Berks Business Education Coalition
The Berks Business Education Coalition highlights the connections between local education and the regional workforce. Through conversations with educators, employers, and community leaders, the podcast explores innovative programs, career pathways, and collaborations that prepare Berks County students for success in the local economy.
Berks Business Education Coalition
Early College Academy for Education
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BBEC Executive Director Terri Hill’s conversation with Dr. Rebecca Burns, Dean of Education, Kutztown University; and Dr. Cathy Taschner, KU Assistant Professor and former Superintendent of Schuylkill Valley School District regarding this program and its creation.
Hi, and welcome to another podcast by the Burks Business Education Coalition where we highlight some of the programs, people, and partnerships in our community that help prepare our students for their life after graduation. I am really excited today to have two very special guests who have developed a very unique opportunity for students to not only explore their future career but also to earn college credits while they're doing it. So I'm just so excited. So welcome Dr. Tashner and Dr. Burns to our session today. One of the first things I'll have you do is, of course, introduce yourself, but I would love if you could just share some of your career journey with our listeners because we do encourage people to understand what a career journey looks like. So I'm gonna go this, which whoever goes. Go ahead, Dr. Tashner. Dr. Tashner.
SPEAKER_01Hi, thanks for having us today. I'm so excited to be here. I started my career as a teacher in the Twin Valley School District and had a great opportunity in that district to be with students and have an impact on children. I moved from there to become an assistant principal and a principal, and eventually became an assistant superintendent and then a superintendent in two different districts and just left the superintendency to join KU as an assistant professor. I'm really excited to hear more about that. Dr.
SPEAKER_02Burns? Great. I actually am from Berks County. Um so I'm a graduate of Wilson High School, which is so exciting, and um then I got my degrees from Penn State, and I uh taught in Boyertown Area School District at Gilbert's Rail Elementary School. And then um I launched my career after that in higher education. I spent 11 years in Florida, and I'm really excited to be back here in Berks County at Cootstown University. I've been here, um, this is my third year.
SPEAKER_00And I am amazed. I mean, you and I spoke, right, um, when you first came to town, came back to town, and uh what I think you're gonna find, our listeners are gonna find, is how much impact you have been able to develop in such a short period of time. This program is so powerful, and I just I I I just can't say enough good things about it. So this program is um let me make sure I have the right title, it's the Early College Academy for Education. So who wants to start and give us like the backstory as how as to how this got started?
SPEAKER_02Sure. So as you mentioned, um I knew to Kutztown University and my background is in teacher education. I love teaching, I love teachers, and I think it's the truly the best profession because at the end of the day, we make a difference in the life of kids, and that's why we should all be here. And so I specialize in teacher education and specifically in how schools and universities can partner to make a stronger collective impact. And so when I came to Cootstown University, one of the first things I did was to reach out to our schools. It matters to me what's going on in our local schools, what are their initiatives, what are their priorities, what are their challenges, and how we could work better together to address those challenges. And so I reached out to Dr. Tashner and she answered the phone, for better or for worse, in that, and and that launched a conversation. Um so all of this really started from a conversation, from true transparency, um, from trust. That I think we said, you know, I said, tell me about what's going on at Schuylko Valley at the time, and and tell me about our relationship and what we could do better.
SPEAKER_01So, do you want to talk a little more about how we launched this? I would agree that we had that conversation, and one of the um things that was so striking about Dr. Burns was her effort to get out and see all the superintendents. It was really important that she understand what our needs were and to create that connection. And it was that conversation that started about getting students to the college campus. And Dr. Burns asked me, you know, how's that going? And um I You can say Well, go ahead and say it. Just say it.
SPEAKER_00Say it. We understand it wasn't working. So how about how about that? All right, so you said it. So it wasn't working as well as it could have been.
SPEAKER_01But she listened, and it was so important to me as a first-generation college student to get students' feet on the college campus. And that was how the conversation started. And then from there, it was it was about how.
SPEAKER_02It was how do we figure out what the barriers were, how do we work together to address that? And Dr. Tashner reached out. I didn't know many of the superintendents, so she really reached out to them and you know got them to come on board. And it was that initial conversation started in Berks County with the Berks County superintendents that you know all came to that breakfast that we had at Kittstown University, and it was a moment of all right, how do we think differently? How do we behave differently? How do we work differently together to try something new? And I'll tell you, they did say to me on that day, I don't know if you remember this, they said, This better work, to talk about pressure, right? Talk about pressure. Um but yes, together we have launched this beautiful program and to take something from conceptualization to implementation in a nine-month time frame. I mean, we had that breakfast in January and launched our first cohort of um 41 students in that following fall. And then we had a 95% retention rate in that first year, graduating 39 students in education. So it was, it really was when you think about the time frame, when you think about change and how that happens, it was fast. But that's the beauty of a partnership and of working together and of people coming to the table, being willing to try something new and to say, okay, let's do this. We don't have the luxury of waiting anymore. And that's what launched this.
SPEAKER_00And what I do love is that this program specifically addresses a we know that there's going to be a gap and a fall-off in the number of teachers. We're going to need that, right? That is something that we're needing. So it's really addressing there's a high demand field, right, that's available here in our community. So I applaud you on doing that because we have other industries as well, but this is so such a nice marriage and it's such a nice fit. So if you can, one of you can explain the details of a little bit more about how the program works, um, you know, how it's structured, in particular, then we'll go into how the you know what students are usually the ones that come on board. We'll kind of go into that as well, but kind of give the structure of what that looks like.
SPEAKER_02Sure. So as Dr. Tashner said, one of the most important features was getting kids to have their feet on campus, right, so they could experience. So students come to campus three days a week, Monday, Wednesday, Friday in the mornings from 8 a.m. to 10 a.m. And that was really important. I mean, the logistics of thinking about the time frame was critical. The high school said to us, we need them back home by 11. We need them back at the school by 11 o'clock. We said, okay, let's make that happen. So they're on Cootstown's campus Monday, Wednesday, Friday for those two hours. Um, they get two courses in the fall, two courses in the spring, specialized sections just for them in the fall, so that we can really be thoughtful and intentional about how we step them into college. All the courses count in education and general education, so they're getting a taste of those that education-related field. And the other beautiful thing that this program does is it uses what's already there. So high schools were already having internship programs. We know the importance of that experiential learning. I know the BBC has been really promoting internships because you know how powerful that is, which is just wonderful. And so we on Tuesdays and Thursdays, the students are in an internship in their home district. So they're getting that taste of what it's like to be in education, no longer from the student perspective, but from the teacher perspective. They're getting coursework, university coursework that's tied to kind of what they're doing. And so it's this beautiful connection between practice and theory kind of coming together. So students learn either, yes, this is what I want to do, or they learn maybe this isn't what I want to do, and that's okay.
SPEAKER_00So before I I go into like how the students are selected, since you kind of touched on this, that there are students who learn that they really want to do it, and there's students that learn that this is not the right fit for them. So do you have an example or a little story that maybe you can share from either side? Because I mean, we talked about this in in advance about how important it is to not only validate that you're making the right decision, but it is to close a door and say, I need to make a different decision, right? And go a different pathway. So I don't know if you have any success stories either way that you can kind of lean into or share. Yeah, absolutely. I in fact I want to talk, would you talk a little about some of your students that came through?
SPEAKER_01We did, you know, I think it was so powerful because we had students that stepped into this first as an opportunity to take college credits, but that internship was powerful. And they got in the classroom and they got to see the curtain pulled back about what their teachers actually do every day. And the more they did that, it became very exciting for students, and I think it was powerful in moving them forward to saying, Yes, I want to be a teacher. And we've seen that now. We have some students on campus that are be and that have become leaders on the campus as a result of what happened in that classroom. So I think there's been a lot of that. And we've had some students that have said, you know what, I'll enjoy college. I'm not sure this is the the right career, but I know that I want to go to college and finish it. And they found a group of people who support them and care in that college experience. So we've had a little bit of both, but we have um we're adding to the teacher workforce, and it's the work, it's the career that creates all other careers. So Oh, I love that. Right? I love that. That's that's what we say in education, and that's what's that's what's happening right now.
SPEAKER_00So one of the other aspects that you had touched upon is you know, not only does it help them understand if they want to be teachers or not teachers, but it also helps them understand what a college is like and if they're ready for that, or if they're not. Have you had any students that have said, I know you have a wonderful high retention rate for c going into college, but have you had the students who have stepped away, is that has it given them clarity? Is that was that what has happened? I mean, for those students?
SPEAKER_02For the students who stepped away to decide not to continue in there? I I think a little. We had one this year who started in the fall and and who said, you know, either I'm not ready now uh and I think I need to step back, and that's fine. I'd rather you learn now that maybe you need a gap year, or maybe you need a space, or maybe you want to try the workforce differently before, you know, continuing on if you want to go on to get continued education or come back to college. And that's okay. I'd rather you try it now and learn than get down the road and and not have that experience.
SPEAKER_00I think that's so important because I know Dr. Tashner, you kind of touched on it. You're a first generation college student. I am I was as well. I had no clue when I went to college what it was gonna be other than hopefully fun, you know. But I really didn't have a clue. And I think you know, understanding what it really that experience is gonna be just helps uh a student get better acclimated and and accustomed to that lifestyle. Because it is a a big transition from uh the the uh cocoon of home to the independence of of college, right?
SPEAKER_01So it's it's definitely a a different and I think this program doing that, making that transition with a group of friends that you already know is another added support that you might not have if the first time you stepped on college was after you graduated from high school. And I think that's contributing to the retention rate, which is pretty high.
SPEAKER_02Yeah, I would I would echo that. I think when kids first sign up for it and parents get all excited about it, the the initial in is, oh, I'm going to get 12 college credits either free because we have a grant for some of it or at a significantly reduced rate. That's huge financially speaking, right? So that's the incentive that comes in. But once they get there and once they realize the intentional design that we've put in place to kind of walk them into college, the um the growth that we're seeing in them from their confidence, their efficacy, their maturity, their ability to navigate resourcing, the ability to advocate for their needs, those are intangibles that I think no one was expecting. And watching them grow has been tremendous. And parents are thrilled because I think they're less worried about their students than going, their kids going off to college because they've already haven't it's not so scary. They've experienced it, right?
SPEAKER_00Well, you know, uh all the schools right now are doing a profile of a of a graduate, you know, portrait of a graduate, and a lot of those things that you've touched upon are embedded within that. They they want the students to be responsible, they want the students to um you know be risk takers and try things. They want all the students, and I think trying this program encourages them to take responsibility for themselves and start to grow and show that they're they've embodied some of those attributes that are what the schools are looking for anyway. So that I I'm I'm really thrilled um about this. Where do you see? So I'm gonna go ahead and I add on to that line. Yes, you can.
SPEAKER_02One one other piece I think that came out of this that we also weren't expecting is how they've grown their professional network starting in high school. Ah, perfect. So they you know, we we have anywhere from one student per district to seven students per district. It really does range. And because we've put them together in the courses and we intentionally build that community, that network, as Dr. Tashner said, um, they meet one student said to me, I've met my best friends here. And so the fact that this has opened doors to other kids across Berks County and now five counties, we're in five counties at this point as we've expanded. Their professional network of people who want to be in education is already launched. And so to see that part of this too, that's something you you can't, you know, imagine would have happened to begin with either. And that how important is that, right? Right in the professional world to really learn to build a network of professionals and ultimately friends.
SPEAKER_01And I think they've seen what that looks like because just in this program, we were fortunate enough to have uh Patton and the Bureau of Special Education come and it goes along with what you were talking about expanding that network. Yeah, absolutely.
SPEAKER_00I again I love this, but where do you see it going? I mean, you've had such success so quickly. How much bigger can it get, or where can it go from here? What are you seeing? Well, the first thing the superintendent said to us after the first year said was, What's next?
SPEAKER_02Yeah. And I said, Okay, you tell me what your needs are and we'll build it. And so it it became for this year, the second year of the program, we've actually expanded to our exploratory studies. So students who might not know what they want to do or who know they want to go to college and want to get that jump start on there. And um, like I mentioned last year in just education alone, we had 41 students, 39 continued on. This year we had 43, uh this year we have 43 education students and 30 exploratory study students. So we're at 73 students. It's uh over an 85% growth in one year. So I think as we continue to listen to what students want, what parents want, what schools need, talk about what the university, what we can do and help and support, I think we'll continue to grow that direction. And I'd love to see us someday add more of that internship component and help kids, you know, if we can provide some tracks to help kids think about what their passions are and show them that many majors can lead to a variety of careers, and a variety of careers can have many majors, right? And so help them put together their strengths through college and launch that professional network and that professional career, I think you'll see a lot more of us coming down.
SPEAKER_00I'm very excited. We've had conversations about the exploratory, and I think um, you know, giving that expanded viewpoint of college and not requiring them to have a specific focus initially, I think really opens the doors to a lot more students, right? And a lot more experiences.
SPEAKER_02Well, for sure. And I I was at one of the uh recruitment events the other night talking to eighth graders. And when you ask an eighth grader, you know, what what are you thinking about your future? They, you know, as they should be, right? They should not necessarily know. So it's oftentimes talking to the parents about you know what their future is. But to to come in and say it's okay to not know, and it's okay to experiment, it's okay to try, that's critical. And how great is it that we can try that in high school that this has really become the early college academy has really become the senior year experience that they don't want to miss.
SPEAKER_00I love it. And we had not talked specifically that this is a senior year experience.
SPEAKER_02We do have some juniors, so we have opened it up. We do. We do, we do. In fact, we'll have our first one who did the early college academy for exploratory studies and is going to come back and do it for education next year. So this student will be leaving with 24 credits or more if they take advantage of the winter mester as well. I mean, how huge is that for that?
SPEAKER_00That is phenomenal. So, how are these students selected, or how do students learn about the program? So, however, you want to address that, either way.
SPEAKER_01I'm gonna let you want to talk about how you did it? Sure. We start at the at the high school level. We work closely with our principal and our counselors, and interestingly, um, we've had people from the university, even Dr. Burns, come out and talk to students, and we talk about this as one of the options. And so we do that through course selection. They get to see their fellow classmates in internships. Uh, and it's been actually pretty neat to see how quickly it's caught on, right? So just by having it in the course selection book and working with counselors and our principals, we've seen many students uh join the join the effort.
SPEAKER_02Yeah, we have a great team at Kutztown University too, and our admissions staff and also in the College of Education. And I'll tell you what, I love being out in schools. I mean, I I am a teacher at heart, I will always be a teacher at heart. So any chance I can get to be out there with kids and with teachers, uh I love it. I'm on it.
SPEAKER_00I'm I'm really excited about where the future is of this. And we know we have what's wonderful to hear is we really have a lot of participation in the Berks County community from our school districts are offering it. Um do you also have private, are private schools also participating as well?
SPEAKER_02Uh at this time we haven't had private schools join in yet. Uh that's not to say it won't happen in the future, but for right now it's it's been our mostly our public schools. Fantastic.
SPEAKER_00Okay, we we won't we won't go for that and I'm like like looking and going, what else? Is there something else that I have not asked you that you would like to highlight or let our listeners know about the program? Is there something something that I've missed?
SPEAKER_01Well, I would say I would say that I guess I would say this about the program. Um, one, all this effort is really on behalf of children. And a lot of people often ask, what do superintendents do? One of the things they do for children is to really think big, envision, and find partners in universities, in businesses who can help create a trajectory that's gonna create success for students along the way. So to all our superintendents and Berks County and beyond that have been a part of this, a big shout out because they've really been leading the way. I completely agree.
SPEAKER_02We couldn't do it without our superintendents and also our high school principals, our internship counselors, our school counselors, our assistant superintendents, the curriculum directors. I mean, each district really has a team that they that that we call them the implementation team who works with us. It really is a community that is working together for students, and we couldn't do it if everyone wasn't willing, you know, to come to that table for kids, you know, to help them out.
SPEAKER_00So I appreciate that. The one thing I'm going to ex to uh deviate a little bit out of the education space because I I do appreciate it's it's much cleaner, right? We talked about this creating the program because the internship is held at the school, right? So it's it's much easier to implement the internship part. Whereas when we looked at the exploratory, you and I had a conversation where it's now getting students in out maybe outside the school where they're going to be at a business location or somewhere that they're they're they're looking to uh to to experience. If we have anybody listening or talking about, like I want to help these students, right? I want to help be involved and provide an internship. You know, what would you say? Could they contact you and and then to get the ball rolling? They can definitely contact me, but you know, what other ways, you know, or should they be contacting their local school district? What is what do you think as the rhythm for that?
SPEAKER_02I say yes to all. Yes, yes, yes, and more yes, right? So I think um, as we think about the future, right, and and we are moving forward because we don't have a moment to waste. I think it's if you want to get involved and you want help, we'd love to have you. So one is reach out to you know your local school district, because I know our internship coordinators in our schools are always looking for those connections and those partnerships, right? Two, you could reach out to me at Cootstown University. Um we have an amazing career development center. We also have launched this micro internship concept. Maybe we can touch base about that someday as well. Um, but there are ways, if you're not ready to make a big commitment, there are small ways to make commitments because we've talked about as the kids continue on at Cootztown, how do we give them even more internship experience throughout? That's a whole other conversation for another. Day and the third, I would say absolutely contact you. You've been an amazing partner. The BBC has been an incredible partner. And I think as we think about the next iteration, think about what we can do when we can bring together and build this beautiful connection and coalition of even more businesses, even more, you know, school districts and entities that are coming together to say, how do we help give kids a taste of what this is like and show that a college education is critically important? I mean, we know it's clear that when you graduate from college, your earning potential is significantly higher. You will make more money down the road. So it's how do we bridge those two together, that experience and learning, to help kids get that opportunity and be successful.
SPEAKER_01I love it. Anything else, Dr. Tashner, that you want to add? No, thank you so much for all the work you're doing and for the summit and all the opportunities that you're providing for career internships for our students that's been instrumental in what we do.
SPEAKER_00I have I am just saying I'm just so grateful to both of you because I know we still only touched on the highlights of what this program can do, but it has really shown itself to be very powerful in not only changing the trajectory and uh for these students, but also it's helped to build that that next generation of teachers and getting them into the classroom I think is so important. Um so I I really applaud you on this. I'm really excited to see where it goes from here, by the way. Uh so thank you again. Um, if you have any other questions or if there's any ideas that you'd like to share that maybe you can help support this initiative, please feel free to reach out to me. You can go to our website, uh www.berksbec.org, and uh connect with me, and I'd be happy to have that conversation. Again, I want to thank Dr. Tashner and Dr. Burns for sharing the it's not only the program, but the partnerships that you've developed and just to help our students, you know, move to that next stage of life. I really, really appreciate it. Thank you so very much. Thank you so much. Great.