Jon Clouse- Southwest Region
Liz and Susan - UAA
Kathy and Kelly - ASDN
Brad Allen-Kuspuk
Carol - AACP
Kuspuk, Southwest Region and Y-K districts have 1/3 of the participants in the cohort.
The purpose of this call is to listen to what content the districts want in the RAPPs curiculum.
We have a survey done last year from 15 superintendents at the partner districts. They wanted relevant curriculum and to have a voice shaping it. They requested a curriculum that was more nuts and bolts than theory-based, one that focused on the principals role in what happens with classroom instruction and curriculum.
UAA would like to develop specific RAPPS curriculm to address the concerns of high poverty rural districts.
John's district has five candidates, three continuing (already in EDL, begin internship in Fall 09) and 2 new.
Brad has two candidates both new to EDL, these candidates need to follow through with paperwork to be fully admitted so that they can enroll in the summer program.
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Question to district staff: What might RAPPS courses look like - How would they be different from what is currently offered, or what is more relevenat to urban districts? What leadership skills are needed to run schools in your communities?
District comments:
- knows the basics of NCLB and Title 1 and how they impact the school at a daily level
- understands the "daily hoops" of teacher qualification and how they will impact the administrator
- able to build community engagment and instructional leadership in the bush
- has a well rounded perception of what it takes to run a school
- knows what is entailed when district participates in a federal grant
- able to be an instructional leader
- learns how to do meaningful teacher evaluations
- knows how to demonstrate with data that school is making progress even if not making AYP
- able to work with teachers to use data to identify areas for improvement
- knows strategies for multi-tasking
- knows how to help teachers meet proficincy levels on GLEs
UAA Proposed Common Themes:
- Community engagement and communication: How to show cultural responsiveness
- Assessment Literacy: How to use formative and summative assessments
- Collaboration with teachers for continous improvement (administrators with teachers, and teachers with each other)
- Use of technology, especially Web 2.0 applications
- Special education issues - strategies for small districts, changes in the law
Susan requested the districts please send her a paragraph with a case study of a district issue, or idea for content. We want to be responsive to partner districts as we implement the grant.
Jon suggested that it would be helpful to audio with participants, district staff, RAPPS staff and AACP coaches as there are lots of questions from candidates -
Action Item:
We will hold a Q&A session 3:00 or 3:30, Friday the 27 for Southwest. Susan will set up. We will invite AACP coaches to participate.
Action Item:
We will orgainize with the other districts to audio with nominees, district staff, RAPPS staff and ACCP coaches for Q&A session.
First Cohort
15 continuing students are ready for their internship in the Fall of 09. RAPPS support 3 credits for summer program, 3 credits in fall, and will support additional 3 credits in the spring. Most people from this group will graduate in may 2010.
Second Cohort
24 new students have been approved to participate. They need to apply to UAA so that they can attend summer institute. Susan expects the group to settle at about 20 people. They must get paperwork in to UAA - there is a rolling admission but process but it must be completed before the summer institute on May 26. UAA students can take up to 6 hours before fully admitted but program participants can't recive a RAPPS scholarship until fully enrolled.
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