Program Overview
The Urban Initiative is an innovative Master's Degree that has two options. Option 1 is designed for candidates new to the teaching field. Option 2 is designed for candidates already in a DCPS school as a para-professional, provisionally certified, or content certified seeking a Special Education endorsement. Through either of these Master's degree options you have the choice of working toward single licensure in transition special education (M. A.) or dual licensure in a secondary education content and transition special education (M. Ed.). The partnership is designed so that candidates complete the program in two years. During the first year of the partnership candidates complete approximately seven courses on a part-time basis. This allows candidates to continue with their daytime jobs as the courses are offered in the evening. During the second year however candidates in Option 1 will experience a full-time full year internship at Cardozo High School in Northwest Washington, DC. At that point candidates will no longer be able to continue their day jobs. They will receive a modest monthly stipend to help support their living needs. This internship year will allow candidates to work closely with a mentor teacher, GWU Urban Initiative staff, and the Cardozo High School Community. During the second year of the program, Option 2 candidates will continue to work in their schools and experience internship activities within their own school community. A mentor teacher at their school, GWU faculty/staff, and a seminar will support this internship.
Project Components
- Master’s Preservice Education/Dual Licensure
- Co-teaching and Inclusionary Models
- Literacy Focus: Reading, Writing, and Technology
- Urban Education and Renewal
The Urban Initiative Partnership's Option 1 offers a Professional Development School model for teaching in secondary content and special education. Up to nine eligible graduate students participate in a 42-hour Masters Degree Program leading to dual licensure in a content area and special education. The partnership has been established with Cardozo High School's 9th grade Explorers' Community for six years. Option 2 was designed to start in fall 2001. This Option allows candidates already placed in a DCPS secondary school to seek a Master's and dual licensure in content and special education. Dean Mary Hatwood Futrell of the Graduate School of Education and Human Development and Dr. Paul Vance, the Superintendent of District of Columbia Public Schools, supports the partnership. The Urban Initiative's Principal Investigator is Dr. Maxine Freund; Lead Project Faculty Member is Dr. Juliana Taymans; Project Director is Dr. Kate Tindle; Director of Literacy Research and Teacher Education is Ms. Rachel Lander; and Research Assistant is Ms. Lindsay Harris.
Preservice Preparation: A Project Cornerstone
In Option 1 the Urban Initiative interns begin their full-time commitment to the Cardozo Professional Development School in late August of their second year. The commitment means the full school day, 8:00 - 4:00. Interns follow the DCPS school calendar for holidays. The partnerships' objectives include improving literacy levels of 9th grade Cardozo students and offering a technology-integrated Literacy curriculum. The responsibilities of the interns include: co-teaching Literacy; maintaining attendance and grade records; contacting parents to discuss students' progress; working under the supervision of a Cardozo cooperating teacher in a content area; teaching in an appropriate special education class; attending all fourth period seminars for literacy and content; collaborating with peers, teachers, and UI staff; attending Explorers' Team meetings; participating in staff development and parent-teacher conferences. DCPS agrees to interview UI interns in the spring and offer contracts to all who qualify. A one-year commitment to teach in DCPS and teaching Special Education populations for three years are requirements upon admission to the Urban Initiative. The partnership staff will assist interns in making contact with the DCPS Director of Personnel.
In Option 2 the Urban Initiative interns will begin their internship experiences at the schools where they are currently working. The internship will be individualized to meet the needs of the intern and the interns' secondary students. The responsibilities could include such things as maintaining attendance and grade records; contacting parents to discuss students' progress; working under the supervision of a mentor teacher; teaching in an appropriate special education class; attending all seminars; collaborating with peers, teachers, and UI staff; participating in staff development and parent-teacher conferences. A one-year commitment to continue to teach in DCPS and teaching Special Education populations for three years are requirements upon admission to the Urban Initiative.
Unique Characteristics
Professional Development School Partnership
As a Professional Development School (PDS) partnership, Urban Initiative is a full day, full year clinical site for dual certification candidates in a graduate level pre-service teacher education program. Faculty and UI staff are on site leading, modeling, supporting, mentoring, and monitoring GWU interns. As a PDS it builds upon recognized understanding and demonstrated capacity by university faculty and field colleagues that urban teachers need to be prepared in the real world context of urban schools.
Dual Certification in Regular and Special Education
Recognizing the importance of inclusive educational opportunities for all students, GWU has identified the importance of compatible teacher licensure programs. For all new teachers, skill development is critical to successful inclusion programs, merging individual needs and group learning. Our dual licensure program stresses collaborative teaching and planning of learning opportunities that are differentiated to meet various students' needs. Much of this is accomplished through the integration of technology throughout both the teacher preparation curriculum and the lessons designed for the 9th grade students.
Contextualized Teaching and Learning
The partnership is engaged in the integration of Contextualized Teaching and UI is engaged in the integration of Contextualized Teaching and Learning (CT&) attributes, an outgrowth of school to work goals, in the education process with Cardozo students as well as in graduate work with pre-service teacher candidates. CT&L attributes surround the notion of making teaching and learning relevant and promote critical thinking through problem solving methodologies. Incorporating CT&L attributes, especially problem solving, is evident as a cornerstone of the pre-service preparation. Incorporating more work-based and applied learning opportunities for pre-service and in-service teacher and applying this knowledge to the curriculum and instruction of students is central to the partnership's success.
In-service Professional Development
UI and Cardozo High School are committed to ongoing professional development of Cardozo teachers. UI assists in the effort by collaborating with Cardozo teachers to design and deliver appropriate and effective professional development opportunities to the Cardozo community. Collaborative inclusive practices and integration of reading into content areas are some opportunities that have been well received.
Integration of Technology in Literacy and Inclusive Practices
While the Partnership work is centered around a redesigned 9th grade English literacy curriculum, there are two primary objectives for UI staff at Cardozo High School. First is the daily work with students that integrates technology use to a refined literacy component. The second supports the design and development of inclusive practices across the curriculum. The partnerships is committed to improving Literacy and incorporating technology as fundamental tools of students who graduate from high school, and as key elements in the preparation of urban school teachers to meet the needs of diverse learners.
Degrees & Certification
M.A.T. with license in Transition Special Education or M.Ed. in secondary content area with license in content area and an endorsement in Transition Special Education.
Financial Aid
The Urban Initiative offers a generous tuition assistance package to all interns who meet the requirements of acceptance. For candidates in Option 1 (Cardozo High School) ninety percent of tuition will be covered by a grant for the first year and 100% during the yearlong internship. Students are responsible for the remaining ten percent and all University fees. Students receive a modest stipend of at least $500.00 per month during their full-time internship year at Cardozo High School. For candidates in Option 2 (continued work at their own schools) ninety percent of tuition for pre-internship courses will be covered by a grant. During the internship year the grant will cover eighty percent. Students are responsible for the remaining amount of tuition and all University fees. The funding requires that interns teach one year in DCPS upon completion of the program. All interns are also required to serve Special Education populations for four years upon completion of the program. Funding must be repaid if these requirements are not met.
Contact Information
For further details on the Urban Initiative please do not hesitate to contact Project Director, Kate Tindle or Research Assistant Lindsay Harris.
Kate Tindle, Project Director
2134 G Street, NW
Washington, DC 20052
202-973-1147 (voice mail only)
ktindle@gwu.edu
Lindsay Harris, Research Assistant
2134 G Street, NW
Washington, DC 20052
202-994-1235
laharris@gwu.edu
