College Access Partnerships

Contact the GEAR UP team

Dr. Kristin Edwards and Lisa Daye
Burke County Schools
$10,000 Award
Project Title: Expo-ignite: Empowering Residency License Teachers through Mentorship

Abstract: Unlike education majors, who typically undergo a semester of student teaching and gain practicum experience, residency teachers enter the education profession with no prior experience or pedagogical knowledge. These teachers are at a significant disadvantage due to their lack of experience and educational background. Even simple tasks, such as gathering students' attention appropriately, may be a struggle for them. The sooner we equip RLTs with the tools for success, the more our students will grow academically. Through the funding provided by the EXPO AIM Grant, Burke County's Residency Licensure teachers in critical subject areas such as Math, Science, and Exceptional Children will gain a modified student teaching experience and coaching from experienced, retired educators. It is expected that not only will student learning outcomes improve through the implementation of this grant, but teacher retention will also be sustained, as there will be fewer instances of burnout and frustration among RLTs.

Karen Walker and Julie Little with Ashe and Alleghany Schools
Appalachian State New Teacher Support, Ashe County Schools, Alleghany County Schools
$10,000 Award
Project Title: Building a Thinking Classroom

Abstract: The Appalachian State New Teacher Support Coaches will provide 8th -12th grade math and special education (who support math) teachers in Ashe and Alleghany County Schools with a one-day professional development opportunity entitled: “Building a Competent, Confident, & Capable Math Classroom!” This professional learning opportunity will include the incorporation of hands-on materials that teachers will be trained in using and supplied with upon completion of the learning experience. All professional learning will be situated in best practice for mathematics classrooms, research-based practices, and founded on the NC Mathematics Standards for math grades 8 through 12th. The text “Building the Thinking Classroom,” by Peter Liljedahl will be used as our road map as we use it to model, explore and build better math classrooms through better instruction and putting necessary tools in the hands of all learners.

Math I is a requirement for graduation, and our goal is to support changes in teachers’ pedagogy, practice, and mindsets that will impact students’ engagement, scores, attendance, and attitudes in math classrooms.

In order to sustain growth and momentum, the App State New Teacher Support Coaches will follow up with all teachers involved in the training, both in person and virtually. Far too often insufficient support is given to teachers after training. A second way to sustain engagement is by utilizing teacher leaders in initial professional development delivery and providing opportunities for teacher leaders to continue to share, mentor, and model with colleagues throughout the school year.

Currently, there is an opportunity gap in secondary classrooms to expand and deepen best practices, particularly in using manipulatives to engage and support students' thinking. Further, while mathematics' teachers may be strong in content, they may need additional support in pedagogy, process, and practice within the classroom. Special education programs, on the other hand, often do not include robust coursework where mathematics content is concerned. The proposed opportunity would support both pedagogy and content knowledge development among mathematics and special education teachers. This proposal will support mathematics instructional personnel with ideas, practice, networking, expert presentations, and materials to fuel their classroom.

All students are capable of learning, yet many students lack confidence and basic, foundational skills that can be addressed through supporting teacher learning. Classrooms have increasingly become more diverse, and our knowledge and awareness of how to best support students’ learning has also grown. With this knowledge, we must embrace and offer opportunities to strengthen and support teachers’ opportunities to engage in hands-on learning, just as they support students in hands-on learning. If we support teachers in rethinking mathematics instruction, and they see the perceived outcome they will change their practice. Once they implement the thinking classroom, and observe student growth, then they will support the use of manipulatives, collaboration, and shifting how math instruction is delivered, practiced and assessed. All students deserve an informed, excited teacher in a space with the most essential resources needed to ignite, empower and grow.

Tonya Denny and Ashe County High School
Ashe County High School
$5,000 Award
Project Title: Criminal Minds: Where Literature Meets Investigation

Abstract- "Criminal Minds: Where Literature Meets Investigation" is collaborative unit that bridges the worlds of fiction and forensics. Through this comprehensive program, high school students will explore the intricate details of crime scene investigation while analyzing narratives from classic and contemporary crime literature.

Designed as a collaborative effort between the school media center, English department, and criminal justice, bio med and forensics faculty, this unit offers a unique learning experience that exceeds traditional disciplinary boundaries. By interweaving literary analysis with practical forensic techniques, students will not only deepen their understanding of crime fiction but also develop essential critical thinking and problem-solving skills applicable to real-world scenarios.

The unit commences with an in-depth study of carefully selected crime novels and short stories guiding students through the intricate plotlines, character development, and crime scene depictions crafted by distinguished authors. Simultaneously, students will receive hands-on training in crime scene investigation procedures, evidence collection, and forensic analysis from industry professionals and experienced law enforcement personnel.

Immersive activities will bring the hypothetical concepts to life, allowing students to apply their knowledge in realistic simulations. Mock crime scenes will be meticulously constructed, challenging participants to gather and evaluate evidence, reconstruct events, and formulate logical conclusions – just as they would in the gripping narratives they study.

The culminating event of the unit will be an evening crime scene simulation, where students work in teams to investigate an elaborately staged scenario. This experience will test their combined literary and forensic skills, pushing them to think critically, collaborate effectively, and draw upon the skills they have acquired throughout the program.

In addition to interactive learning opportunities, students will engage with professionals from various fields, including the North Carolina Department of Justice, local law enforcement, other forensic scientists, and seasoned investigators. These experts will offer invaluable insights, lead writing workshops, and provide guidance to students as they develop their own original crime fiction pieces, infusing their narratives with real-world investigative techniques.

By the end of this immersive unit, students will have gained a profound appreciation for the intricate interplay between literature and forensics. They will emerge as well-rounded critical thinkers, equipped with enhanced analytical abilities, a deeper understanding of crime fiction imagery, and practical experience in crime scene investigation methodologies – a truly unique and invaluable educational experience.

Lindsey Williams and Jonathan Greene
Ashe Early College High School, Ashe County
$5,000 Award
Project Title: The AEC Mountain Peak Players

Abstract: In an early college setting, students can become hyper-focused on their academics and neglect their artistic exploration and personal growth. Navigating complex college courses as a teenager can create stress, burnout, and disengagement. The Mountain Peak Players Club will create a pathway for our students to release their academic stress and let their imaginations soar.

Ashe Early College’s Drama Club, “The Mountain Peak Players”, stands at the intersection of education and creativity. With the support of the AIM Grant, we seek to build a strong program, prioritizing student accessibility, innovation, collaboration, community partnerships, and sustainability.

Student Accessibility:
We intend to use a portion of the grant funds to implement measures that enhance accessibility for all students, including those with disabilities or financial constraints. This may include investing in assistive technologies, providing transportation assistance, and offering scholarships for participation fees.

Innovation:
We are committed to fostering innovation within our drama club program. With the support of this grant, we will introduce new techniques, such as immersive theater experiences and digital storytelling, to engage students in exciting and unconventional ways. Additionally, we will invest in professional development opportunities for our staff to stay abreast of the latest trends and methodologies in theater education.

Collaboration:
Collaboration is at the heart of our approach to education. We will use grant funds to establish partnerships with local theater companies, schools, and community organizations to offer students unique opportunities for mentorship, guest workshops, and collaborative productions. By fostering these connections, we aim to enrich the learning experience and broaden students' horizons.

Community Partnerships:
Our drama club will actively engage with the community through various outreach initiatives and performances. We will organize free community events, such as outdoor Shakespeare productions and theater workshops for underserved populations. These partnerships will not only benefit the community but also provide students with valuable real-world experience and a sense of civic responsibility

Sustainability:
To ensure the long-term sustainability of our drama club program, we will allocate grant funds towards infrastructure improvements, equipment upgrades, and ongoing operational expenses. Additionally, we will explore revenue-generating opportunities, such as ticket sales and merchandise, to supplement future funding needs and reduce reliance on external support.

We are incredibly grateful for the opportunity to apply for funding through the AIM Grant. With your support, we are confident that we can transform our drama club into a dynamic and inclusive hub of creativity, innovation, and community engagement. Together, we can empower students to discover their voices, express themselves through the arts, and become lifelong advocates for the power of theater!