Teacher Mentorship at 21CCCS

Posted on April 4, 2013 by Ben Ozgur

There are plenty of misconceptions about cyber schooling. Unfortunately, one of the biggest misconceptions is that our teachers are vastly different from those in traditional brick-and-mortar schools. In reality, 100% of our teachers are PA state- certified, highly qualified, and highly credentialed in their subject areas. In fact, many of our teachers hold more than one certification, and continue to pursue higher educational opportunities after they begin working here.

Our teachers, much like our students, choose 21CCCS for a variety of reasons. But, what keeps them here is a variety of things. Teacher retention is affecting the country negatively, mostly for a general lack of support and organization. One recent Huffington Post article by Aaron Pallas said, “Teachers are more likely to consider leaving their classrooms if they believe they aren’t getting adequate support, and if they believe the school doesn’t function well as an organization.”

Several teachers at 21CCCS agree that one of the things that sets our school apart is its commitment to our beginner teacher mentorship program. It provides that added layer of support and organization that says, “We care about your progress, and we want to help you succeed in your virtual classroom.”

In an article recently published by Education Week, author Peter DeWitt explored the importance and benefits of “Instructional Coaches,” as he calls them. The overarching premise of his article expressed that individuals best learn develop in a new environment when they are shepherded by an older, wiser, more experienced mentor. Instructional coaches offer novice employees an opportunity to learn and grow as a result of intentional, regular, standards-based collaboration.

It’s no secret that the most critical years for a new teacher are the first two (if not a few years thereafter as well). In an effort to provide an adequate support system to welcome teachers into a new school, and aid their transition into the new environment, 21CCCS utilizes a set of on boarding standards outlined by iNACOL.

But how does this program work? What specific benefits do they provide? What is the big deal?

All beginner teachers are enrolled in a mandatory two-year induction program. He/she is paired with a veteran, master’s-degree-holding teacher, with whom the beginner teacher will meet outside of work for one hour per week. As the program’s leader, Mrs. Frank explains, “We pair new teachers with other teachers who can provide a nice compliment to his/her skills.”

Mentor time must be face-to-face, offering the opportunity to truly reflect and collaborate. Discussion may include lesson plan differentiation, cyber bullying, current educational events, and other valuable resources (to name a few). In addition to this, all new teachers meet every other Friday as a group. Sitting over lunch, they are able to discuss what they’re learning and engage in a relevant dialogue about teaching in their new environment.

Over time, new teachers compile a reflective presentation of their skills, strengths, weaknesses, and best lessons. These components are artfully woven together to construct a portfolio and presentation. In its largest sense, the portfolio catalogs what an individual has learned, and identifies what he/she still seeks to learn. It is an outline of growth and how that growth will continue and progress in the years to come.

The presentation and portfolio are given to 21CCCS’ curriculum committee, which is comprised of the school’s CEO, principal, and various teachers and staff members. The presentation and group help teachers to identify how they’ve cultivated a skillset, and masterfully woven it into a personalized teaching style.

When I asked teachers what they appreciate about this mentoring/onboarding process, they express: “It’s nice to meet with other teachers who are also getting their feet wet. There is a supportive structure in place here, so that teachers see and learn of the frustrations encountered in the first year.”

Another teacher said, “It’s great to have a designated go-to person to help me with the transition from brick-and-mortar to cyber.” Recognizing the differences between teaching models and strategies is important. Helping teachers to see how to integrate a new skill set into what they already do well is what really helps student success in the long run.

Other teachers have added that what is really special about the program is the fact that it is structured. “It wasn’t always like this,” one teacher commented. “We’ve made it more structured, and it makes a difference.” The prescribed organization not only adds value for its participants. It is also what sets the program from programs in other schools like it. 21CCCS has worked to build a support system that can inspire teachers and help them to achieve success here. They work together to become the best teachers they can be, while constructing a way to highlight and showcase their skills.

What have been the results of the program? For starters, we do not see a ton of turnover in our teaching staff. Folks return, year after year. This isn’t a definitive correlation, but it may say something about what we’re doing right.

Others will argue that the very best part about the program has less to do with just the teachers themselves. The program is great because the students are the ones who ultimately benefit. They have great, self-reflective, constantly growing teachers at their disposal. They get to learn from great people who are interested in making themselves better over time. That is something that makes us really special.

What are the PSSAs, Again?

Posted on March 19, 2013October 27, 2015 by Ben Ozgur

We all know that students are asked to take standardized state exams each year. But, what are they? Where do they come from? And what is their purpose?

I’m glad you’re asking yourself these questions! I’m even more glad that I have some answers!

The Pennsylvania System of School Assessment (PSSA) is set in place to distribute various assessments and produce reports based on assessment scores. The state does this to unify what is taught to students throughout the commonwealth, ensuring that all students meet a general set of standards, and making them prepared citizens who can tackle life after school. Students in grades 3, 4, 5, 6, 7, 8, and 11 are assessed in mathematics and reading skills. Writing skills are then assessed in grades 5, 8, and 11.

While testing is mentally taxing for all involved, these assessments assists schools in determining student proficiency in basic subjects that will serve them well later in life. Test scores have been linked to graduation requirements, so that students must pass these exams, showing advanced or proficient understanding of the subjects tested, in order to graduate.

What the state finds especially helpful is that these exams not only prepare students from an academic standpoint. But, the scoring and reporting structure set in place helps the state to recognize how schools are performing. Student scores are utilized to calculate an Annual Yearly Progress score, or AYP. The state mandates that schools must meet a determined AYP score each year, to validate that their teaching practices are aligned to state standards, and produce results in student performance.

PSSA exams cost time and money to distribute to students. For a cyber school such as 21^st Century, teachers are sent to various locations throughout the state to distribute and proctor exams. It is a wonderful opportunity for teachers to see their students, and help make students as comfortable as possible before engaging in such a robust testing process.

Students in traditional brick-and-mortar schools have the afforded benefit of space and facility availability for testing purposes. They have gymnasiums, libraries, cafeterias, and large classrooms. Cyber schools, such as 21CCCS, need to rent space and send teachers and staff to man those spaces. Many teachers and staff make overnight trips, staying in hotels. Due to the disparity in expense, cyber schools provide testing in just one day. This means students must take each examination in one sitting, as opposed to taking them over the course of a few days, which traditional students are able to do).

What material is assessed in PSSA exams? In Pennsylvania, there are two sets of standards: the Common Core, and the PA State Standards. These standards contain skills, anchors, and the indicators of those skills. They are helpful guidelines that assist educators by defining what skills students should have, and how students can show their knowledge of those skills. The information outlined in our state standards reflects many of the subjects and topics that will be tested in the exams.

For more information on how to best prepare for the exams, CLICK HERE!

What Great Teachers Do Differently

Posted on December 27, 2012 by Ben Ozgur

21CCCS is all about development and improvement. We uncover new ways to reach and teach our students every year. We also love to learn about the great things occurring in other schools, among other educators. In a recent blog posted by Edutopia.org, developer Chris Anderson explores “The Four C’s,” which he tries to implement into student lesson planning for 21st century skills development. To read more about this interesting take on focused teaching, CLICK HERE.

Examining Graduation Rates

Posted on November 12, 2012 by Ben Ozgur

An article recently released by ‘Lancaster Online‘ announced the graduation rates and PSSA assessment scores associated with several cyber charter schools in Pennsylvania. 21CCCS was included in the article, with mention made to our school’s successes over the past few years, (including recent scores from the 2011-12 school year).

The article, titled “Cyber-Charters: Cyber-charter pupils not connecting well on PA tests,” explores some of the test results recorded and proposed reasons for successes and failures among schools across the commonwealth.

In the article, our CEO Jon Marsh recognized our successes as a school to stem from three major areas. He says it has to do with our how our teachers, curriculum, and our learning coaches work together. The article quotes Jon saying, “We wrote our curriculum. If it doesn’t make it, we have to fix it. Because the teachers who wrote the curriculum are sitting right there … they’re connected to it. They’re passionate about it.”

For more information, CLICK HERE and view the article!

Cyber Education Working to Surpass Traditional School

Posted on October 17, 2012 by Ben Ozgur

In an article recently released by DistanceEducation.org, columnist Jennifer Williamson writes, “Today’s online education programs look nothing like they did decades ago—and some studies suggest they surpass traditional education.” The article titled, ‘Online Education: Better Than Traditional School?’ suggests that cyber schools afford students the opportunities for more individualized instruction, pacing, modified learning times, collaboration, and reflection. What’s more, recent reporting provided by the U.S. Department of Education, suggests that hybrid learning model (those which offer a mix of online education and on-ground instruction) provide the best all around experience for students.

While 21CCCS does not provide a hybrid education model, we do feel it is critical to invite distinctly personal elements of learning into our teaching model. This is, in part, what 21CCCS provides through our Learning Coach Model and our commitment to hosting monthly Community Outreach Events.

The role of the Plan for Student Learning Coach acts to bridge the gap between a fully online asynchronous learning experience and a synchronous one. Our Learning Coaches communicate with different students each day, answering questions, helping with assignments, and getting to know our students as individuals. They are available from 8 a.m. to 5 p.m. from Monday through Thursday and from 8 a.m. to 4 p.m. on Fridays. The learning coaches monitor student progress and engage students to work to their full potential.

In the way of outreach events, we believe that our school thrives because we combine individual instruction with many opportunities for students to socialize and interact in person. While students are not required to participate in synchronous lessons or our events, we recognize their positive effects and recommend them to all students. We find as a result, many students do participate in our events, and reap the benefits. They get to know their peers, interact with their teachers, and learn to recognize their own strengths and weaknesses as learners.

Williamson’s article really hit home the message that cyber education is nothing like it used to be. Today, we are not simply extrapolating on-ground instruction and shifting it into comprehensive text for a computer. Instruction is dynamic, mulch-faceted, and rigorous. It is interactive, adaptive, and constantly growing to meet the needs of students. 21CCCS is helping to show schools that, in the long run, online education can take students far beyond their computers and far beyond their own expectations.

Here is a full copy of the report released by the U.S. Department of Education, Evaluation of Evidence-Based Practices in Online Learning.

21CCCS/Blackboard Collaborate Case Study

Posted on September 11, 2012 by Ben Ozgur

The 21^st Century Cyber Charter School (21CCCS) was recently chosen to be involved in a case study with Blackboard Collaborate. Blackboard Collaborate is the school’s web conferencing program, which is a primary tool of instruction for online learning at 21CCCS. 21CCCS also utilizes Blackboard Collaborate as a means of communication amongst faculty, staff, and administration, as well as current and future families.

The 21CCCS/Blackboard Collaborate case study provides a behind the scene’s look at how 21CCCS students excel and learn in an asynchronous online learning environment.

The case study is featured on Blackboard Collaborate’s website and can also be downloaded by clicking the link below. Enjoy!

Download the Case Study!

The 21^st Century Cyber Charter School is a public, non-profit, diploma granting cyber charter school serving students in grades 6-12 throughout the Commonwealth of Pennsylvania. For more information please visit 21CCCS.org.

For more information on Blackboard Collaborate access their website at www.blackboardcollaborate.com.

Blackboard Collaborate Testimonials

Posted on September 11, 2012 by Ben Ozgur

Discover How 21CCCS Students Use Blackboard Collaborate For Successful Online Learning!

How do students learn in an online environment? This is a question that many students and families ask when considering Cyber School. The 21^st Century Cyber Charter School (21CCCS) offers the latest technology and tools students need to collaborate and interact with their teachers and classmates in an online learning environment. 21CCCS students had an opportunity to discuss their use of Blackboard Collaborate, the school’s web conferencing and virtual office program, and were featured in a presentation by Blackboard Collaborate’s president!

21^st Century Cyber Charter School students were featured in the keynote presentation at the 2012 Blackboard Collaborate Connections Summit held in New Orleans, Louisiana. Blackboard Collaborate President Maurice Heiblum gave the keynote presentation for the three-day summit, which featured the unveiling of Blackboard Collaborate, hands-on workshops, networking opportunities, and customer-led sessions.

21^st Century Cyber Charter School students spoke about the advantages of using Blackboard Collaborate to enhance their online learning experience. Students gave insight into how the flexible nature of the virtual office has helped with their different learning styles in an online environment and how its use has increased their communication, interactivity, and socialization with 21CCCS teachers and classmates.

Thank you to all of the 21^st Century Cyber Charter School students who participated!