TLI Capstone Description
Rebecca McGrath-Hinkle
December 2014
I am dissatisfied with the current process teachers have to
go through to secure funds to provide high level, real world, out of the
classroom field experiences. Schools receive weighted funds and I want to learn
more about how Teachers can gain control over the dollars invested in
experiences to build student's professionalism and skills to be productive
members in society. Thus, I realized that I needed to come out of my classroom to connect with building and union leadership colleagues to make changes to processes that affect my classroom outcomes.
After reading the Implementation Guide, version 2 “Ohio
Community Collaboration Model for School Improvement.”
The common words I
read throughout the document were; Communicate and Compromise.
I believe that this is
the keys to forming a successful collaboration with local businesses, youth
development organizations, faith-based and higher ed. I have to have an
Advisory board for my class as part of the Perkins funding career center
education receives. However, I have lacked in communication. I did not know
what to ask for and/or was ashamed to ask. I am going to be more honest with
the problems that I have regarding unmotivated students and what I have done to
try to get them excited about school. I want students to see that their
education today links directly to their life after high school. What is
needed; real opportunities and the funding to do so. Lastly, a true
collaboration is compromising on these outcomes.
I picked “School
Redesign” as the focus of my TLI capstone and watched the following on youtube;
“Denver’s MSLA – Teachers, Learners, Leaders,” video by NEA
Priority Schools Campaign, https://www.youtube.com/watch?v=Me2hCwlWqWM
Again, the common theme is communication and community
collaboration. One teacher said, “Teach to kids Passions.” I feel that as a
Career Education Teacher, that is exactly what I get to do. The Denver MSLA
public school explained that they have built relationships with parents through
communicating about their talents and family outreach needs. Parents come in
the mornings and hang out in the classrooms, reading and teaching their
children. Teachers, with district and union support, get to provide team
coverage so that teachers can meet individual student’s needs. Lastly, the
teachers observe one another and complete peer evaluations using rubrics that
help them set education goals.
I am excited about the relationships between parents and
teachers. I have been told to not be honest or apologize to students or
parents. However, I feel that this is the human side parents need to see from
teachers. They need to know that we care and that we make mistakes but that we
always have the goal of learning at the fore front, but we need help to get
their student there. “It takes a village,” and I mean that literally.
NEA missions that align to my capstone;
“Equal Opportunity. We believe public education is the gateway to opportunity. All students
have the human and civil right to a quality public education that develops
their potential, independence, and character.”
“Partnership. We
believe partnerships with parents, families, communities, and other
stakeholders are essential to quality public education and student success.”
