eee. coins Nene ‘Diverse Classroom Reece Corti aes eae) Clvovume 14 Clissue 1 [1] serine 2019 The Generation Gap: The Transformation of Obtaining, Maintaining, and Adjusting Supervision Skills Sara Schwerdtfoger, Tifany Hi, Stiphanie “Metzger, Soot Waters Emporia Stato University In our Interaction with teacher canddatos, wo aro ‘often quick to acknowledge the gonoration gap between oursaives and the teachor candidat. For thoge vachional student with whiomwe work, we sometimes polat out thelr qualiios that aro Consistent with thaee ofthe milennial genertion, fand tailor our programs and courses to thair Unique cheractoritce (DeBard, 2004; McGuita & Willams, 2001; Oblinger, 2003). However, wo ‘sometimes ovelook the "gap" or diferances that faxiste between oursolves as colleagues, a6 we fll the role of suparvisors to teachor caniddatos plavad In Professional Development Schools, In our offort to bost propare our teacher ccandidalos, those who have not supervised boford work alongside professors with decedee ‘of exparience, and those who are no longer nw to supervision, tut are sill experienced, ater, to find thar piace as well Since wo balled the Aforonces In these groups of supervisors wore ‘worth considering, wo reflocted on thie, tape 11999) in order to dovolop some awareness of our ferences, but lo te svengh toa Be found in those difergnces, Our offort to pursi this work developed from: ‘our ‘experiences that a’ strong Professional Developmelit. Schos! program is one that ncourayes collaboration, rafloction, and ‘communigation among participants” (National ‘Assocation of Professional Development Schools, 2908),'a contal componnt of NAPDS Essorial 17. In ordor to achiove thoes ends, we each found It ossontial to betiar understand one another. In within & Communty of Practice. Wenger, {his aticle, we share the reflections of Incviduals ‘rom three cifferent career stages, including ‘tose athe beginning of nel supervision cereer, thoes in the middle of euporvcion career, and those noaring tho ond of thelr suporviion career, | Esch person shares their unique porspoctive ‘nd experience reated to supervision, and thelr particular needs in tho effort to obtain, maintal, {and adjust thelr suparision skis in order to best ‘serve cur toacher candidates, Group Reflections Novice ‘The novice group lnludes tnose who aro new to supervision, end are often in the role cf instructor fr assistsnt professor. These suporvisors fro olton fresh out of the classroom, and are sometimes well acquainted with working with ype Geveraton ap conte on page +#PreparationMatters: Preparing Next Gen Candidates for Diverse Classrooms ‘Shamaine K. Bazomore-Bortand, nots Stato Univoliy | have enjoyed working In schools and ‘gaining axperionce that wil help me become an aivesome tescher, but | am alitio uncomfortable with teaching fa sfversa school. | foo! lke 1 need more time In a diverse classroom, working with students who have different backgrounds tan mysat. naa to know hho fo connect with my futuro students. ' balove this bs the problom with teaoher preparation, there Is not enough focus ‘on preparing teacher candidates to teach in civerse schoo's and thal is what ‘should matter, -Arleen, Toachor Candidate Auloen’ isa teochar candidate in an elementary ‘education program who is completing her fal semester. Aiter completing clinical hours at ‘one oF the PDS (Professional Development Schools) partnered wltn the universky that sho attends, Arloon dovs not feel ehe is propared enough to toach students from racially and sociosconomically diverse backgrounds, Like most teechers and toacher candidates, Arloon i. While, monolingual female, In the statemant ‘above she exprosseshow she dogs not know how ‘she wif connect with hor futuro students If she has a diverse olassreom ancitas a concern that ‘many teaehor careidates share, ‘As a tozcher educeior, | often hear toacher candidates dlscuss how unosealn they are ebout teaching in diverse schools becauss thoy 60 not botleve thoy have tho background knowledge oF fexporioncs to be successitt in these particular sohoole. This is @ problem because teacher preparation programs should bo proparing prospect teachers to teach ALL students and in ALL schools. Toacher preparation programe can no longer allow teacher candidates ‘complete their program end struggle to provide ‘nelruction forthe diverse studot populations that ‘hey are supposed to teach. Most ofthe teachor arcldates that talk to express a neat fo clinical practice and coursework that addrees teaching in ‘iverse classrooms, Ih ordor to ehod light on the needs of teacher ordidates, this artic shares data trom a larger ‘esearch study conducted with clemontery teacher Candidates enroled in an otamentary leensuro ‘masters program during Fall 2016. tao. semoster long qualitative study conducted by the author, ‘where partipant cemographic invontores, faculty ‘omi-strucureinferviens, course eylabicoouent 1 Peoucionymw are used tor Teaoher candidates throughout hs tee analysis, teacher cantidate photovoios data, ant teacior canddato sem-sructured interviews woro colected. The data for tis artole ware derived ‘fom the somi-structured intarviewe with teacher ‘candidates that explored what teacher cancdates ‘need from thelr toacher preparation programs to feo! prepared to toach students from givers backgrounds. Based on the resoarch fdings from tha intevions wih toacher candiates, the autor \Wwi suggest what teachor proparation programs can to Help preparo tho next generation of canes ‘or dvorsa classrooms. ‘The information shared In this ato i contored around NAPDS Essomta 2, which daserivos a PDS as a schoctuniversty culture commited to the preparation of futuro oduostors that embrace ‘activo engagement in the school coramuniy. ia PDS schcol is commited to the preparation of future educators, Its Imporative thatthe voloee Of teacher candidatos are nears and the need for Ccandicates to have cinicalexperienes in dvaree classrooms is addrocsed, The naxt section will ‘share race ani! social class demographics of teday’s echo, as wall as an overview of teacher reparation in regards tote importance of ctncal Practice in diverse classrooms, ‘Teacher Preparation for Diverse Classrooms Tho current public-school demographics of students show a 10 percent decrease in the hhumder of White sonoolage children in public ‘schools, a1 percent decrease of Back student, 9 percent Inoreas of Hispanic students, end € 2 percent increaso of both Aslan students and students wo of more races (US. Dopartmont ‘of Eduoitfon (USDOE}, 2016}, Accorcing to @ 2016 report by the No Kid Hungry campaign, 22 inllon school-age children receive free or reduced lunches at school which is determinant of which students come from low-income backgrounds. Given the acknowledgod chengos in demographios alroady underway in U.S. public schools, ther Is an inereaseci need fer teachors who are propared and wiling io meet tho need and opportunities ‘of working n schoo! setngs that atten have groat cute! diversity in ther student populations, In ‘asin, these curent damographiss demonstreto anges for teacher preparation programs to eneuro teacher canckdates are systomicaly proparod for diveree classrooms. Teachat preparation programs must go beyond mecting just the standards of collage accredilaion and oducete candidates £0 they may entor diverse classrooms aa effective hight ‘quality ‘eachors. Only acroesing tho standard of cologe acereditaion doos net provde teacher candidates with the opportnity fo learn about verse student populations and how to effectively ‘wach in diverse classrooms, The standards of callogo accreditation do not even seratch tho surface of what teachors naed to know and be abie to do in order to bo affective In today’s ‘Gorse classroom. To address the competencies that teacher cencidstes should have in saktlon to courswork, teacher preparation programs ‘Stould require efical practica in averse settings nice! practcois. apart of nearly ovory scored teacher proparation program (CAEP, 2013). In these experiences, leacher candidates observa, Inforat, and havo teaching opacruniies in K-12 schools, Serel qualatva research studios fine Clinical practoe nloa-noome and minotty eating 8s Important when preparing teachors to teach in simfar ervironments (Andoreon & Stan, 2041; ‘Andoreon & Silman, 2013; Caboto & Burstein, 1996). In order to make sure teacher candidates {col prepared to teach In dvorsesetings, taachar preparation programs need to group emdreework wilt clinical prectic in cverse echools and oroat a framework that will enhanco the euczece of ‘oachor candidates working in diverse communities ‘tht include students from socioaconomicaly and rally verso backgrounds, Clinical practice can be crucial in toachar ‘candidatos’ opporiurity to teach children CLINICAL PRACTICE IN DIVERSE SETTINGS GUARANTEE TEACHER CANDIDATES THE MOST PROMISING EXPERIENCES IF TIED TO COURSEWORK AND CLOSELY SUPERVISEDalfferent from themselves. Darling-Hammond, Hammorness, Grossman, Rust, and Shulman {2005} and Zelctnor and Conk (2008) found that in teacher preparation programs where clinical practice ig strategically aligned wih coursework End carefully moritored, teacher educators aro more effective in ptoparing teachers to apply rigorous teaching practices. The PDS model has suocossiully provided teacher candidates ‘with epportunitis to work with school-urversity partnorships. Howaver, ifthe echools that are partnered wih those uriversities are not diverse, Students ara not recoiving clinical practice that ‘wii halp tiem be effective in these settings. Universities are going to have to strateccelly partner with diverse PDSs to olfor teacher ‘candidates the opportunity to gain experience |woring with students from civerse backgrounds Clinical practign in diverse sottings guarantoo teacher candidates the most promising foxperionces i ted to coursework and closely Supervised (Foote & Cook-Cottone, 2004). ‘Tho work of universties cannot just stop aftor partnering with diverse PDSs and having teandiates gain lineal Hours in thasa schools. Instead this is where the work begins, schoo! land university partnerships are going to have to ‘make sure that what candlatos are belng taught In tho olagsroom Is connecting with their alnical ‘racic. This meane that univorsiy eupervisors ‘and faacher educators aro going to have to work ‘closely with classroom teachers I this ie done ‘correaly, teacher candidates vil gain a different porspective of teaching in @ diversa school bbaoause most teachor candidates are culturally ‘and economically clferont than tho students that are in these elaseroome, an increasingly dlvorse P42 student population (Winer, 2070). The next section discusses tna ‘methodology applied In this research study that ‘examined what teacher cancidates wil nood from teacher preparation programs to fool prepared to teach students rom diverse backgrounds. Methods ‘Aa @ taaano’ educator, | wanted to undorstand lahat elementary toashor candidates belovs they sed from thai leache- preparation programe to ‘asl prepared to toach In cversa classrooms. In order to gain Insight Into the needs of teacher feandidatos, | conducted 2 qualtative research study that used multiple forms of data colection ‘as mentioned previously. Tho etudy wa guided by the Tolewing research question: What do teacher ‘candidates bolove they wilneed tobe successful teachers in a dverse classroom? Sotting and Participants ‘This resoarsh study took placo at a public research university in the Southoastom rogion of the United States. The university has @ Population of 34, 904 students enrolled, 3,000 Jn wich ars enrol In tholr education program. The universiy is a national recognized loader In teacher preparation, special education, counseling, and school leaderehip, end is home fo 11 research centors. There aro thres PDS options thet the unlversty offers: (1) POS Year Long Intornship Oohort (Spring Start: (2) PDS Year Leng Internship Cohort (Fal Sta’) and (8) PDS Semester Long Intemehlp Cohort (Sumer ‘Star. Al of tho programs ate sequenced and follow @ cohort modol. The university has @ PDS notwork comprised of elementary schools in trae surrounding oletrets whhin 48 miles of WHAT DO TEACHER CANDIDATES BELIEVE THEY WILL NEED TO BE SUCCESSFUL TEACHERS IN ADIVERSE CLASSROOM? =~ Based on the current cultural differences betwoon taachers and students in pubie schools, collogos and univaritos. need to contrant the Teeues of toacher proparation and critically roloct on instructional practices for thir teachor candidates to experiance sucz0ss, reach all studonts, and romain in thelr chosen careers. In ‘dor for teachor candidates to feel prepared to toach studants from divorso backgrounds that boring cfferont exparionoes into their classroom, ‘teacher preparation programs aro going to have- toplace a greater emphasis on educators and te ‘education raring, and support hat they recaive {Berirand, 2017). Teechex proparaton is cructalto {he proparalon of teachers to mest the naads of the unvorsty The mojory ofthe parinored PDS ‘schools ere cansilered racially dverse. However, ‘oniya few of her aro socioeconomicaly dverse, Because of my interest in undorstanding what teacher candidates nood to be euccassful in diverse classrooms, | ueed purposive camping, For the purpose ofthis sted | interviewed teacher eandidatos thet mot the following criteria: a) ‘urrently envalieg in the univorsity Elementary Education program snd b) had completed clinical hours in a dvorso PDS. Shy teacher candidates vith possiole clinical exporionce in a diverse POS ‘wore Invited to participate in this study, however ‘nly ei ma he extra and agcaed to particioate ln this ty. Wille six parte}pants donot provide generalizable data, these pertcipants do provido 2 perspective thats valueble. These partcipants ‘hare whal tegcher pfaparatio programs can do {fo make euro that the next goneration of teacher ‘candidates aro preparod to toach in diverse Biaserooms. Tho participants ware teachor Candidates at dferentpheses in thelr educational Journay. Two candidates were in tie begianing of the program, tree candidates wore in the mite ofthe program, ané one cancldate was nearing the end phase of the program. < The teacher candidatos were only slightly dvorse in terms of rave, only two of the candidates identified lth @raoe ethar than wile. Te courses whare T'roerulted participants only had two teacher ‘candidates that Identiti with a race otter than white. Tablo 1: Information on paricipan's. Beracal (Beech? ‘Aubrey | 21-25 | White; | 2Semester waite Bleck) ‘Stucent| oon | soe | wie | tng Maggie | 2125 | asian | 4" Semester Ron [2125 | white | 9* Semester Eizabeth | 41-46 | wre | 2¥Semaster Mania | 2690 | white | 9*Semester ‘To quaranteo thet teachor candidates’ ents ‘are protected and tho confidently ofthe data ‘alicted, the Yeacher candidates were assigned fa psoudonyi. Data Sources This etudy focused on teacher candidates’ porepectives regarding coursework, clinical practice, and inernahip experionces in cverse. ‘slemontary schools. Therefore, semi-structured Interviows were tho primary source of data collection, All of tho interviews wore conducted 0 tofac0 and lasted betvioon 20 to 30 minutes. Bolow you will find examples of Interviow questions used vith teacher candidate 4, Describe your experience as a teacher candidate working in a diverse (racially and ocioeconomisaly) PDS. 2. Based on your allen oxperianoo in a dlvorse PDS, do you beliove that your coursework foouses on proparing you to teach In diveree ((ecialy and soctosconomically) classrooms? Ico, how? Wino, why not? 9, Whataroatlagettwo changos thatcan be mado Jn your current feechor education program tobette prepara you to teach n a verso (taclaly and eoeleocencmicaly) classroom? 4. Deeerbe en ideal clinical experience in a diverse cacialy and socloeconomicaly) POS, | personally transcribed el interviews and used ‘open coding 10 allow for amergont themes, The next section will sharo tho findings and ‘conclusions drawn from this study. Findings “This section focuses on what the next generation of toachor candidates will need from teacher preparation programs te bs cuccosetul in a divareo sotting. Tho following two themes ‘emerged from the data analysis: a) need for a Connection beiwoon coursework and the really cf the classroom and b) need for cinical practice In aiversa PDS. ‘Connoetlon botwoon coursework and reality. ll ofthe teacher candidates that participated inthis study agrood that teacher preparation programs reed to make sure that coursework is connactod with the really of today’s civerso classrooms, if Universes are going to be partnorad with PDS ‘tog, there must be discussion that focusee on ‘how to connect clinoal practice to coursavork centered around civersity, equity, social justice, end other topics tha wil help ‘eachor cancdates to fool propared to toach In these particular shoe! settings. wa toacher candaates articulated tholr thoughts regarding the connoetion between ‘Coursework and reality, lon oxplainad | understand that we have to cover the important stuff when it comes to math, social studiag, science, ane reading classes. Like that is the founclstion to teaching, you havo to know how to teach, However, | fol ko tho program fei ue ‘when it comes to taking about what wo do if ws aro teaching these subjects In diverse schoo’, where studonis may bo from a afferent race oF social class. ‘Anothor teachor candidate, Mata artculsted @ similar point | don't bolave wa are gating enough information that drectlyrolates to what ‘we will need in a racially dvacee, urban, ‘9F poor school | would have lovod to hoar about bebavior management and lugaling a diverse clessroom. Because you ace in a divarse school you are ‘vastly going to have suuxlonts from late of diforent backgrounds ena varying structuros of eiso\dines and expectations ‘rom home. | think that belng exposed to what we can do as teachers wiho may be teaching in these iypes af schools wil be hoot. | wish we had more ofthat. Boing able to hear how teacher candidates ‘view their current experience in thelr teacher Preparation program and what they believe they Need to become successful in classrooms with studonte from racially and soclooconomically clvoreo backgrounde fs important. The views of these candidates provide teacher educators, ‘school administrators, and clinical supervisors with an idea of how courses and clinical practice rnged to be restructured to meat the naade of tho noxt genaration of teschor candidates, In dln to needing coursework and the roalty of the classroom to connect, these teacher candidates expressed need for more clinical practice inradally and sociosconomically diverse classrooms, ‘and applying what I am learning to my class. ‘The teacher candidates consistently agreed that they needed more elinical practice in 2 raolally and socioeconomically divorso school, Elizabeth mentioned, “| would love to have ore experlences in a school with studants from different cultures and from low-income backgrounds. Soma of my classmates and | have talked about how we can’ roaly rato to studonts in civaree schools becauée we lack “| DON’T JUST WANT TO BE THERE SHADOWING, | WANT TO BE ABLE TO HAVE CLASS DISCUSSIONS ABOUT THE EXPERIENCE” Nood for moro clinical practice in diverse ‘classrooms. Teacher candidates were consistent withthe perspective that they needed tobe given ‘more opportunities to gain clinioal practice in ‘adlaly and socioacononically dverse schools. For examplo, Aubrey shared 1 think that our program definitely needs to havo us get more exporienos In schools that are diverse. | think tie Important for all students, especially with our program lacking dvaraity to bo able to work in an ervironment with studonts from diferent socioeconomic ‘and racial backgrounds, This can really challange sore of our parsonal biases: and halp us gain a diferent porspectivo bout toaching students from low Income backgrounds, Like there fa an ‘option fo get cincal practice in a Tile 1 schoo), but | don't just want to be there ‘shadowing, | want to be abla to have ‘lass discussions about the experiance vith my cohort booause wo all got the ‘samo type of experience, Like Aubroy, Maggie mentionad the Importance Cf hands-on learning experlanoes that clinical practice in diverse schools lacked: | oaen botier, when I am Involved. My field expariences my first semestar in the program were notin Ti | schoois, bt tink that having one of ther boing Ina schoo! with students from all kinds of backgrounds would havo helped me Uundoretand tho out was learning in my courses bettor. | arn @ hands-on pereen. and | would have loved to be abo to bo in a diverse school who learning this tut tho knowledge and clinical experiences in these ‘environments, s0 II ad Io choose today what School | wanted to teach In, | would not choose a diverse school. If had more opportunities te learn in those schools then | would foach in ‘Although, the university where these candidates aitend has several PDS partners that woro tivarso ofomentary schools, the consensus among he teacher candidates was that thoy have ‘ot rocolvad onough clinica practice in thoes ‘schools, Not providing teacher candidates with ‘an adequate amount of experionae in racially and ‘socigeconomicaly diverse schools could havo a big impact on how teachers fet prepared to teach In dluare9 eassroome. Recommendations for Teachor Proparation Programs Based on the needs that the teacher candidates shared in this study, the fllowing ocommerdations could potentaly improve the preparation of the next gonoration of teachor candidates in regards to proparing them fo teach In divorce classraoms: 4, Inorder to make sure teacher candidates have ‘oxperience working with students from racllly ‘and scclosecnomically dlvorse backgrounds, teacher proparation programs should require teachor candidate to havo atloact 100 clinical hours of cca! hours equivalent to ‘wo cays ‘a week during a semester at a diverse PDS site Ths means universes havo to focus thelr efforts. on bulging partnerships wth schools in alverse communis. 2, Teacher proparation programs should foows on ‘connecting coursework and clinical practice, ‘Teachor educators ed to use the experiencos that teacher candidates galn during thelr ‘linical practi to connect coursework topicsAN EXPECTED 1.6 MILLION TEACHERS WILL RETIRE OVER THE NEXT TEN YEARS AND 1.6 MILLION NEW TEACHERS WILL BE NEEDED TO TAKE THEIR PLACE around civersity, gully, social justice, race, and sooal lass. 8. Allowing teacher candidates to galn Insight on how to be successful and effective teachors inva diveree claseraom is Important. Teachor ‘educators and linice! auporvisors. shoul schodulo ime on a wookly bees for teacher ‘candidates to discuss the reales of dlverso classrooms with teachers and administrators at thelr PDS sito. This will alow teacher ‘candidates to gain knowledge and strategies ‘hat wil benefit thom a8 toachore in aiveree classrooms. Conclusion ‘An expected 1.6 millon teachers wll roto over the next ten years and 1.6 millon new toachors ‘wil bo needed to tako thoir place (USDOE, 2011), Given this roalty and the increase of ‘dvorse students in today’s classroom, teachor preparation programs need to provide special tention 10 proparing teachors to effectively leech in versa classroom settings, While there is ro way to quarantso that teacher cancdates wil bo ful prepared to toach In diverse classrooms, recommendations offered by the toachor ‘candidates ofthis study could improve the future ‘of teacher proparation programs. Tais article provides a convorsation for teacher preparation programs aroun the top of preparing the naxt gonoration of teachor candidates for civerse classrooms. Most Importantly, it fowses on how to ensure the goal of NAPDS Escential 2s being carried aut in leacher proparation program References Andereon, L. & Stlmen, J (2017), Student teaching fora specialized viow of professionel practice? Opportunities to leam in and for urban, high-needs schools, Journal of Toachior Education, 5), 446-164, Andoreon, LM, & Stillman, JA, (2013). Student toaching® contribution to prasorvice teacher development a review of research focused on the preparation of teachers for turban and high-needs contexts. Review of Educational Research, 81), 8-89, soir10'2702/0034854312468839 Bortrand, S. (2017). Class cfomissad: An ‘examination of how teachor candidates are propared tor Tile I schools (Doctoral ‘stertston), Retilaved trom ProQuest Dissertations and Theses dataoase. (UM! No, 10273086) Cabello, 8, & Burnstoin, N,D. (1995). Exemining teachers balefs about teaching In culturally diverse classrooms, Jounal of Teachor Education, 46,285.24, Council forthe Accreditation of Educator Proparaon (CAEP), (2013). CAEP ‘ooretation standards. Washington, DC: ‘Author Darling-Hammond, L, Hommecnass, K., Grossman, P, Rust, F, & Shulman, L. (2008). The design of toaoher education ‘programs. Preparing teachers for @ ‘hanging wor What teachors should earn and bo abio to do, 300-485, HA. (2010). What doos teacher ‘edication have to do with teaching’? Imgslcations for dlversty studies. Journat of Teacher Education, 61/2), 118-131 No Kid Hungry. (2016). Hungor dovastates childron: Facts on chichood hunger In America, Retrieved from hips! vwru-nokidhungry.orgstes/defauit flas/2017-12/Fadt_Sheet-2016 pat US. Deperiment of Education. (2011, ‘Soptomber). Our futur, our teachers: The (Obams administrations plan for education ‘reform and improvement. Retrieved from hupsufwwad gowreaching/oursuure- ourtoachers USS. Departmont of Education. (2016). National Conisr for Education Statistes, Status ‘and Trend inthe Education of Racist ‘and Ethnic Groups 2076. Retrieved fom, htipsunces.ed gowipubs2016/201 6007, pat Zelchner, K., & Conklin, H. (2005). Research ‘on teacher education programs. In Ml. Gaetran-Smith& K. Zalehner (Eds), ‘Studying tescher education: The report of tho AERA panol on research and leacher ‘edvetion (pp, 645-738). Mahwah, Nu Lawsonce Erbaum Associates. ‘Shamalno K. Bazomore-Bortrand (shbertt Gist ‘ed) Is an assistant professor at lnols State University ® Enfolding Junior Faculty into the School Culture: Voices from ; one PDS Bette Parsons Barger, Linda Pickett, Winthrop University Autoy Alan, Huntor Stoot Elomontary School Huntor Steet Elementary Schoo! (HSES) Is a Professional Development Schoo} (PDS) in the Whnthrop Unlersty-School Partnership Notwork. HSES and tho Winthrep Partnership Network ‘wor awardod the 2017 Richard W, Clark awerd, the Nationa} Notwork for Edusatlonal Renowal (NNER) award given for exemplary parinership werk, A main focus of the work fs to actively .gage Winthrop year-long Interns, known as Junior faclty. HSES's culture fully onfolds junior faculty Into the school corvmunity. As @ result of tho experiences with this model, mentors, ‘school administrators, and university facully have developed statogles to collaboratively support both Junie facalty and mentors. Thaso practices iiustrate the PDS Essential 2:A schoctunlversity ‘culture committed to the preparation of future ‘educators that embraces thoi active angagement in tho school community (NAPDS, 2008, p. 7) ‘This article describes {ive identified strategies that HSES uses to actively engage thoi junior faculty in the school community Hunter Street Elementary School HES, located ebout twenty minutes from Winthrop University, as 96 faulty members and 464 studen's, pre-kindergarten through fourth ‘redo, serves. dvorso siudent body, with 5% ff the students qualitying for free or reduced lunch, The population Is approximately 68% Caueasian, 15% Afioan Amavioan, 9% Hispano, and 6% otherwice acted,