can Uteach?

A teacher prep program that really works? This one is successfully minting math and science educators

PHOTO: Laura Faith Kebede

Mariam Manuel was sitting in calculus class at the University of Houston over a decade ago when a professor mentioned a new program allowing math and science majors could also earn a teaching certification.

Manuel knew she wanted to teach, but she didn’t know how she’d get licensed. “It truly was one of those moments that completely changed the trajectory of my life because prior to that I was not able to find something that made that path so clear,” she said. “I enrolled in classes that weekend.”

Now, new peer-reviewed research on the program, known as UTeach, shows that its teachers performed substantially better in the classroom than other teachers in Texas, as measured by student test scores.

That’s just one limited gauge of a teacher’s performance. But it’s encouraging evidence about a rapidly growing program that now operates in 22 states, suggesting that there are ways to better recruit science and math teachers and prepare them to reach students.

The UTeach program started at the University of Texas at Austin in 1997. The idea was to entice math, science, and engineering students to enter teaching with a streamlined program that allowed them to earn both a degree in their subject and a teaching certificate in four years.

Now, the UTeach program partners with 45 universities; by 2022, its leaders predict it will have graduated nearly 8,000 teachers.

Notably, the program doesn’t have tough entry requirements — students at a given university can simply enroll. But they are quickly exposed to the challenges of teaching, perhaps as way to weed out those for whom it’s not a good fit.

“Students start to write lesson plans and teach small units to elementary school children the very first semester in the program,” its website notes.

Many students don’t continue. The study notes that, depending on the year, between 21 and 38 percent of students who enrolled in the initial teaching course completed the program at the original Austin site.

For those who do go on, the program also requires classes in pedagogy and additional student teaching with master teachers. (Keep in mind that the particulars of the program may vary from campus to campus.)

To gauge the effectiveness of the program, the researchers looked at graduates from the program’s original campus and six other participating schools in Texas, and then looked at their impact on student test scores in high school math (largely algebra), high school science (largely biology), and middle school math from 2010 to 2016.

(These “value-added” measures are highly controversial when used in individual teacher evaluations, but they are more widely accepted for low-stakes research purposes.)

The study finds that teachers trained through UTeach were substantially more effective at raising test scores than other Texas teachers with similar students. The difference between UTeach graduates and non-UTeach teachers was actually larger than the gap between new teachers and teachers with a decade of experience.

That’s striking because other research has shown that teachers improve for their first five years on the job, and possibly beyond that. It’s also surprising because other research on teacher preparation has shown that it’s difficult to tell with any certainty which programs produce more effective teachers.

Looking not statewide but within UTeach teachers’ own schools, UTeach graduates still looked good, but somewhat less so: they were similarly or slightly more effective than their colleagues.

The positive findings highlight an important point about teacher training: It may be possible to move more quickly through a traditional four-year curriculum. “Our results suggest that condensing these courses has not resulted in detrimental performance once teachers enter the classroom,” the study’s authors write.

The study can’t sort out what specifically about the program makes it effective, and it’s unclear if the program can maintain its effectiveness as it grows outside Texas.

But the paper shows that the number of math and science teachers graduating from a given university increased after UTeach was put in place, suggesting that the shorter program drew in people who would not otherwise have become teachers.

That’s consistent with other research and the experience of Manuel, who after several years of teaching in public schools now trains teachers through the UTeach program at the University of Houston.

“We go and we speak to students and we tell them about this option that’s available to them,” she said. “Once they [try student teaching], so many of them for the first time realize that they have the bug.”

How I Teach

Why Tennessee’s Teacher of the Year uses penguins to help her first-graders grow as readers, writers, and thinkers

PHOTO: Alan Poizner
Melissa Miller reads aloud to her first-grade class at Franklin Elementary School in Franklin, Tennessee. Now in her 20th year of teaching, Miller is Tennessee's 2018-19 Teacher of the Year.

Here, in a feature we call How I Teach, we ask educators who’ve been recognized for their work how they approach their jobs. You can see other pieces in the series here.

Melissa Miller loves to read, adores teaching first-graders, and has a fascination for penguins.

It’s no surprise, then, that an annual highlight for Tennessee’s Teacher of the Year is teaching a science unit she created to get her first-graders reading and learning about the unique aquatic bird.

“We have so much we can learn about and from penguins,” Miller explains. “They work together, share responsibilities, look out for each other, love each other for life, and persevere in the most challenging situations.”

The unit begins during the wintertime with reading that lets students learn penguin facts and categorize them by color and topic. Then in the spring, they do book reports on penguins — projects that “celebrate how far each child has come as a reader and writer.”

“The unit encompasses everything I believe about teaching and learning,” Miller says. “It puts me in the position as facilitator of learning. My desire is to fuel students’ passion for learning by teaching with passion.”

Now in her 20th year of teaching, Miller works at Franklin Elementary School in Franklin, south of Nashville. Her enthusiasm as a teacher and expertise in curriculum and technology are among the reasons that she was chosen Tennessee’s 2018-19 Teacher of the Year. 

Miller talked with Chalkbeat about why teaching students to read is her greatest passion, how she partners with parents to build classroom rapport, and the upside of behavioral challenges. 

This interview has been condensed and lightly edited.

Was there a moment when you decided to become a teacher?

I wanted to be a teacher beginning as a kindergarten student in Columbia, Tennessee. My teacher, Ms. Portia Lea, was so loving and encouraging, she just won me over. I have taken away a valuable lesson from each teacher that I had in my journey toward my career. I feel like they are part of who I am. I just want to give to my students the same experience of love, encouragement, hope, belief, and perseverance that I received.

Why elementary-age students? What’s the best thing about that age group?

PHOTO: TN.gov
“My great passion is teaching kids to read!” says Miller.

My great passion is teaching kids to read! Reading opens the doors to their world and windows of possibilities for their future. I have taught kindergarten through fourth grade, but find myself best at home in first grade giving that strong foundation in reading. My first-graders are sponges for knowledge. Each child is as unique as a snowflake. They are just as loving and encouraging for me as I am for them. 

How do you get to know your students?

At the beginning of the school year, I send home a questionnaire for parents to share their insights. During the first few weeks of school, we do community-building activities each day. I need to know what motivates each student, their favorite books, their family members, their pets, and what they want to be when they grow up. While reading books such as “Amazing Grace,” “The Important Book,” “Chrysanthemum,” “I Like Me,” and “Wilfred Gordon McDonald Partridge,” we learn many things about each other and truly become a family.

Tell us about a favorite lesson to teach. Where did the idea come from?

My favorite lessons to teach are within the Penguin Research Unit that I created. Students research what penguins eat, where they live, their characteristics, dangers, and adaptations. In the process, the students learn that their brains are like folders and that they need to organize information in order to remember it. They take in new facts and categorize them by color and topic. Then they write a book report complete with table of contents, headings, captions, diagrams, author information, and a glossary. Those reports are read and edited by a local author before we publish them for others in the school to read. Because this happens in the spring, it’s a time to celebrate how far each child has come as a reader and writer. The unit ties together fiction, nonfiction, writing, math, and science standards. Even at 6 and 7 years old, the kids are learning to research their wonderings and making connections on how to contribute to the world around them.

What object would you be helpless without during the school day?

A funny necessity is my Mr. Sketch Scented Markers in all sizes to create anchor charts. A serious necessity is the rich literature that I have collected through the years. I don’t collect things, I collect books. A fun date night for my husband and me is going to the bookstore for coffee and more books.

What was the biggest misconception that you initially brought to teaching?

One of the quick lessons I learned came when I started out by communicating with parents once per week about their child’s behavior. I quickly found out that weekly would not work. Parents need daily communication. They cannot address problems if I don’t communicate them right away. The best communication plan is the one that gets the most collaboration. It strengthens the partnership between teacher and parents.

What’s the best advice you’ve received about teaching?

“If you look cute and smell pretty, your kids will love you.” That came in the first week of my first year. Not only was this funny advice, it keeps things fun!

You serve as a team leader and mentor at your school. What advice do you give to new teachers?

Love your students! Each one is an individual with their own gifts and challenges. Get to know what motivates them, because each one is unique. Listen, really listen, to your students. Know the names of their siblings, favorite sports, favorite authors, and pets. Greet each student with a smile and a personal message. And make each day count!

Tell us about a memorable time — good or bad — when contact with a student’s family changed your perspective or approach.

Anytime I contact a parent about behavioral challenges, it changes my perspective and approach. This is where empathy and compassion come together. Understanding the child deep down gives me a snapshot into what motivates them and what does not. It guides me in making home-school connections ultimately to benefit both places. I need to understand where they are coming from in order to help them see the vision for where they can go.

What part of your job is most difficult?

I am constantly ON. My mind is on my kids at school as everything I do and everywhere I go ties back to teaching and learning experiences that I can share.

What are you reading for enjoyment?

Love Does” by Bob Goff

Do you have a favorite quote you’d like to share with other educators?

“Positive people on positive teams produce positive results and the essential ingredient is positive energy.” —Jon Gordon from “The Energy Bus”

Future of Teaching

Tentative contract includes big raises for IPS teachers

PHOTO: Dylan Peers McCoy
Teachers would receive significant raises under a tentative new contract with IPS.

A month after voters approved a vast funding increase for Indianapolis Public Schools, Superintendent Lewis Ferebee’s administration and the district teachers union have reached a tentative deal for a new contract that would boost teacher pay by an average of 6.3 percent.

The agreement was ratified by union members Wednesday, according to a statement from teachers union president Ronald Swann. It must be approved by the Indianapolis Public Schools board, which is likely to consider the contract next week, before it is final.

Swann did not provide details of the agreement, but it was outlined in union presentations to teachers on Wednesday ahead of the ratification vote. The deal would cover the 2018-19 school year, and teachers would receive retroactive pay back to July 2018. The prior contract ended in June.

Raising teacher pay was a key part of the sales pitch district leaders used to win support for a referendum to raise $220 million over eight years from taxpayers for operating expenses. The referendum passed with wide support from voters last month, and although the district will not get that money until next year, the administration can now bank on an influx of cash in June 2019. Teachers could receive another raise next year, once the money from the referendum begins flowing.

The proposed deal would bring pay raises for new and experienced teachers. First year teachers in the district would see their salaries jump to $42,587, about $2,600 above the current base salary, according to the presentation to teachers. Returning teachers would move up the pay scale, with most receiving raises of about $2,600.

The deal also brings a reward for teachers who are at the top of the current scale. The top of the scale would rise to $74,920 by adding several stops above the current maximum of $59,400. That means teachers who are currently at the top of the scale would be able to move up and continue getting raises.

Many longtime teachers in the district also earn additional pay for advanced education, but teachers who joined the district more recently are not eligible for that extra money.

Teachers who received evaluations of ineffective or needs improvement in 2017-18 are not eligible for raises.

The new contract is the second time in recent years that teachers have won substantial raises in Indianapolis Public Schools. After four years of painful pay freezes, Ferebee negotiated a contract in 2015 that included a large pay increase. Teacher pay is especially important for the district because it is competing with several surrounding communities to staff schools.

Health care costs would go up this year, a policy shift that was advocated by the Indy Chamber, which urged the district to reduce health insurance spending as part of a plan to shift more money to teacher salaries.

The contract includes a provision that was piloted last year allowing the district to place newly hired teachers at anywhere on the salary schedule. It’s designed to allow the district to pay more for especially hard-to-fill positions.

Teachers at some troubled schools, known as the transformation zone, would also be eligible for extra pay on top of their regular salaries at the discretion of the administration. That money would come from state grants specifically targeted at transformation zone schools.

The idea of allowing superintendents to pay some teachers in their districts more than others is controversial.