Trellis and BetterLesson officially launched the pilot year of their developing partnership at U.C. Berkeley with the Trellis Mentor Fellows. Great conversations about practice, culturally-responsive teaching, race, and access. Big Question: How will this inform our mentoring work and long-term mentoring model?
The team of six high school teachers at three high schools across the Bay Area are part of the Trellis Mentor Fellowship, through which they have all made a five-year commitment to mentoring new teachers. They will mentor brand new teachers placed at their sites in Fall 2016, then will continue mentoring these teachers as they enter classrooms of their own in order to develop a six-year model for mentoring new STEM teachers. To support this clinical work, they will engage in professional learning activities related to mentoring such as the New Teacher Center Mentor Academy Series and other STEM-specific and site-specific teaching workshops and resources. The team aims to develop and enact a long-term model of mentoring, with the belief that strong mentors make expert teachers.
Today, Trellis Education was officially born, according to the State of California.
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Hello changing the face of STEM Education in our state!
Forum Program: Raising the Bar for Teachers
October 8, 2014
"It's a long-term process. To think we can just take teachers in a year and give them whatever they need, as Betsy was saying before, it's a "good luck" model of teacher education."
"Exorcising Ghosts From Classrooms: ‘The Teacher Wars,’ Dana Goldstein’s History of Education"
"Inevitably, some of Ms. Goldstein’s book summarizes a familiar story in which a youthful nation grapples in the classroom with some of its most pressing questions: of race, class, religion, gender. But she always writes with a purpose, namely to remind readers that teaching was a fraught profession long before “Waiting for ‘Superman’ ” flickered across the screen and everyone had an opinion about the Common Core."
New York Times online
July 28, 2014
"Green’s book is about a more recent effort, spearheaded by a small handful of teaching revolutionaries, to improve the teaching of teaching. The common belief, held even by many people in the profession, that the best teachers are “natural-born” is wrong, she writes. The common characteristic of her main characters is that they have broken down teaching into certain key skills, which can be taught."
New York Times Magazine
“With the Common Core, teachers are once more being asked to unlearn an old approach and learn an entirely new one, essentially on their own. Training is still weak and infrequent, and principals…remain unprepared to offer support. Textbooks, once again, have received only surface adjustments, despite the shiny Common Core labels that decorate their covers…Left to their own devices, teachers are once again trying to incorporate new ideas into old scripts, often botching them in the process.”
"The [APA] report offers thirteen recommendations for evaluating teacher-prep programs, the most important of which is to insist that such programs have 'strong affirmative, empirical evidence of the positive impact of their graduates on preK–12 student learning.' This is welcome news for schools, students, and future teachers, if not for the accountability-averse programs that produce them. 'In some cases these recommendations will require a cultural change in teacher preparation.'"
"The survey found a strong correlation between earning money and highly specialized degrees. More than 95 percent of grads who studied computer and information sciences, for example, were employed full-time at the time of the survey and earned $72,600 on average. Engineering students reported similar job and salary prospects. That's compared with a humanities graduate who was more likely to report working multiple jobs and earn a full-time salary averaging only $43,100."