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Preparing Hispanic

American Teachers for


Marginal Schools

Rita Coombs Richardson, Ph.D. : Professor


Kelly Gideon: Project Manager of Instructional Design
University of St. Thomas, Houston, TX

Growth of the Hispanic Population


in the USA

Growth of the Hispanic Population


In Texas

Growth of the Hispanic Population


in Houston
Houston has the third-largest Hispanic Mexican population
in the United States. It also has more Hispanics than any
other city in Texas.
The Houston Independent School District a reported a total
enrollment of 202,773 the 2009-2010 school year
125,097 (61.7%) were Hispanic American
53,680 (26.5%) were African American
15,889 (7.8%) were White American
5,962 (2.9%) were Asian American
HISD focuses on bilingual education of its predominantly
Hispanic student body, including recruiting about 330
teachers from Mexico, Spain, Central and South America,
Puerto Rico, and the Philippines since 1998 to the present

Highest Degree Attained in the


Houston Area
Ethnicity

Less than a
High
School
Diploma

High
School
Diploma

Asian

7%

14%

18%

36%

25%

White

5%

18%

30%

29%

18%

African
American

12%

27%

36%

16%

9%

US Born
Hispanic

18%

32%

32%

13%

4%

Hispanic
Immigrant

50%

25%

15%

7%

3%

Some
College

College
Degree

Post
Graduate

Klineberg, 2008

The PPOHA Program


The Promoting Post Baccalaureate Opportunities
for Hispanic Americans (PPOHA) was developed as
part of a Title V federally sponsored grant.
The Program was developed to initially offer an
on-line Master of Education degree with emphasis
on Educational Leadership, Special Education and
Dual Language.
The grant also funded the development of
Graduate Success Center where students could
obtain individualized assistance with their writing
and their research thesis.

The Graduate Success Center


The GSSC incorporates both face-to-face and virtual services.
It includes three development activities.
First, an advising/mentoring component to assist students with
barriers such as acculturation to graduate school, balance of
family and academic responsibilities, financial aid, career
planning, and to connect students with mentors who can
provide support throughout the students graduate career.
Second, a writing support component was developed. Writing
software, writing workshops, and writing tutors/mentors is
provided.
Third, a research support component to assist students with a
research-oriented thesis.
This component includes access to up-to-date research
databases and statistical software, workshops and
tutoring/mentoring services.

Advantages of Online Programs

Time flexibility
Balance job and studies
Geographic flexibility
Students don't have to take notes
Classes are technologically advanced
No dress code
Shy introverted students may feel more comfortable
An expansion of course options

Disadvantages of Online Programs


You must possess a great deal of self motivation
Have a disciplined personality
Have excellent time management skills
Be able to set schedules and stick with them
Work well on your own - without constant input from peers or
instructors
Must have access to a space that is relatively quiet and free
from distractions
Must be computer literate

Why an Online Program?


In a university survey, students indicated that the factors
affecting their decision to enroll in online courses included:
Concern over time and driving costs. Commuting to the
University. Greater Houston has an area of over 3200 square
miles.
The ability to work with their busy schedules.
Flexibility with employment and family demands, and being
able to access a degree that would otherwise be inaccessible.
The ability to conform to after-school activities. The evening
schedules of P-12 teachers and administrators vary
dramatically depending upon school activities.
An Online program can meet the needs of out of Houston, out
of state students and even out of the country.

Educational Leadership

Learning Theories
Cultural Foundation
Research 1, Research 2
Education Leadership
Instructional Leadership
Clinical Supervision
The Principalship
Multicultural Populations
School Law
Administrative Internship: The Community
Administrative Internship : Operation

Special Education

Exceptionality in Children and Youth


Theory and Behavior of Students with Emotional Disorders
Diagnosis & Remediation of Reading Difficulties
Differentiating Instruction
Psychoeducational Procedures (Achievement)
Theories and Approaches to Working with Students with
Mild Disabilities
Theories of Second Language Acquisition
Human Growth and Development
Multicultural Populations
Psychoeducational Diagnostic Procedures
Research 1 Research 2

Dual Language

Cultural Foundations
Research 1 and Research 2
Dual Language Methodology
Biliteracy Strategies for Dual Language Learners
Language Policy and Research
Differentiating Instruction
Assesment Strategies for Linguistically Diverse Students
Theories of Second Language Acquisition
Creative Thinking
Spanish Language Arts for the Spanish Dominant Child
Instructional Strategies for Dual Language Learner
Techniques of Teaching English as a Second Language

The Scholarship
The following steps must be completed in
order to be considered for the scholarship:
Submit the University of St. Thomas School of
Education Graduate Application
Submit the Title V PPOHA Scholarship
Application and Essay
Submit a Free Application for Federal Student
Aid (FAFSA) form
Must be a U.S. Citizen or U.S. Permanent
Resident

Distance Learning Design


Overview:
This section of the presentation is to give you an idea of
what the best practices are in teaching online.

Instructor Time Commitment


Online courses
Take a similar amount of time comparable
to face-to-face courses to prepare and
teach.
The difference is that you will answer
emails, evaluate blogs or discussions, and
interact electronically with the students.
Instructors must keep online office hours as
well as check email daily to be the first tier
support for students. (use SKYPE, chat, or
phone conferencing as desired.)

General Practices
1. Assume students cant come to campus.
2. Evaluation should be based on projects/activities
as well as tests.
3. Utilize the internet to enhance your course:
1. MERLOT
2. YOU TUBE
3. News sites
4. Search engines
5. Google docs for collaboration

General Practices (contd)


4. Have a general email policy: I will answer
emails within 24 hours.
5. Maintain contact. Log in at least once per day to
the course including weekends.
6. When applicable use synchronous tools.
( e.g., Wimba Live Classroom)
7. Solicit periodic student feedback.
8. Post a general course calendar or timeline of
what students should be doing. Create alerts in
your learning management system (Blackboard,
Moodle) to give the students a heads-up on
upcoming assignments/tests.

General Practices (contd)


9. Use rubrics for abstract assignments.
10. Create interactive modules.
11. Use team-based learning.
12. Use eGrading for writing assignments.
13. Clearly outline communication protocols for
your students.
14. Specify your naming conventions.

Online Testing

Have a clearly stated policy


Set up an orientation quiz
Randomize question pools
Use multiple pools
Randomize answer orders
Use essay questions
Allow one question to be presented at
a time

Discussion Board
Require participation
Students helping students
Invite guest speakers
Encourage critical thinking and
problem solving with your questions
Utilize web links
Discussion-Blog

FAQs
Post a Frequently Asked Questions
(FAQs) page that students can go to
for help

Email
Use the group email feature to get
messages out quickly

Mentor Others
Take someone under your wing

Online Course Example for


Blackboard 9

Syllabus

Course Information

Course Information (contd)

Course Information (contd)

Course Documents

Orientation Module

Discussion Board

Discussion Board (contd)

Major Assignments for


Course

Orientation Quiz

Learning Module 1

Learning Module 1 (contd)

Lecture

Accessibility

Bb Help

The Writing Center

Contact Information
For course samples, please email or
call:
Dr. Rita Coombs-Richardson:
richarrc@stthom.edu
713-831-7235
Kelly Gideon:
gideonk@stthom.edu
713-942-3498

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