Portland State University s Bilingual Teacher Pathway Program

1. Portland State University�sBilingual Teacher Pathway Program Julie Esparza Brown, Director Lynda Pullen, Advisor Jeanette Morales, Ph.D., Field Coordinator Mathew Ladd, Administrative Assistant Scott Yelton, Graduate Assistant http://www.btp.pdx.edu

2. Purpose and Intent The mission of the BTP Program is to fill the critical shortages of bilingual/bicultural teachers in the Portland region by reducing barriers that traditionally exclude cultural and linguistic minority students from accessing higher education and achieving teacher licensure.

3. Structural Supports The program provides: a non-traditional schedule allowing students to maintain their employment as instructional assistants individualized advising a support system that assists participants to navigate the university and other systems a specific set of courses that infuse issues related to the instruction of diverse learners

4. School Districts of BTP Graduates

5. History The Bilingual Teacher Pathway (BTP) Program was created in 1999 in response to districts� need for bilingual/bicultural teachers. In 1999, the program received a Title VII, five-year federal grant to provide students with tuition support. In 2002, a second federal grant was received. Currently, there are no tuition support funds.

6. Our Successes To date, over 170 teachers have received an initial teaching license with an ESL and/or Bilingual Endorsement. Of the licensed graduates, 99 speak a first language other than English 89 are first generation Americans (born outside of the U.S.). Currently, there are 66 students in the program.

7. Recruitment Strategies The program partners with twenty school districts. Each district identifies a BTP liaison who oversees recruitment and field placements within their district. Potential applicants must be employed in a partner district and approved for application by their liaison. Each December we hold an annual Information Night. District liaisons invite interested instructional assistants to attend and a complete overview of the program is provided. If interested, prospective candidates can request an application from their district liaison during the January through March application period.

8. Recruitment Strategies In essence, applicants are prescreened to ensure quality, motivation and commitment. Program attrition rates are very low. Out of an annual cohort of 25, for the past five years there has been an average of one student who exits the program prior to completion.

9. BTP Pathways Pathway #2 Pathway 2 is designed for students who have completed at least 90 transferable credits (100 or above level courses) of community college or university work and are will enter PSU at the junior level. Pathway 2 students will work toward completion of a bachelor�s degree with a Liberal Studies major, initial teacher licensure and ESL/Bilingual Endorsement. Pathway #3 Pathway 3 is for graduate students who will work toward initial teacher licensure and ESL/Bilingual Endorsement only. Graduate credits earned while in the BTP Program can then be applied toward a Masters in Education degree through PSU�s Curriculum and Instruction Department.

10. The Road to BTP�s Pathways BTP collaborates with local community colleges to promote efficient transitions to PSU. High school graduates can earn college credits, or an Associate of Arts Degree and transfer to PSU when they reach the junior level (90 transferrable credits) BTP Pathway 2 students work towards a Bachelor�s Degree in Liberal Studies. Undergraduate credits are applied toward teacher licensure requirements.

11. Admission to BTP All candidates are bilingual/bicultural instructional assistants: Bilingual - Oral and written proficiency at the near-native level as evidenced through interview and essay. Bicultural � ability to relate in a socially acceptable manner with members of a cultural group other than your own.

12. Admission to BTP Minimum admission requirement at the Junior level Two letters of recommendation District support Writing samples: two essays on given Topic are required: one in native language and one in second language Districts are encouraged to pre-screen applicants for language proficiencies and qualifications: a �grow your own� model

13. What Our Partners Say� �There are problems recruiting bilingual staff from outside of Oregon so it is good to find qualified assistants that can achieve licensure through a structured program. These assistants already have familiarity with the community, district policies, families, and students.� �It is a strength to have districts talking to each other and with the university in order to include in their pre-service education all of the components that make them exceptional teachers of diverse learners.� �This should be what all education programs are modeled after.�

14. Extensive Professional Development Opportunities

15. BTP Teachers

16. Native Countries of BTP Students Japan Korea Mexico Nicaragua Panama Puerto Rico Peru Romania Russia Somalia Taiwan Turkey Ukraine USA Venezuela Vietnam Bolivia Brazil Bulgaria Chile China Columbia Costa Rica Cuba Ecuador El Salvador England France Iceland India

17. Native Languages of BTP Students Spanish Turkish English Romanian Russian Portuguese Hindi Japanese Somali Korean Chinese Ukranian Vietnamese Icelandic

21. Win-Win BTP and other educational pathways are beneficial to both individuals and communities Participants can realize lifelong dreams and improve their life opportunities Schools and communities benefit by retaining educators who already have deep roots in the community The broader community benefits by having educators who are prepared to teach all students.

22. Contact Information Julie Esparza Brown, Director 503-725-4696 jebrown@pdx.edu www.btp.pdx.edu