A need for educators meets a stronger need for better programming

Our education is a cumulative matter that begins the moment we’re born. If children are given the opportunity to start off strong, with access to the best possible curriculum and the best teachers to lead them confidently, then they’re more likely to succeed.

Unfortunately, many people don’t take education seriously until high school when it’s time to either apply to college or make the decision not to continue with formal education. But by the time children reach age 11, most will have completed three of the four stages of cognitive development — which is why early education is so crucial for future educational success.

As one of the state’s top teaching colleges, UNC Greensboro is committed to starting kids off right, before they have to make autonomous decisions about their education and their most important years of cognitive development have passed them by.

Enter the Moss Street Partnership School. Through this endeavor, we are able to develop a strong school for the community and create better leaders.

What is the Moss Street Partnership School?

In Summer 2017, UNC Greensboro, Rockingham County Schools and the Moss Street community formed a collaboration to transform Moss Street Elementary into the new Moss Street Partnership School (MSPS). The overall goal being to increase student success as part of the UNC Lab School Initiative.

On August 27, 2018, Moss Street Partnership School (MSPS)opened its doors to 420 students for the first time. Before this transition, Moss Street Elementary had received a letter grade D from the North Carolina Board of Education and a statewide ranking of 1,218 out of 1,429 state elementary schools.

The infusion of resources from UNCG and an engaging, constantly evolving curriculum was established to stimulate better performance from the school where about 98% of students live in poverty.

Moss Street also serves as an educator-preparation and professional learning site for teachers, administrators, school librarians, school counselors and school social workers.

The school has two active book clubs, organized a Home School Connect Team to identify opportunities for families to express their ideas, questions and concerns, and will implement a mentoring program in the coming weeks.

“I believe that by exposing students to higher ed communities, we can influence them to continue their commitment to education,” said Catina Chestnut, associate director and principal of the Moss Street School.

The school actively updates its social media accounts to keep people informed about what’s going on down on Moss Street. On Twitter and Facebook, you can find posts about what the students learn, the various activities they do, and each of the events held.

Beyond the typical math, reading and science, the MSPS offers art, music and physical education as well as theater and dance programs to give students a well-rounded education. They also plan to develop an active PTA to keep families engaged and participating in their child’s education.

A Fresh Start on Moss Street

After the first half of the 2018–2019 school year, Jessica Caudle said that she saw a big difference in how well her son, second-grader Jayden Butchee, was doing.

“I like that lessons are broken down, teachers are more hands-on and students aren’t as rushed,” Caudle said. “Jayden seems happier and more confident.”

Caudle isn’t the only one who noticed positive changes from the MSPS programs. We’re seeing many parents share similar sentiments over social media regarding the positive outcomes they have experienced.

A Serious Need for Educators

While the positive feedback is wonderful, it would not be possible without the trusted role models these students call their teachers.

As of late, there has been a devastating decline in the number of college students who hope to pursue a career in teaching.

“Today’s college students, including those currently marching on campus, are significantly less likely than their parents to see teaching as a viable way to become agents of social change,” writes Valerie Strauss, a reporter for the Washington Post.

Teachers are at the forefront of creating a better next generation of thinkers. With a new grant received from the U.S Department of Education, UNCG will have even more room to continue with our programs for better leaders.

With this five-year, $6.1 million grant, UNCG’s School of Education will create the Piedmont Teacher Residency Partnership. The program will train new teachers and bring problem-solving lessons to some public schools in Rockingham and Surry counties. UNCG will recruit 80 prospective teachers — 20 a year for the next four years — for this new education program.

“The idea is to meet mutual needs,” said Christina O’Connor, the director of the new program as well as the director of professional education preparation, policy and accountability at UNCG’s education school.

UNCG, working with the two school districts, will place these teaching prospects in 11 high-poverty schools — seven in Rockingham and four in Surry.

“It’s not just about UNCG,” O’Connor said of the new partnership. “It’s about UNCG working with Surry and Rockingham to find innovative ways to make sure these teachers are prepared to meet the needs of the students in these schools.”

The School of Education at UNCG offers both undergraduate and graduate programs that, year after year, produce incredible educators who will properly prepare children for a lifetime of learning.