Massachusetts Foundation for Teaching and Learning Inc. General Information 577 County Street Taunton, MA 278 365 (58) 335-4323 Website none Organization Contact Karen O'Connor kpetersoconnor@comcast.net Year of Incorporation 1986 1
Statements & Search Criteria Mission Statement The Massachusetts Foundation for Teaching and Learning was established in 1986 exclusively for the charitable and educational purposes of improving student learning through providing high quality training and instruction of PreK-12 teachers in the Massachusetts public schools. Background Statement For almost 3 years, the Foundation advised and advocated the work of the Massachusetts Field Center for Teaching and Learning at UMass Boston (1986-22) and the Center for University, School and Community Partnerships at UMass Dartmouth (22-215). Through statewide and local networks, professional learning programs, research, publications, policy papers and grant awards, Pre-K-12 and university educators worked side by side around a common mission to improve PreK-12 student learning by reinventing teacher training and approaches to professional learning. The majority of programs involved educators from underserved and underperforming schools. Recognizing and promoting teachers' voices were critical to the success of its work. Impact Statement Past Year Foundation Board endorses JET Program Seed funding to pilot JET in the Boston Public Schools and establish partnerships with Boston area higher education institutions. Successfully recruited a pilot JET cohort of BPS paraprofessionals. Current Year Foundation Board supports grant development for JET Second payment of seed grant. JET pilot cohort awarded state grant for college courses for 216-217. Enrollment of JET pilot cohort in fall classes at colleges/university. Multi-year grant funding received in December. 217 Successfully recruited a second JET cohort (15) that is double the size of the pilot cohort (8). Worked closely with the Boston Teachers Union in the recruitment effort. Additional multi-year grant funding received in Sprint 217. Second cohort enrolled in college course work as of Fall 217. Designed a Success Seminar curriculum with monthly seminars that address professional and career development issues and build cohort identity. Success Seminars initiated in September 217 217-218 Recruitment and selection of a third JET cohort of up to 3 participants to begin in Fall 218. Build upon recruitment partnership with the Boston Teachers Union at BTU meetings, e-newsletter, direct email to paraprofessionals. Continuation of Success Seminars throughout Spring 218 and start up again in Fall 218. Additional grant applications submitted. 2
Needs Statement Project funding for JET - $25,. Website - $1, Program Evaluation $25, Strategic Planning $15, Part-time mentors $3, CEO/Executive Director Statement From 1986 through 214 the MA Foundation for Teaching and Learning advised the innovative, cutting edge programs and services of the Programs and services were developed by a small, resourceful staff in collaboration with PreK-16 educators and grounded in the realities faced by schools. Professional development offerings for beginning and experienced teachers were in the form of workshops, courses, institutes, forums, mentoring and networks. From 26-214 the Center Director, now the Executive Director of the MA Foundation for Teaching and Learning, oversaw over $1,, in federal and state grant awards aimed at improving urban students learning through pioneering, alternative teacher preparation and ongoing professional growth programs, such as JET, the National Science Foundation TEACH! SouthCoast Fellow/Master Teaching Fellow Program (prepared STEM teachers), Project Success (teacher mentoring), the Buzzards Bay Writing Project (improve literacy), TEACH! Brockton and TEACH! SouthCoast. The Center also received private foundation grants to produce and distribute to educators and policymakers monographs and booklets on topics such as mentoring, professional development, early childhood education, professional development school partnerships and grant proposal writing. Board Chair Statement My involvement with the MA Foundation for Teaching and Learning stretches to its beginning over 3 years ago. As an educator who has worked in every aspect of public and secondary education, from the classroom and later consulting with the Massachusetts Department of Education and Education Development Center to serving on a school board, in Town Meeting, and on school override campaigns, I was drawn to its mission. I have never failed to be impressed with the wide range and often astounding level of creativity of its programs serving teachers and administrators on all levels as well as paraprofessionals. In public education I, like others, have seen every manner of innovation come and go based on little data and popular fad. The Foundation is in it for the long haul: professionals who know what they are doing, why they are doing it, and who have the data to support their goals. That is rare. But its greatest challenge is obtaining adequate funding for this quality of program in a time of scarcity and competing, sometimes flashier approaches. The work of the Foundation and the Centers it advised will never disappoint. That fact has survived the test of time. Service Categories Support NEC Geographic Areas Served Urban School Districts, e,g Boston, Fall River, New Bedford Please review online profile for full list of selected areas served. 3
Programs Journey into Education and Teaching (JET) Description The JET Program is a proven pathway for urban public school paraprofessionals to become teachers. JET s mission is to mentor and support urban public school paraprofessionals to become licensed classroom teachers. Although they have substantial classroom instructional experience, most urban paraprofessionals have not completed college. Budget 25 JET is unique in working with paraprofessionals who need to earn their bachelor s degrees and teacher licensure requirements. JET provides guidance on financial aid, college admissions and ongoing support in this multi-year journey. The cohort model is employed and participants attend monthly professional and career development seminars to supplement their formal academic course work and build cohort identity. Massachusetts is unique in providing a state grant that funds the undergraduate education of paraprofessionals who commit to becoming teachers in Massachusetts public schools. Paraprofessionals must remain in their jobs and attend college on a part-time basis in order to qualify for this state financial aid grant. Category Education, General/Other Postsecondary Education Population Served Adults,, Program Short Term Success JET participants, often first generation college students, complete their bachelor's degrees and teacher licensure requirements. The rate of college completion for JET participants, 68%, is more than double the rate of 3% for part-time adult students as reported by Complete College America. JET diversifies the teacher workforce. Growing Research supports that same-race teachers contribute to higher student achievement. In the Boston Public Schools (BPS) only 37% of the teachers are diverse for a student population of 56, that is 86% diverse. JET BPS participants are 85% diverse. These well-prepared teacher graduates have the potential of positively impacting the lives of thousands of students. And they are committed to teaching long term in their community. 4
Program Long term Success JET has multiple benefits: bringing non-traditional, first-in-the-family students into higher education and raising their college completion rate; providing the opportunity to attain professional employment; improving the economic status of low income wage earners; developing role models in schools, families and communities with high needs; building a local teacher pipeline of educators reflective of and committed to the community. Program Success Monitored By JET maintains data bases on it participants as well as those paraprofessionals who have expressed interest in joining the JET program. JET is in the process of contracting with an outside evaluator to conduce both quantitative and qualitative research. Examples of Program Success JET is being developed and implemented in Boston based upon its success in Fall River and New Bedford. JET participants achieved exceptional outcomes: 65-7% retention rate; 68% earned Bachelor's degrees, most with academic honors The JET college completion rate far exceeds the rate of 3% for part-time, returning adult students, according to the most recent Complete College America data. 62% earned Master of Arts in Teaching (MAT) degrees 25+ are teachers of record in Fall River and New Bedford public schools One JET participant wrote: The JET program changed my life. It gave me the opportunity to finish my degree in teaching, something I never would have been able to do on my own. The JET Academic Director at UMass Dartmouth wrote: This program [JET] has been tremendously successful and I think that rigor not only made you better and stronger students but it will make you better and stronger teachers. That s what we need, that rigor in the classroom. We need you to raise the bar for out students in the region and help the region increase its degree completion (rate) because it will transform the economics of the region. Program Comments CEO Comments During its 31 years of existence the MA Foundation remained true to its belief that a knowledgeable and inspiring teacher is the most important school-related factor influencing student learning and success, as well as school improvement and educational policy. We have been challenged to and yet found opportunities to continuously update and improve the delivery of our professional learning programs for prospective, beginning and experienced teachers based on our first-hand experiences and research. Over the years our practice of delivering fee-based, statewide professional development programs morphed into supporting educators, as exemplified by JET, within the context of specific school districts with external funds. This has enabled us to better track results 5
and constantly modify our efforts. Securing external funding can still be a challenge in that many funders often do not see the direct link that exists between quality teacher education and development and student learning. It is analogous to other professionals (i.e. doctors, airplane pilots, and architects) who require continual updating of professional knowledge and practices. Rapidly changing technologies, new curriculum, meeting the learning needs of diverse students, and 21stcentury workforce requirements, are among the impetuses that make it essential for teachers to have the repertoire of skills, knowledge and dispositions to ensure students reach and even surpass their potential. The MA Foundation's JET Program provides the kind of professional education and mentoring that is ongoing, collaborative and closely connected to work with students. The Foundation understands that JET is unique and finds it exciting to be able to nurture and guide the development and expansion of the JET program. Although JET is focusing on delivering its services to the Boston public school paraprofessionals, there is the potential to expand the program model and make its services available to paraprofessionals in urban communities throughout the state. JET fosters and contributes to a true community based teacher pipeline that builds a diversified teacher workforce of experienced, committed educators who reflect the racial, cultural and linguistic diversity of the community s student population.jet could be readily adapted in urban districts throughout the Commonwealth and beyond that seek to hire teachers who reflect the racial, cultural and linguistic diversity of their respective student populations. 6
Management CEO/Executive Director Executive Director Term Start Oct 215 Email Ms Karen O'Connor kpetersoconnor@comcast.net Experience Karen O Connor has worked in education for 41 years as an early childhood teacher, staff developer and center director. She founded the Center for University, School and Community Partnerships at UMass Dartmouth where she managed a staff of 16 and an annual budget of $2 million where the work focused on alternative educator preparation and development including Mentoring for Student Success, Buzzards Bay Writing Project, Teacher Leadership Academy, yce Scholars, JET. She was Principal Investigator on federal and state grants that supported this work. At UMass Boston she oversaw the creation of statewide professional development school partnerships, applied research, publications, external relationships, and several PreK-12 educator networks and programs. She was appointed by the Foundation Board as Executive Director in 215, charged with exploring programmatic initiatives consistent with the Foundation s mission such as JET. Staff Information Full Time Staff Part Time Staff Volunteers Contractors 1 2 Staff Demographics - Ethnicity African American/Black 1 Asian American/Pacific Islander Caucasian 2 Hispanic/Latino Native American/American Indian Other Staff Demographics - Gender Male Female Unspecified 3 Formal Evaluations 7
CEO Formal Evaluation CEO/Executive Formal Evaluation Frequency Senior Management Formal Evaluation Senior Management Formal Evaluation Frequency nmanagement Formal Evaluation n Management Formal Evaluation Frequency Plans & Policies Organization has a Fundraising Plan? Organization has a Strategic Plan? Years Strategic Plan Considers Does your organization have a Business Continuity of Operations Plan? Management Succession Plan? Organization Policy and Procedures ndiscrimination Policy Whistleblower Policy Document Destruction Policy Directors and Officers Insurance Policy Is your organization licensed by the Government? Permit? Under Development Under Development Under Development Yes Under Development Collaborations Grant dependent. Executive Director and Board review and approve project proposals in accordance with Foundation's mission. Comments CEO Comments The Foundation has carried out its mission over the years with a small but committed Board of Directors who have served as advisors to the various sponsored projects of the Foundation. The Executive Director is pro bono. Nevertheless the Foundation has taken on opportunities and made its mark in carrying out its mission of improving the instruction of educators in the Massachusetts public schools. Educator preparation and development is constantly evolving through theory, practice and regulation. The challenge is to find new ways to address the unmet needs of educators and students. As the Foundation develops innovative education projects relevant to its mission, new staff will have to be hired to implement these projects. 8
Board & Governance Board Chair Board Chair Dr. Jeanne Widmer Company Affiliation Center for Living and Learning Term Oct 1986 to Email jrwidmer2@gmail.com Board Members Name Affiliation Status Rick Atkins EDCO Voting Dr William Dandridge PhD Dr. Vicki Jacobs PhD Dr. Lisette Kaplowitz EdD Retired Dean of Education, Lesley University School of Education, Harvard University Retired Elementary School Principal Voting Voting Voting Dr. Jeanne Widmer PhD Retired Voting Board Demographics - Ethnicity African American/Black 1 Asian American/Pacific Islander Caucasian 4 Hispanic/Latino Native American/American Indian Other Board Demographics - Gender Male Female Unspecified 2 3 Board Information Board Term Lengths Number of Full Board Meetings Annually Board Meeting Attendance % Written Board Selection Criteria? Written Conflict of Interest Policy? 1 1 1% Yes 9
Percentage Making Monetary Contributions Constituency Includes Client Representation Comments CEO Comments The Foundation has carried out its mission over the years with a small but committed Board of Directors who have served as advisors to the various sponsored projects of the Foundation. The Executive Director is pro bono. Nevertheless the Foundation has taken on opportunities and made its mark in carrying out its mission of improving the instruction of educators in the Massachusetts public schools. Educator preparation and development is constantly evolving through theory, practice and regulation. The challenge is to find new ways to address the unmet needs of educators and students. There is much expertise among the Board members but they are open to expanding their numbers to include new members with new areas of expertise that can support innovative education projects relevant to the Foundation's mission. 1
Impact Goals The ultimate goal is for BPS paraprofessional JET participants to complete their bachelor's degrees and teacher licensure requirements so they can be hired as teacher of record in the BPS. This goal has the intended consequences of diversifying the teacher workforce particularly in high need diverse urban schools, providing educators who are culturally competent and committed long term to their community schools, increasing the socio-economic status of low wage earners and generating role models in schools, families and the community. Our success will be determined by the number/percentage of JET participants who are retained from year-to-year and complete this multi-year journey to be employed as teachers of record in BPS classrooms. 11
Financials Fiscal Year Fiscal Year Start July 1, 217 Fiscal Year End June 3, 218 Projected Revenue $183,. Projected Expenses $25,. Endowment? Credit Line? Reserve Fund? Months Reserve Fund Covers Detailed Financials Revenue and Expenses Fiscal Year 216 215 214 Total Revenue $2, $ $ Total Expenses $11,9 $2,928 $8,315 Revenue Sources Fiscal Year 216 215 214 Foundation and Corporation -- -- -- Contributions Government Contributions $ $ $ Federal -- -- -- State -- -- -- Local -- -- -- Unspecified -- -- -- Individual Contributions $2, -- -- Indirect Public Support -- -- -- Earned Revenue -- -- -- Investment Income, Net of Losses -- -- -- Membership Dues -- -- -- Special Events -- -- -- Revenue In-Kind -- -- -- Other -- -- -- 12
Expense Allocation Fiscal Year 216 215 214 Program Expense $1,79 $1,517 $6,757 Administration Expense $3 $1,411 $1,558 Fundraising Expense -- -- -- Payments to Affiliates -- -- -- Total Revenue/Total Expenses 1.82.. Program Expense/Total Expenses 97% 52% 81% Fundraising Expense/Contributed Revenue % -- -- Assets and Liabilities Fiscal Year 216 215 214 Total Assets $12,269 $3,278 $6,26 Current Assets $12,269 $3,278 $6,26 Long-Term Liabilities $ $ $ Current Liabilities $ $ $ Total Net Assets $12,269 $3,278 $6,26 Short Term Solvency Fiscal Year 216 215 214 Current Ratio: Current Assets/Current Liabilities -- -- -- Long Term Solvency Fiscal Year 216 215 214 Long-Term Liabilities/Total Assets % % % Top Funding Sources Fiscal Year 216 215 214 Top Funding Source & Dollar Amount -- -- -- Second Highest Funding Source & Dollar -- -- -- Amount Third Highest Funding Source & Dollar Amount -- -- -- Capital Campaign Currently in a Capital Campaign? Comments CEO Comments The Foundation submits 99EZ forms annually. There are no audit documents. The amount of administrative expenses is too small to be reflected in the 216 expense pie chart. Foundation Staff Comments Financial summary data in the charts and graphs above is per the organization s IRS Form 99s. Contributions from foundations and corporations are listed under individuals when the breakout was not available. Created 12.5.217. Copyright 217 The Boston Foundation 13