ACT Now to Make a Difference
Pursue Your Teaching Credential
Take the Steps to Your Next Career
Accelerate Your Goal to Become a Teacher
Begin a Rewarding Career
Help Fill the Teacher Shortage
The ACT Program Marks its 25th Year
The Accelerated Collaborative Teacher (ACT) Preparation Program, founded in 1998 as a partnership between California State University, Northridge (CSUN) and the Los Angeles Unified School District (LAUSD), is celebrating its 25th year of implementation. Initiated through the DELTA (Design for Excellence, Linking Teaching and Achievement) Collaborative and supported by a 5-year grant (1995-2000) from the Weingart and Ford Foundations, ACT was designed to restructure teacher education as a shared school-university responsibility and to reflect evidence-based practices in preparing teachers for urban schools.
As a result of the DELTA reform effort, ACT was created and continues to be a one-year, full-time, cohort-based model, with an emphasis on clinical experience. Specifically, each semester of coursework consists of three components: (1) A core of two courses, one each semester, completed by general and special education candidates together that focuses on foundational knowledge and skills for teachers serving diverse urban learners; (2) Specialization classes targeting the credential candidate’s credential area (elementary, secondary, and special education), and (3) Two semester-long clinical experiences with experienced classroom teachers, that increase in duration and intensity. ACT has served over 2,000 credential candidates since 1998, with an average of approximately 75-100 candidates yearly in multiple subject (40%), single subjects (35%), and special education (25%).
ACT has continued its development of innovative and exemplary practices throughout its 25-year history with significant support from the Michael D. Eisner College of Education (MDECOE), the Michael D. Eisner Foundation, and from federal, state, and private foundation grants. Much of this funding has provided support to ACT candidates, with 1-year stipends ranging from $5,000-$10,000 (CSU Residency Fellowship Program), 1-year stipends of $15,000 to $20,000 (Residency Grant with LAUSD), and 2-year stipends of up to $30,000 (Teacher Quality Partnership Grant). Appendix A summarizes each grant contribution to the ACT Program. ACT was recognized in 2000 as a model for school/university collaboration through several awards: 1) the Urban Impact Award for “outstanding school-based project” from the Council of Great City Colleges and 2) the Quality of Education Award from the California Council on the Education of Teachers.
Transforming ACT to a Residency Program
To address the challenge of teacher shortages in urban areas, educators have increasingly turned to teacher residency programs, given research that indicates residency programs are effective in recruiting more candidates of color than other programs and facilitate teacher retention. Teacher residency programs are based on a medical residency model, with teacher candidates provided opportunities to practice specific pedagogy in high-need schools, alongside an accomplished mentor, and take coursework that is closely aligned with their clinical experience. Table 1 below outlines the key guiding principles of the residency program.
Table 1: Facilitating an Effective Residency Program
Critical Factors/Components | ACT Alignment |
Strong District/University Partnership A strong, well-defined and agreed upon district/university partnership with shared responsibilities in place. | CSUN and LAUSD have a long collaborative history, developed through years of partnership projects, faculty research, and field experience assignments in LAUSD schools. |
Process to Recruit, Select and Support Cohort There is a clear process for recruiting, selecting, and supporting a cohort of diverse and committed residency candidates who demonstrate a high likelihood for success. | Applicants must meet all CSUN admission requirements, complete an ACT application and interview with CSUN and LAUSD personnel. Rigorous selection criterion are utilized to rate potential residents, including academic record, experiential background, demonstration of strong content knowledge, and written and oral communication skills. |
Process to Identify, Select, and Support Mentors There is a clear process to identify and select experienced teachers who will serve as mentors for the residents while also co-teaching with their assigned resident. | We have identified high-need schools and a diverse and experienced cadre of mentor teachers, many who are ACT graduates. Mentors are selected who model exemplary practices with diverse learners and reflect high-quality learning experiences in a supportive work environment. |
Year-Long Residency Experience The residency experience is one school year, adhering to the district calendar; cohorts of candidates must have opportunities to share school experiences in courses, seminars, and informal and formal gatherings. | ACT residents are placed in high-need LAUSD schools for one school year (2 semesters), adhering to the LAUSD school calendar. During their year-long school experience, residents are immersed in the school culture and experience a full range of teacher responsibilities. |
Coursework Tightly Aligned with Residency Experience and Mentor Professional Development Teacher preparation coursework is tightly aligned with the resident’s work in the school/classroom. The mentor must receive specific training on their role and engage in ongoing professional learning and networking with other mentors. | A major emphasis in the ACT Program is interweaving coursework with the resident’s work in the classroom and facilitating professional development for mentors. The selected cadre of mentors attend workshops that focus on mentoring and coaching strategies with networking among mentors facilitated. |
Induction Support Induction supportis provided for residents who complete the program. | Two years of induction support is provided once ACT completers obtain their preliminary credential and are hired for a teaching position in LAUSD. |
ACT - Continuing to Innovate and Expand
To address the ongoing acute teacher shortages in LAUSD, especially in high-need areas of special education, CSUN special education faculty, in partnership with LAUSD, obtained a 5-year (2010-2015) $8.4 million Teacher Quality Partnership (TQP) Grant funded by the United States Department of Education (USDOE). The TQP grant was built upon the well-established and pioneering ACT Program and focused on implementing the guiding principles of residency programs in the recruitment, preparation, and retention of special educators in high-need schools. Through the TQP grant, 121 culturally and linguistically diverse special education teachers received a credential and master’s degree in special education over the five years of implementation, all of whom went on to work in LAUSD. They received stipends of approximately $30,000 to support facilitate recruitment, preparation and program retention with candidates receiving a credential and master’s degree in special education.
With evidence emerging on the effectiveness of residency programs, especially in the preparation of teachers for urban schools, the Commission on Teacher Credentialing (CTC) has provided substantial grant funding for residency programs. In 2018, ACT obtained a 4-year grant from the CTC in partnership with LAUSD that supported 97 residents in high-need teacher shortage areas of special education and secondary mathematics and science education. Of these, 73% were from traditionally underrepresented groups, mostly Hispanic/Latinx and 20% higher than the overall population of teacher candidates at CSUN from traditionally underrepresented groups (53%). Clearly, the residency program has been successful in attracting highly diverse cohorts each year, increasingly reflecting the LAUSD student population. Program graduates, reflecting on their ACT experiences, indicate:
- It was an unforgettable experience. A wonderful, balanced, fast-paced program that was very beneficial.
- Thank you for empowering me to learn. This was boot camp for future teachers.
- I learned a ton in a short period, and it got me in the classroom quickly which helped! Having a cohort to lean on and learn from was awesome.
Finally, in 2022, ACT obtained a 4-year residency expansion grant from the CTC. The grant will support 30 candidates a year with stipends of $20,000 each – a total of 120 candidates in multiple subjects with an emphasis on transitional kindergarten or kindergarten (TK/K) and bilingual education, secondary mathematics and science education, and special education mild/moderate and extensive support needs. In addition to ACT residency candidates in the 1-year ACT program, candidates in traditional and undergraduate integrated credential pathways will be recruited to participate in a cohort-based residency during their final program year. Therefore, opportunities have been expanded for candidates to participate in a residency program with an emphasis on serving students in urban schools.
In summary, as we reflect upon 25 years of reform efforts in ACT, we are pleased to note ACT’s ongoing and significant contributions to teacher preparation and in recruiting and preparing candidates to serve students in high-need urban schools. Program development and implementation has been both exciting and demanding, but our commitment to the ACT Program has been rewarding and for many of us, a career-long endeavor. We thank the MDECOE, ACT coordinators, faculty, university supervisors, mentor teachers, LAUSD district personnel and many others who have contributed to ACT. We have learned that while challenging, we have been inspired; reforming teacher preparation is incredibly worthwhile and fulfilling.
ACT Program Coordinators and Support Staff
Nancy Burstein, ACT Director, Special Education Coordinator, and an ACT Founder
David Kretschmer, Elementary Education Coordinator, and an ACT Founder
Phyllis Gudoski, District Liaison, Special Education Coordinator, and an ACT Founder
Brian Foley, Secondary Education Coordinator
Chris McDonald, ACT Administrative Assistant
Appendix A – Grant Support
- ACT Residency Expansion Grant in Partnership with LAUSD (2023-2027). The purpose of this 4-year grant is to enhance and expand the ACT residency program with an emphasis on recruiting candidates from diverse backgrounds who are committed to teaching in high-need urban schools. This partnership grant, supported by the Commission on Teacher Credentialing (CTC), will provide $20,000 stipends to 120 selected candidates (30 each year) in elementary education with an emphasis on TK/K and bilingual education, secondary mathematics and science education, and special education mild/moderate to extensive needs. These candidates are required to commit to teaching in LAUSD high-need schools for 4 years.
- ACT Residency Grant in Partnership with LAUSD (2019-2023) – This grant was designed to provide a residency program in the acute teacher shortage areas of special education and secondary mathematics and science education to enhance the recruitment and preparation of promising candidates from diverse backgrounds who are committed to teaching in high-need urban schools. This partnership grant, supported by the CTC, provided $15,000 stipends for 99 selected candidates in special education and secondary mathematics and science education. These candidates were required to commit to teaching in LAUSD high need schools for 4 years.
- CSU Residency Year Scholarship Program (2019-2022). ACT has received four 1-year CSU grants to enhance the recruitment of candidates into residency programs (2019-2023). A total of $403,888 has been allocated to 65 ACT residents who received approximately $5,000-$10,000 scholarships each and who committed to teaching in LAUSD or other high-need districts/schools for two years.
- Teacher Quality Partnership Grant (2010-2015) - The primary purpose of this 5-year grant funded at over eight million dollars was to develop a residency program, in partnership with LAUSD, to enhance the recruitment, preparation, and retention of special education teachers in LAUSD high-need schools. The residency program was built upon and expanded the ACT program, resulting in 125 special education residents during the 5-year grant period. Over a 2-year period program graduates completed a combined credential/master’s program in special education and committed to teaching in LAUSD for a minimum of three years.
- Oak Foundation (2013-2016) - This 3-year project was designed to prepare teachers to meet the unique and diverse learning needs of K-12 students through preservice preparation and professional development in Neurodevelopmental Methodology (ND). To this end, online modules in ND methodology were developed that provide educators with research-based training and tools with an emphasis on a strength-based approach to teaching and learning.
- U.S. Department of Education, Office of Innovation and Improvement (2010-2012). The ACT Program was included in a federal grant to infuse neurodevelopmental methodology through a collaborative professional development model involving faculty, cooperating teachers, and university supervisors.
- Orfalea Foundation (2008-2010). The ACT Program received an 18-month award of $320,000 through the Orfalea Foundation to incorporate neurodevelopmental methodology in coursework and fieldwork, preparing teacher candidates to recognize and effectively teach all kinds of K-12 learn.