CREST-Ed Snapshot

CREST-Ed Overview

The mission of the CREST-Ed (Collaboration and Resources for Encouraging and Supporting Transformations in Education) project is to increase the quality and number of highly qualified teachers who are committed to high need schools in urban and rural settings. To this end, we are partnered with six metro-Atlanta area school districts (APS, Clayton, Cobb, DeKalb, Fulton and Gwinnett); five rural area systems; and four institutions of higher education. We will place residents in three of the six metro districts.

Elements of the CREST-Ed Teacher Residency

All students who are admitted into the CREST-Ed Teacher Residency program can expect to participate in the following required events/activities. These required events/activities are inherent to the program and are designed to offer experiences that:

  1. allow students to meet certification and/or graduation requirements
  2. provide professional development to students and mentors
  3. collect data that are critical to the maintenance of the grant
  4. contribute to the sustainability of positive partnerships

Teacher Residency

All students who are admitted into the CREST-Ed Teacher Residency program will complete a year-long teaching residency in one of our partner schools. In the fall semester of the residency, students will work in their placements for four days of the week and will come to GSU for a “CREST-Ed work session” one day of the week (Wednesdays). In the spring, students will work in their placements five days of the week. Unless otherwise notified, students are expected to be in attendance at their placement or on campus at the designated times.

The purpose of the residency is to provide students the opportunity to experience the culture of a school from the very beginning of the year until the end. This unique perspective helps students
be better prepared to meet the rigorous demands that exist in the classroom as a teacher new to the field. This placement is established through interviews that applicants have with school partners and members of the CREST-Ed Teacher Residency team and may be based on applicant preference. Students earn a stipend of $25,000 as part of the residency process (ten payments of
$2500). This stipend requires a service obligation in which the Teacher Resident must work in a high need school for three years following program completion to meet the obligation. If the student
does not successfully complete the certification/M.A.T. program or does not work in a high need school upon completion of the certification/M.A.T. program, that student will be responsible for
repaying the $25,000 to the funding agency.

Course work

Students admitted to the CREST-Ed Teacher Residency program must first meet the requirements for admission in the discipline specific program in which they are enrolled. Student course work will reflect the program of study connected to the program in which they are enrolled.

Research Project

All students who participate in the CREST-Ed Teacher Residency program will conduct a research project. This project will take place in the classroom in which the student completes his or her residency with the children or adolescents in the class. The CREST-Ed Resident Team will work with students to develop, design, and implement, the research project. This project will also be supported by the CREST-Ed Research Team. Data from the research project will be used for grant reporting purposes. Students will be required to make a poster that will be included at the CREST-Ed Summer Institute and some students will be asked to present their research in an invited, feature session.

Summer Institute

As part of the CREST-Ed grant, GSU hosts an Annual Summer Institute for all faculty, graduate students, practicing teachers and leaders, and prospective teachers involved in the initiative. The institute consists of professional development and information sessions for faculty and practicing teachers in focus areas including classroom management, action research and special education. In addition to featured keynote speakers, teacher leaders and administrators in CREST-Ed partnership schools are also invited to present work based on their professional practice, innovative strategies and illustrations of best-practices.

Induction Support

Following the completion of the CREST-Ed Teacher Residency program,we will provide support to our students during their induction years (years one and two). This will include sharing of resources, monthly email contact and classroom site visits (if requested). The CREST-Ed resident team wants to continue to provide support to you and assist you in developing a professional learning community within the field, as well.

Conclusion

The CREST-Ed Teacher Residency program will be both rigorous and rewarding. Ultimately, our goal is to support you as you prepare to effectively meet the needs of diverse learners in high need partnership schools. We will all work diligently to create a positive experience for each other and our partners.