Conditions for Participation

• Each high school will provide an experienced instructor with exemplary teaching skills to teach the course on a daily basis or the equivalent time.  The instructor will not be asked to give up a planning period in order to teach the Teacher Cadet course.
   
• Every student enrolled in the program will meet the following criteria:

1.   Have a GPA/GPR of at least 3.0 on a 4-point scale (B average) and/or receive a recommendation from the Review Panel.  (The panel shall consist of a minimum of three members to include a school administrator or guidance counselor, the College Partner (where applicable), an instructor of the student’s choice, and, possibly, a student.  The Teacher Cadet instructor serves as chair of the panel.)
2. Be enrolled in a college preparatory curriculum.
3. Be recommended in writing by five instructors.
4. Submit an essay on why he/she wants to be in the class.  (The Cadet instructor will keep this essay on file.)
5. Be a senior or junior.
6. Participate in an interview (recommended, but optional).  At the Center’s request, schools will provide evidence that all students enrolled in the course met these requirements at the time of enrollment and that all students were recommended by five instructors.
7. Agree to adhere to the Teacher Cadet Discipline Policy as outlined in the course requirements.

• Recommended enrollment is 10-20 students with 15 being ideal.  The school’s site grant will be based on the number of students.  The minimum grant a class will receive is $100 and the maximum grant is $250.  Grant checks will be issued by semester.
   
• The school will actively seek to recruit students of color and males in keeping with the need to help expand the future pool of minority teachers. 
   
• The school and the College Partner agrees to take part in training sessions and meetings sponsored and funded by CERRA, including releasing the Teacher Cadet instructor for a maximum of three days during the school year.  In addition, the instructor agrees to attend the annual Teacher Cadet College Day at the partnering college/university.
   
• All sites agree that new instructors will take part in a three-day training program.  At this time, the instructor will be trained in strategies for implementing a Teacher Cadet Program and in the use of the curriculum and supplementary resources.
   
• The school (and the College Partner) agrees to teach all the core curriculum components.
   
• The school agrees to provide data to CERRA about student enrollment and Teacher Cadet activities at each site, and the school agrees to account for the grant funds upon request.
   
• The school agrees to give the Teacher Cadet instructor direct access to and decision-making power over the budget earmarked for the Teacher Cadet class in the Center’s grant.  The grant money is not to be used to pay the cost of substitute teachers for the Teacher Cadet instructor to attend the required training sessions, workshops, or the Teacher Cadet College Day.
   
• Students in the Teacher Cadet Program will participate and/or observe teaching activities in a variety of settings (preschool, kindergarten, elementary school, middle school, high school, vocational education/career centers, and special education classes, with a special emphasis on critical shortage areas).
   
• The school principal and the Teacher Cadet instructor agree to complete a written CERRA evaluation of the Teacher Cadet Program at the end of the year and require students to complete a brief pre- and post-survey.
   

last updated February 11, 2011