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180 Days in Springfield
Established in 1996, 180 Days in Springfield provides a Master’s level immersion pathway to teacher licensure in collaboration with urban schools in Springfield: Central High School, Chestnut Accelerated Middle School, John J. Duggan Middle School and The Renaissance School. Many 180 Days graduates have taught or are now teaching in the Springfield Public Schools.
More than 200 new teachers prepared since 1996
2010-2011 Enrollment - 25 Master’s students
180 Days in Springfield Legacy Projects
Master’s students in the 180 Days pathway create service-learning projects as part of their coursework. Projects provide opportunities for middle and high school students to participate in programs ranging from school tutoring to sports clubs, school and community beautification projects and arts-related activities.
Bridges to the Future
Established in 2004, Bridges to the Future is an intensive year-long teacher licensure pathway, including a service learning component that leads to a Master ’s degree in Education. It is a partnership with the Orange, Greenfield, Turners Falls and Gill-Montague School Districts.
More than 98 Teacher Licenses since 2004
2010-2011 Enrollment – 13 Master’s students
The Tutoring Enrichment Assistance Models for Schools (TEAMS) Project
The Tutoring Enrichment Assistance Models for Schools (TEAMS) Project places undergraduate and graduate students from School of Education courses in tutoring situations in Springfield schools. The project aims to improve school performance among K-12 students and increase knowledge of teaching as a career among college tutors.
Project participants have provided over 155,000 hours of tutoring to K-12 students since TEAMS began in 1984 in Springfield, Holyoke, Greenfield, Chicopee, and Amherst.
The Access through Critical Content and English Language Acquisition (ACCELA) Alliance in Springfield and Holyoke was originally funded in 2002 by grants totaling $3 million from the U.S. Department of Education and the Massachusetts Department of Education (Title VII, Title III, & Title II). ACCELA offers a Master’s Degree in Education with Licensure in ESL (English as a Second Language) and Reading for school educators, and offers courses for a Bachelor’s of General Studies degree for bilingual paraprofessionals. In addition, the ACCELA Fellowship Program provides graduate scholarships for bilingual pre-service and in-service teachers and the ACCELA Professional Development initiative created a forum for administrators to learn from local teacher research activities. Professor Jerri Willett received the Distinguished Academic Outreach Award from the University of Massachusetts President’s office in 2008 in recognition of her leadership in ACCELA.
Science Education On-line
The School of Education, in collaboration with the College of Natural Sciences, offers an on-line graduate degree program in science education for elementary and middle school teachers. Courses are designed to prepare elementary and middle school science teachers in science content and pedagogy. The program, originally funded by a $1.2 million National Science Foundation grant, has been approved by the Massachusetts Department of Education for Professional Licensure in five areas.
Established in 2003
2010-2011 Enrollment – 10 Master’s/CAGS Students
In 2004, faculty and graduate students, in conjunction with the Center for Educational Software Development, developed an intelligent tutoring system designed to improve 4th grade mathematics MCAS test scores in Springfield, Greenfield, Northampton and Amherst schools.
Holyoke-Springfield Diversity Pipeline
A collaboration of School of Education faculty and underperforming urban schools, the Diversity Pipeline provides access to and instruction in information and communication technology (ICT) literacies, particularly critical multimodal media production (CMMP) for middle school students through an after school model that is planned to be housed in Holyoke’s new Green High Performance Computing Center (GHPCC). 2010
With the School of Education as a lead partner, the Pioneer Valley Science, Technology, Engineering and Mathematics PreK-16 Pipeline Network (PV STEMNET) collaborates with the Springfield School District, the Springfield Archdiocese Schools, and Springfield area colleges including Springfield College, Western New England College, and Springfield Technical Community College. PV STEMNET has sponsored an academic-year enrichment activity for middle school students (hosted at WNEC); a summer camp for middle school students (hosted at Springfield College); two content courses in mathematics for teachers of grades 4-8; and workshops on the use of digital photography for teachers. 2007
Improving Teacher Quality
Florence Sullivan, School of Education, and Bill Gerace, Scientific Research Reasoning Institute (SRRI), supported by a grant from the Massachusetts Board of Higher Education, worked with Springfield and Holyoke teachers to develop and implement a middle school physics unit using robotics. 2007
Professional Development Program in Mathematics
Funded by UMass Amherst Outreach, John Francisco and Kathy Davis implemented a pilot program with elementary and middle school mathematics teachers from Springfield schools to innovatively deliver an initial-licensure mathematics program. 2007
Energy Thinking - Energy Action: Teaching about climate change and renewable energy
School of Education faculty and teacher interns are partnering with science educators from the award-winning Hitchcock Center for the Environment, elementary and middle-school teachers, and 700 students at three high-priority schools of the Springfield Urban Schools Consortium to foster a perspective essential to sustainable living: that human needs and achievements are both supported and limited by the natural world. The project introduces participating students to basic ecological principles and systems thinking, helping them achieve an understanding of the natural world’s processes and the ability to think in terms of patterns, relationships and contexts. 2010
Closing the Achievement Gap in Springfield Public Schools
Supported by a Public Service Endowment Grant, research on innovative teaching strategies with English language learners and culturally diverse students in four urban middle schools is being conducted by School of Education faculty to assist Springfield Public Schools in developing a basis for initiatives that have the potential to reduce the achievement gaps in their classrooms, and that will inform the national debate about effective strategies to close the gap. 2011
Teachers as Researchers: Investigating Language Diversity in Amherst Regional Public Schools
School of Education faculty, supported by a Public Service Endowment Grant, provide classroom research strategies to teachers in the Amherst Public Schools to help them develop knowledge of the linguistic and cultural backgrounds of English Language Learners and to address the specific strengths and needs of their diverse students. 2011
Teaching Teachers about Robotics
The School of Education will collaborate with Tufts University, Springfield College, the Hampden County Regional Employment Board, Hasbro Summer Learning Initiative, a district science specialist, and Springfield’s Van Sickle Middle School principal and science teachers, who have been trained in LEGO robotics, in a federally-funded, summer robotics program designed to expand innovative learning that addresses both the academic and developmental needs of students. Approximately 145 students who participated during the school year in Springfield's 21st Century Community Learning Centers Afterschool Program will be served by the pilot program.