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'�� FIRST CH ICE FOR F'AMuLIES <br /> Initiative: Local Alternative Teacher Preparation — <br /> The vision for the CCRESA Local Alternative Teacher Preparation (LATP) program is to grow a high- <br /> quality teacher pipeline while raising the bar for teacher preparation, specifically for teachers preparing <br /> to serve in high-need areas and in high-need schools. This program is a partnership between the <br /> Central Carolina Regional Education Service Alliance and 14 school districts to pursue three long-term <br /> goals: • Place the responsibility for growing the teacher pipeline in the hands of districts, which are best <br /> positioned to identify and meet their own needs. • Improve quality of lateral entry teachers by training <br /> them in the schools where they work. • Improve teacher retention by incentivizing new pipelines that <br /> emphasize coursework, mentoring, and fieldwork conducted within the context of schools. The LATP <br /> program of study will be modified to meet the needs of Orange County Schools and includes five core <br /> components: • Foundations for Teaching and Learning - io-day lateral entry orientation; • Frameworks <br /> for Teaching and Learning -weekly modules throughout the school year; • Mid-year Leadership <br /> Retreat; • Building Blocks Summer Retreat; and • Explorations for Teaching and Learning independent <br /> study modules. <br /> Implementation Timeline and Budget Needed <br /> 2017-2018 Amount Notes <br /> Program implementation 30,000 <br /> Expected Results <br /> Raising the bar for teacher preparation, specifically for teachers preparing to serve in Orange <br /> County Schools. <br /> • Place the onus of growing the teacher pipeline in the hands of OCS, since the district <br /> is best positioned to identify and meet our own needs. <br /> • Improve teacher quality by training teachers in the schools where they will be <br /> working. <br /> • Improve teacher retention by incentivizing new pipelines that emphasize <br /> coursework, mentoring, and fieldwork conducted within the context of our schools. <br /> • Implement a "grow-your-own" model that prepares teacher assistants to become <br /> teachers. <br /> Evidence or Reasoning for this Recommendation <br /> Research shows that teacher quality is the number one in-school factor that influences student <br /> learning (Hanushek, et al., 1998). North Carolina's teacher pipeline crisis has made it difficult to <br /> ensure each child within the Central Carolina region has access to a high-quality teacher. The <br /> 66 <br />