Training and Ongoing Network
Training Institute
Candidates accepted into the program begin their commitment to teaching in Oakland with a rigorous six-week Training Institute designed specifically for Oakland Teaching Fellows. A critical component of training is the practice Fellows gain teaching in the classroom and taking on all of the responsibilities of being a teacher . Fellows work with current teachers in OUSD summer school classrooms, gain experience with lesson planning, lead teach summer school classes, and take on the many other aspects of a teacher's role.
At the Training Institute Fellows are also exposed to seminars and workshops on state standards, foundations of teaching, and classroom management. During this intensive six-week training, Fellows also participate in discussions and activities focused on the challenges and benefits of teaching in a diverse, high need educational setting.
The OTF Training Institute consolidates a great deal of training time into only a few weeks; thus, training is extremely demanding. Fellows must attend training five days a week from approximately 8:00 a.m. to 6:00 p.m. daily. Additionally, Fellows work in the evening and on weekends on lesson planning, grading, assignments, and building relationships with students and families. Due to strict OUSD and state requirements, and the critical role that training plays in classroom success, Fellows cannot miss any portion of the OTF Training Institute. Although dates are subject to change, the 2010 Training Institute is expected to run from approximately June 21, 2010 to July 30, 2010.
Summer Stipend
Upon successful completion of the OTF Training Institute, Fellows are provided with a $2,000 (pre-tax) stipend. The stipend is distributed upon successful completion of training and meeting all District requirements in order to be in good standing as an Oakland Teaching Fellow. Because of the timing of the training stipend and because the time between the end of training and a Fellow's first paycheck may be lengthy, we strongly encourage Fellows to plan appropriately to ensure their financial well-being during this time. The stipend is intended to aid in this planning process.
Ongoing OTF Network
A new teacher's first year is particularly challenging, and Fellows should anticipate long hours and intense effort. As Fellows work in high-need schools, often with limited resources, candidates are chosen for their ability to solve problems creatively and independently–an important factor in their success. As new teachers, Fellows must proactively access key resources, the most important being the network of other Fellows with whom they form close relationships through training and as they begin teaching.
Fellows must seek out and develop a support network at the school level and by maintaining contact with Fellows with whom they trained over the summer. Although every situation is different, Fellows may collaborate with co-teachers at their school, District instructional specialists, coaches, Field Supervisors, assistant principals, principals or a grade- or subject-level team. School assignment and Training Institute events facilitate connections among Fellows who often teach the same subjects or are clustered together in particular schools or areas of the city. Fellows can draw on these connections as a resource for planning, reflection, and shared encouragement as they strive for excellence in their individual classrooms - not only during the first challenging year in the classroom, but for years to come.
Fellows also benefit from resources provided by OUSD's New Teacher Support and Development (NTSD) department. NTSD encourages each Fellow to identify an excellent teacher at the school sites with whom they can develop a coaching relationship and work with on a regular basis. NTSD also provides classroom resources and materials through the Teacher Resource Center. Once Fellows receive their Preliminary or Level I Credential, after the first two years teaching, they will work toward their Clear Credential and either participate in the District's Beginning Teacher Support and Assessment (BTSA) induction program or a university Level II program. For more information about New Teacher Support and Development, click here.
Through their Intern Credential Program, Fellows also take a range of courses that help them understand instructional theories and develop the skills they need to drive student success in the classroom. Intern Credential Programs often employ field advisors or coaches who may visit Fellows' classrooms to observe and provide feedback on teaching practices. Fellows report that taking classes with other Fellows also allows them to reconnect and see each other on a regular basis.
We cannot emphasize enough the importance of Fellows taking ownership for their own development and pro-actively seeking out resources for their students and to improve their practice. Successful new teachers in high-need schools build strong relationships with excellent teachers and seek out what they need.
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