The Cameron University Department of Education has received a $10,000 grant from the Minority Teacher Recruitment Center at the Oklahoma State Regents for Higher Education. The funding is being used for a joint project between Cameron and Lawton Public Schools (LPS) called Retaining Excellent Alternatively Licensed (REAL) Teachers. The program is designed to assist in retaining secondary alternatively licensed teachers with fewer than five years of teaching experience by providing professional development that meets their specific needs as alternatively licensed teachers.
"This is a great opportunity for Cameron's education department to work collaboratively with Lawton Public Schools and their alternatively licensed teachers to get those teachers some of the training they missed by not going through a traditional teacher preparation program," says Dr. Jennifer Dennis, Chair, Cameron University Department of Education. "Alternatively licensed teachers must learn to be successful with little to no prior training, and we hope this program provides some additional support to these new teachers."
“This collaborative effort between Cameron University and Lawton Public Schools is wonderful,” says Cheryl Monts, Director of Professional Development for LPS. “This program helps the alternative teachers learn some pedagogical skills to use in the classroom that positively impact the lives of students.”
To date, Cameron has presented two professional development training workshops for teachers from Lawton Public Schools, with plans to present two additional workshops. In November, ReGina Fahrquar of Great Expectations, presented on the topics of “Creating a Climate of Mutual Respect” and “Building Relationships.” On December 10, she addressed classroom management skills with a presentation on “Seven Keys to Great Expectations Discipline Philosophy.”
About Alternative Teaching Licenses
The State of Oklahoma provides alternative teaching licenses for those who have bachelor's degrees and pass subject area tests in their major field of content. This allows school districts a larger applicant pool but leaves these teachers without the support of coursework from a traditional teacher preparation program, such as psychology classes, classroom management, and courses that focus on assessment and teaching methods.
December 14, 2010