its various programs. The staff ing activities and achievements) selected the new name Center Point Every To summarize (condensed content from issue includes the Center's mission state- articles, productions, conferences) ment written in the fall of 1993. Each To persuade (evidence that a technique is newsletter lists not only the staff members' worthy of support) names and titles but also a calendar of To entertain (humorous anecdotes, important upcoming events. captions) To request (information or suggestions Each issue consists of an 'outer shell* pertaining to Center's activities) plus program inserts. The outer shell contains information of interest to policy- The newsletter is mailed quarterly to: makers, friends of teacher recruitment and Teachers of ProTeam and Teacher Cadet teachers and students who participate in Programs Center-related programs. Program inserts contain more specific information for College Partners individual programs such as Teacher Cadet, Teacher Forum Members ProTeam, and Teacher Forum. The pro- Policy Board and Task Force Members gram-specific inserts are printed on differ- Friends of the Center ent colon of paper designated for each program. Articles are written by the SCCTR staff, including Teachers in Residence, as 1993-94 SCCTR Annual Report Page 98

well as Teacher Forum members, Teacher issue to the readers. Cadet and Pro Team instructors and their students. Teacher in Residence Virginia Overall, the scores on the first issue of Ward served as the 1993-94 editor and Center Point. were very high. The publication specialist, and Director Janice content of the articles was rated as being Poda used computer technology to format the most important aspect of this the newsletter quarterly publication.

After receiving the first issue of Respondents felt the newsletter's primary Center Point, Teacher Cadet and Pro Team purpose is to inform teachers of educa- teachers, College Partners, and Teacher tional issues. The Center's staff can Forum members were asked to give the promote ways to use the newsletter, Center feedback on the following issues: especially regarding student use. Purpose of the newsletter Frequency of publication In February, a focus group made up of Preferred length seven Teacher Cadet instructors met to Designated authors discuss the newsletter and give further Format of newsletter feedback. Perhaps the most valuable Use of the newsletter suggestion made was to have students take a Quality of first Center Point. issue more active part in creating and using the newsletter. For example, a group of cadets The following conclusions were drawn could conduct surveys or interviews and from the feedback then publish their findings in a report. It is also the hope of the Center's staff that Most readers indicatd the newsletter's teachers will use the newsletter, not just for purpose should be to provide informa- their personal knowledge, but will also tion about the SCCTR's activities and make copies of selected sections for stu- highlight successes of individuals, classes dents to use as resource materials or to and programs of the Center. Readers generate discussions and/or assignments. It were least interested in book reviews. was suggested that the newsletter can be shared or posted to benefit fellow faculty By far, respondents prefer four rather members within schools and colleges. than three issues yearly and a shorter issue, four to six or six to ten pages Issues of the newsletter were distrib- not longer. uted in October, January, March and May. Copies of newsletters were often provided It is the general consensus that the as handouts in folders when teacher SCCTR staff write the newsletter, training: and conference presentations were accepting articles written by teachers given both in state and out of state. The and students as well. newsletters have promoted positive public relations on behalf of the Center through- Generally speaking, the inclusive format out South Carolina and the nation. versus the insert format is not a major 1993-94 SCCTR Annual Report Page 99 Teacher in Residence

Mission: The purpose of the Teacher in Residence Program is to identify outstanding teachers and provide them with a fellowship to work in teacher recruitment for the Center, to develop teacher leadership and to provide support for recruitment programs.

The Center began offering a fellow- positive self-esteem, multicultural sensitiv- ship to a 'Teacher in Residence' during its ity and teaching as a profession. The first full academic year of operation in audiences included pre-service education 1986-87. Barbara Decry, a teacher and majors, undeclared college students, critical counselor at Richland Northeast High teaching needs graduates, educators of all School, was selected from a group of levels, personnel administrators and district outstanding applicants for the position. minority recruitment committees. Ms. Decry took leave from her school district, and the Center provided her During 1993-94, seven teachers in district with monies to cover her salary and residence worked with the various Center fringes. Ms. Decry took primary responsi- programs. The ProTeam Program was bility for on-site support of the Center's staffed by Teacher in Residence Bernice Teacher Cadet sites and helped coordinate Davis-Cooper, a middle school teacher Teacher Cadet teacher training. from Williamsburg County who taught one of the pilot ProTeam classes. Mrs. Davis- The Center's Teacher in Residence Cooper, ProTeam Specialist, joined the Program has become the model for numer- Center in 1993-94 and will return to the ous other agencies and organizations. An classroom at Chavis Middle School in article on the Teacher in Residence Program Williamsburg County at the end of the was published in the March 1993 issue of 1994-95 school year. Educational Leadership. Cleo Richardson, Minority Recruit- Teachers in Residence make presenta- ment Specialist, was a social studies teacher tions or serve as facilitators in numerous and coach from Marion High School. Mr. activities dealing with minority recruitment Richardson was Marion One's Teacher of and other professional issues which have the Year in 1991. He has served as a included, during 1993-94, diversity of the member of the Teacher Forum Leadership work force, diversity in the classroom, Council for the last three years. At the end empowering teachers and students through of the 1993-94 school year, Mr. Richardson

OINI Teacher in Residence SCCTR 102 1993-94 SCCTR Annual Report Page 100

will return to Marion School District One the Center's staff in the fall of 1994. to serve as a principal apprentice. The 1993-94 Teacher Cadet Program A sabbatical for the state teacher of was staffed by English and Teacher Cadet the year was added during 1991-92. Docile instructor, Rose Etta Schumacher. Mrs. Magill, 1993 and 1994 South Carolina Schumacher is from Chesterfield High Teacher of the Year, joined the Center staff School and joined the Center staff in 1991- in January 1993. Mrs. Magill is a kinder- 92. She served as the Teacher Cadet garten teacher from Pelham Road Elemen- Specialist in 1993-94. After three years tary School in Greenville County. As State with the Center, Mrs. Schumacher will Teacher of the Year, she traveled across the return to Chesterfield High School after a scat as an ambassador for the teaching brief leave of absence. profusion. She served on numerous committees and was often asked to assist Carol Smith, an education professor at policymakers with laws and regulations USC-Spartanburg, joined the Center as the affecting teachers. Mrs. Magill was instru- first Professor in Residence in 1993-94 and mental in the passage of the Early Child- served as the College Partnership Specialist. hood Education Assistance Act during the Mrs. Smith's addition to the staff enabled 1993 legislative session. During the 1993- the Center to focus on its college partner- 94 school year, Mrs. Magill launched a ships for the first time. Prior to joining the public awareness campaign to celebrate the Center on a full-time basis, Mrs. Smith 25th anniversary of public kindergarten in served as a part-time Teacher in Residence South Carolina and to seek support to with the Teacher Cadet Program. make public kindergarten full-day with lower pupil-teacher ratios. Virginia Ward, an English and Teacher Cadet instructor from James Island High In addition to her duties as chair of School, served as a Teacher in Residence the South Carolina Teacher Forum, Magill and Publications Specialist. Joining the spent time assisting Terry Dozier in her staff in 1993-94, Mrs. Ward is on loan efforts to facilitate the development of local from Charleston County School District. forums by the State Teachers of the Year. At the end of the 1993-94 school year, Mrs. Serving his second year as a Teacher in Magill will return to Greenville County Residence was David Norton, science School District where she will teach Read- teacher and coach at Fort Mill High ing Recovery and assist the district with its School. He held the positions of College parent involvement programs. The 1991 HelpLine specialist and Teacher in Resi- South Carolina Teacher of the Year, Nancy dence in 1993-94. At the end of the 1993- Townsend, served as a Teacher in ftzidence 94 school year, Mr. Norton will become a until January 1992 at which time she was science specialist with the science and math replaced by the 1992 State Teacher of the Hub located in Beaufort County. Year, Jeanne Sink. Jeanne served until January 1993. The 1995 South Carolina The Center employed seven full-time Teacher of the Year, Cathy Scott, will join Teachers in Residence during the 1992-93

Teacher in Residence SCCTR103 1993-94 SCCTR Annual Report Page 101

school year: Jackie Stanley, 1987 State glish teacher from Eau Claire High School honor roll teacher from Horry County; in Columbia; Rose Etta Schumacher, an Rose Etta Schumacher, an English teacher English teacher from Chesterfield County; from Chesterfield County; Melinda Taylor, Malinda Taylor, ProTeam and middle Pro Team and middle school teacher at school teacher at Pleasant Hill Middle Pleasant Hill Middle School in Georgetown School in Georgetown County; Jackie County; Beth Havens from North Myrtle Stanley, 1987 State honor roll teacher from Beach High School in Horry County; Cleo Horry County; and Carol Smith, USC-S Richardson, 1991 Marion One Teacher of professor. the Year and social studies teacher at Marion High School; David Norton, In addition to Minority Recruitment science teacher and coach from Fort Mill Coordinator Jackie Stanley, four dTeachers High School; and Dodie Magill, 1993 and in Residence were, members of the Center 1994 South Carolina Teacher of the Year, staff in 1990-91: Wilson High School and a kindergarten teacher from Greenville social studies teacher Linda Weldon Payne, County. who taught a pilot Teacher Cadet class in 1986; Barbara Thomson; Maria Pyles; and During the 1991-92 school year, the Malinda Taylor. Betsy Dyches, who served Center utilized five full-time and two part- for two years as a Teacher Cadet TIR, time Teachers in Residence: Teacher Cadet joined the Center full time in October and English teacher Barbara Thomson from 1989 as SCCTR's first Teacher Cadet Richland Northeast High School in Rich- Program Coordinator. Mrs. Dyches left the land 2; Maria Pyles, 1990 South Carolina Center in August of 1991 to become the Teacher of the Year and social studies language arts coordinator for District Five teacher at Greenwood High School; Lena of Lexington and Richland Counties. Danner, a retired Teacher Cadet and En- 1993- SCCTR Annual Report. Page 102 1993-94 ProTeam Sites

Middle Schools School Districts

AL Corbett Middle School Aiken County Schools Alcorn Middle School Richland District One Allendale-Fairfax Middle School Allendale County Schools Bates Middle School* Sumter District Seventeen Bell Street Middle School Laurens District Fifty-six Bishopville JL High School Lee County Schools Carver-Edisto Middle School Orangeburg District Four CE Williams Middle School Charleston County Chavis Middle School Williamsburg County Schools Choppee Middle School Georgetown County Schools Conway Middle School Horry County Schools Courtenay Middle School Charleston City School District Denmark-Olar Middle School Bamberg District Two DuBose Middle School* Dorchester Two E.L. Wright Middle School Richland District Two Estill Middle School Hampton District Two Fairfield Middle School Fairfield County Schools Holly Hill Middle School Orangeburg District Three J.B. Beck Middle School Georgetown County Schools Johnakin Jr. High School Marion District One Johnson Middle School Florence District Four Johnston-Edgefield-Trenton Elem. School Edgefield County Schools JV Martin Jr. High School Dillon District Two Kingstree Jr. High School Williamsburg County Schools Latta Middle School Dillon District Three Long Jr. High School* Chesterfield County School District McCants Middle School Anderson District Five McClellanville Middle School Charleston County Schools Merriwether Middle School Edgefield County Schools Mid-Carolina Middle School Newberry County Schools Newberry Middle School Newberry County Schools North District Middle School Hampton District One North Myrtle Beach Middle School Horry County Schools

"New Proream sites fir 1994-95

ProTeam Sites 105 1993-'94 SCCTR Annual Report Page 103

Middle Schools School Districts Page land Middle School Chesterfield School District Pleasant Hill Middle School Georgetown County Schools Robert E. Howard Middle School Orangeburg District Five Robert Smalls Middle School Beaufort County Schools Rosemary Middle School Georgetown County Schools Seneca Middle School Oconee County Southwood Middle School Anderson District Five WA Perry Middle School Richland Dictrict One Whittemore Park Middle School Horry County Schools William J. Clark Middle School Orangeburg District Five

* New ProDam sites for 1991-95 1993-94 SCCTR Annual Report Paso 104 1993-94 Teacher Cadet Sites

SCHOOLS DISTRICTS

Aiken High Aiken County Airport High Lexington District 2 Allendale-Fairfax High Allendale County Andrews High Georgetown County Aynor High Horry County Bamberg-Ehrhardt High* Bamberg District I Baptist Hill High Charleston County Barnwell High Barnwell District 45 Batabtug-Leesville High Lexington District 3 Beaufort High Beaufort County Belton-Honea Path High Anderson District 2 Berea High* Greenville County Berkeley High Berkeley County Bishopville High Lee County Bladcville-Hilda High Barnwell District 13 Blue Ridge High Greenville County Boiling Springs High Spartanburg District 2 Brookland -Cayce High Lexington 2 Broome High Spartanburg District 3 Burke High Charleston County Byrnes High (James F.) Spartanburg District 5 Calhoun County High* Calhoun County Central High Chesterfield County Chapin High Lexington District 5 Chapman High Spartanburg District Cheraw High Chesterfield County Chesnee High Spartanburg District 2 Chester High Chester County Chesterfield High Chesterfield County Choppee High Georgetown County Clover High York District 2 Columbia High Richland District 1 Conway High Horry County

*New Teacher Cadet site for 1994-95 1993-94 SCCTR Annual Re I ..e 105

SCHOOLS DISTRICTS Denmark-Olar High Bamberg District 2 Dillon High Dillon District 2 Dorman High Spartanburg District 6 Dreher High Richland 1 Dutch Fork High* Lexington 5 Easley High Pickens County East Clarendon Clarendon 1 Eastside High Greenville County Eau Claire High* Richland 1 Emerald High* Greenwood 50 Estill High Hampton 2 Fairfield Central High Fairfield County Fort Dorchester High* Dorchester County Fort Mill York 4 Gaffney High Cherokee County Georgetown High Georgetown County Gilbert High Lexington 1 Goose Creek High Berkeley County Green Sea Floyds Horry County Greenville High Greenville County Greenwood High Greenwood 50 Greer High Greenville County Hanahan High Berkeley HannnahPamplico High Florence 2 Hartsville High Darlington Hemingway High Williamsburg County Hi Ilcrest High Greenville County James Island High Charleston County Jasper County High Jasper County Kingstree High Williamsburg County Lake City High Florence 3 Lamar High School Darlington County Lancaster High Lancaster County Landrum High Spartanburg 1 Latta High Dillon 3 Laurens High Laurens 55 Lexington High Lexington 1 Lincoln High Charleston County Loris High Horry County Lower Richland High Richland District 1 Lugoff-Elgin High Kershaw County Mann U. L) High Greenville County

*New Tischer Cadet elm* 1994-95

Teacher Cadet Site list 08 1993-94 SCCTR Annual Report Pose 106

SCHOOLS DISTRICT'S Manning I Ugh Clarendon District 2 Marion High Marion District 1 Marlboro High Marlboro County Maywood High (SAC) Sumter District 2 Mayo High Darlington County McCormick High McCormick County Mid Carolina High Newberry County Middleton High Charleston County Midland Valley High Aiken County Mullins High Marion District 2 Myrtle Beach High Horry County Newberry High Newberry County Ninety Six High* Greenwood 52 North Augusta High Aiken County North Charleston High Charleston County North Myrtle Beach High Horry County Northwestern High York District 3 Orangeburg-Wilkinson High Orangeburg District 5 Palmetto High Anderson District 1 Pe lion High Lexington County Pickens High Pickens County Pleasant Hill Georgetown County Richland Northeast High Richland District 2 Riverside High Greenville County Rock Hill High York District 3 Ruffin High Colleton County St. Andrews High Charleston County St. George High Dorchester District 4 St. John's High - John's Island Charleston County St. John's High -Darlington Darlington County Saluda High Saluda County Silver Bluff High Aiken County Socastee High Horry County South Aiken High Aiken County South Florence High Florence District 1 Southside High Greenville County Spartanburg High Spartanburg District 7 Spring Valley High Richland District 2 Stall High (R.B.) Charleston County Stratford High Berkeley County Strom Thurmond High Edgefield County

Teacher Cadet Site List 1993-94 SCCTR Annual Report Pae 107

SCHOOLS DISTRICTS Summerville High Dorchester District 2 Sumter High Sumter District 17 Sumter Academic Center Sumter District 2 Swan ca High Lexington District 4 Terrell's Bay High Marion District 3 Travelers Rest High Greenville County Union High - (UCVC) Union County Union County Voc. Center Union County Waccamaw High Georgetown County Wade Hampton High Hampton District 1 Wagener-Salley High* Aiken County Walhalla High Oconee County Walterboro High Colleton County Wando High Charleston County Ware Shoals High* Greenwood 51 West Florence High Florence District 1 Westside High Anderson District 5 Whitmire High* Newberry County Williston-Elko High* Barnwell 29 Wilson High Florence District 1 Wren High Anderson District 1 York Comprehensive York District 1

New Teacher Cadet site slim. 1994-95

Teacher Cadet Site list e5,(7. 110 1993-94 SCCTR Annual Report Pa e 108

114141 111111111=777-""_.

1J BEST COPY AVAILABLE 1993-94 SCCTR Annual Report Page 109 Budget

S.C. Center for Teacher Recruitment Year End Financial Report 1993-94

Budget Categories Total Budget Total Expended Total Remaining Percentage for Year Funds Funds Remaining

Salaries $215,413.00 $215,413.00 $0.00 0.00%

Office Support $57,820.00 $57,820.00 $0.00 0.00%

Staff and Director Travel $17,000.00 $17,000.00 $0.00 0.00%

Policy Board/Task Force $5,700.00 $5,700.00 $0.00 0.00%

Teacher Forum $62,183.00 $62,183.00 $0.00 0.00%

Teacher Job Bank $26,000.00 $26,000.00 $0.00 0.00%

Teacher Cadet Program $284,681.00 $284,681.00 $0.00 0.00%

Pro Team Program $131,847.00 $131,847.00 $0.00 0.00%

Minority Recruitment $2,125.00 $2,125.00 $0.00 0.00%

College Help line $48,744.00 $48,744.00 $0.00 0.00%

Teaching Careers Institute $25,000.00 $25,000.00 $0.00 0.00%

Evaluation Program Imp It $9,883.00 $9,883.00 $0.00 0.00%

TOTALS $886,396.00$886,396.00 $0.00 0.00%

SCCTR112 1993-94 SCCTR Annual Report. Page 110

SOUTH CAROLINA CENTER FOR TEACHER RECRUIT- MENT

1993-94 1994-95 Budget Change Budget Office Salaries & Fringes $123,163 $9,246 $132,409

Office Support Winthrop Direct Costs $8,000 $250 $8,250 Phone $3,463 $1,537 $5,000 Postage $8,000 ($4,000) $4,000 Printing $7,650 $0 $7,650 Furniture and equipment $4,500 $10,388 $14,888 Clipping service $700 $0 $700 Temporary salaries $7,760 ($1,500) $6,260 Hourly wages $4,800 $3,500 $8,300 Subscription,dues $1,947 $553 $2,500 Office supplies $6,500 $3,032 $9,532 Dual employment $3,000 $1,000 $4,000 Maintenance Contracts $1,500 $50 $1,550 Total $57,820 $14,810 $72,630

Staff and Director Travel Out of state $2,850 ($850) $2,000 In state $14,150 ($4,445) $9,705 Total $17,000 ($5,295) $11,705

Policy Board/Task Force Policy Board Travel $1,200 $0 $1,200 P/B Postage,Print, Materials $2,000 $1,250 $3,250 Task Force Travel $1,000 $0 $1,000 TF Postage,Print, Materials $1,500 $1,250 $2,750 Total $5,700 $2,500 $8,200

Teacher Forum Program Activities $8,500 $0 $8,500 Leadership Council $3,000 $0 $3,000 Printing, Mailing Video Costs $1,350 $0 $1,350 TIR Salary & Fringes $41,833 ($2,478) $39,355 Travel $6,500 ($1,500) $5,000 Telephone $1,000 $0 $1,000 Office Staff Salaries $13,938 $0 $13,938 Office Staff Fringes $2,540 $0 $2,540 Total $78 ($3,978) $74,683 1993-94 SCCTR Annual Report Page 111

1993-94 1994-95 Budget Change Budget Teacher job Bank Mailing, printing $7,000 $0 $7,000 Advertising $1,500 $0 $1,500 Expo support $10,000 $0 $10,000 Wats line service $7,500 $0 $7,500 Office Staff Salaries $14,541 $0 $14,541 Office Staff Fringes $4,820 $0 $4,820 Total $45,361 $0 $45,361

Teacher Cadet Program TIR Salaries & Fringes (3) $122,931 $846 $123,777

Travel (For 3 TIR's) $15,000 $0 , $15,000 College grants (($500 ea) $56,000 $5,949 $61,949 High school grants ($250 ea) $36,250 $2,500 $38,750 Teacher training $23,500 ($2,696) $20,804 Phone $3,000 $0 $3,000 Material,supplies,printing $8,000 $270 $8,270 Student conference $7,500 $7,500 $15,000 Research $12,500 $0 $12,500 Office Staff Salaries $25,051 $0 $25,051 Office Staff Fringes $6,735 $0 $6,735 Placement $0 $0 $0 Total $316,467 $14,369 $330,836

ProTeam Program TIR Salaries & Fringes (2) $72,318 ($37,914) $34,404 Travel (For 2 TIR's) $11,500 ($6,500) $5,000 Middle school grants ($250 ea) $10,750 $1,250 $12,000 Teacher training $15,000 $500 $15,500 Phone $2,000 ($1,000) $1,000 Material,supplies,printing $5,779 $1,221 $7,000 Student conferences (3) $7,500 $250 $7,750 Research $7,000 $0 $7,000 Office Staff Salaries $14,476 $0 $14,476 Office Staff Fringes $4,809 $0 $4,809 Total $151,132 ($42,193) $108,939 1993-94 SCCTR AnnualReport Page1 12

1993-94 1994-95 Budget Change Budget Minority Recruitment Partnership Activities $1,400 $0 $1,400 Partnership meeting $125 $0 $125 Partnership Newsletter $600 $0 $600 Salary & Fringes $0 $34,934 $34,934 Travel $0 $5,000 $5,000 Phone $0 $1,000 $1,000 Total $2,125 $40,934 $43,059

College Helpline/Minority Counseling TIR Salary & Fringes $36,218 $13,330 $49,548 Travel $6,500 ($1,500) $5,000 Program support $1,026 $0 $1,026 Student services $4,000 ($1,000) $3,000 Phone $1,000 $0 $1,000 Office Staff Salaries $4,517 $0 $4,517 Office Staff Fringes $823 $0 $823 Total $54,084 $10,830 $64,914

Summer Institute Teaching Careers Institute $12,500 $0 $12,500 Crossroads Institute $12,500 $0 $12,500 Total $25,000 $0 $25,000

Evaluation,Program Implementation & New Program Initiatives Program support $9,883 ($9,883) $0 Total $9,883 ($9,883) $0

TOTAL EXPENDITURES $886,396 $31,340 $917,736

SCC TR115 1993-94 SCCTR Annual Report Page 113

Budget Category Explanations

1 Overall Budget; A 3.3% inflation factor is used. A 2.6 inflation is used on salaries.

2 Teacher in Residence Salaries: Salaries are calculated using a 3.3% southeastern average + a 2% step increase. The actual salaries of 94-95 TIRs were used. These are 190 day contracts.

3 Teacher Cadet College Grants; Increase is due to a projection of 10 additional partnerships.

4 Teacher Cadet High School Grants; A projection of 10 additional high schools to be added.

5 Prolbam Middle School Grants; A projection of 10 additional middle schools to participate.

6 Placement: This line item has been added to help facilitate placement of former Cadets to the teaching profession.

7 afficeStaffEalaries; These are partial salaries for the assistant director and the administrative assistant within that program.

8 Office Staff Fringes These are partial fringes for the assistant director and the administrative assistant within that program.

9 Winthrop Direct Costs: This includes utilities, maintenance, cleaning services, etc.

10 Dual Employment; This is used to pay state employees for work done after hours for our office (graphic arts help, computer proramming, etc.).

11 Palicy.itaardasslagnel The Policy Board holds quarterly meetings and the Task Force has an annual meeting.

12 Pitcher Cadet Student Conference This is held annually for approximately 500 students.

13 DachingDaregramardraaatgada The host college matches $5000.

Budget SCCTR 116 For More Information, please contact:

Dr. Janice H. Poda, Director South Carolina Center for Teacher Recruitment Canterbury House Rock Hill, South Carolina 29733 (803) 323-4032 (800) 4762387 (803) 323.4044 (FAX) 117