Exploring the Four-Day School Week with Dr. Karl Janson: Insights from Missouri

Join Dr. Jon Turner from Missouri State University as he interviews Dr. Karl Janson, Superintendent of Cabool Schools, located in Texas and Douglas County, Missouri. In this episode, they discuss the implementation and impact of the four-day school week. Dr. Janson shares his extensive experience, having first adopted the four-day schedule as a K-12 principal in Higby and later as Superintendent in Everton before bringing the model to Cabool. The conversation delves into the financial challenges, community involvement, and recruitment benefits associated with the four-day week, as well as the lessons learned from both districts. Whether you're an educator, policymaker, or curious listener, gain valuable insights on how this innovative approach is transforming schools in Missouri.

00:00 Introduction to the Four Day School Week

00:43 Early Adoption and Initial Challenges

01:40 Community Support and Implementation

02:45 Success Stories and Expansion

03:55 Comparing Districts: Everton vs. Cabool

05:53 Recruitment and Retention Benefits

10:22 Community and Board Engagement

14:56 Long-Term Reflections and Advice

24:17 Conclusion and Final Thoughts

In this episode, Dr. Amber Howard, Assistant Professor and Dean's Fellow for Competency-Based Education at Missouri State University, discusses her unique role in implementing competency-based education (CBE) initiatives across Missouri. She elaborates on the pilot programs designed to replace traditional MAP testing with more holistic assessments tailored to individual district needs. Dr. Howard explains how competency-based assessments focus on real-world applications and essential skills, particularly benefiting rural schooling systems by fostering collaborative ecosystems. This discussion highlights the challenges and benefits of transitioning to CBE and offers practical advice for educators interested in adopting this innovative approach.

00:00 Introduction and Guest Welcome

00:11 Understanding Competency-Based Education

00:50 Replacing the MAP Test: A New Approach

03:41 Impact on Rural Schools

08:00 Challenges and Support for Teachers

10:10 Personal Experiences and Insights

14:32 Place-Based Learning in Rural Education

16:44 Conclusion and Contact Information

Pathways for Paris - Paraeducator to Teacher Apprenticeship Program

Source:  featuring Dr. Jon Turner, Dr. Reesha Adamson, and Kaylee Picket from Missouri State University.

Date: February, 2025

Link and More Information: https://education.missouristate.edu/SELPS/SpEd/pathways-for-paraprofessionals.htm 

Contacts: Dr. Reesha Adamson [email protected] 

Executive Summary:

The "Pathways for Paris" program at Missouri State University addresses the teacher shortage, particularly in rural schools, by creating a federally recognized, registered apprenticeship program for paraeducators. This program enables paraeducators to earn their teaching degrees while continuing to work and get paid in their local school districts. Key benefits include immersion in the school environment, intensive mentorship, financial support (being paid during apprenticeship), flexible course delivery (online and synchronous), and customized curriculum relevant to the specific school district. While challenges exist (student capacity, faculty workload, the need for workforce development partnerships), the program demonstrates promising results in teacher preparation, retention, and collaboration among rural school districts.

Key Themes and Ideas:

1. Addressing the Teacher Shortage in Rural Schools:

• The program directly responds to the critical teacher shortage, which is especially acute in rural areas. 
• The program acknowledges the challenge faced by paraeducators who need to maintain their jobs while pursuing a teaching degree.

1. The Apprenticeship Model as a Solution:

• The apprenticeship model is presented as an innovative approach to teacher preparation, drawing parallels with successful apprenticeship programs in other fields (e.g., viticulture).
• The program provides extensive practical experience. Adamson emphasizes, "At minimum apprenticeships have 2,000 hours…within that school setting. So when you think about what that means for a candidate, the amount of time and exposure and understanding that they have of that school setting is exponentially higher than what we do in our teacher training programs."

1. Key Features of the Pathways for Paris Program:

• Partnership: A close collaboration between Missouri State University and over 200 school districts in Missouri.
• Scale: Serving approximately 400 paraeducators.
• Flexibility: Courses are offered asynchronously online or synchronously via Zoom to accommodate working professionals.
• Customized Curriculum: About one-third of the professional education coursework (24 credit hours) can be completed and taught by the school districts, allowing for curriculum tailored to specific school needs (e.g., reading programs, IEP processes). As Adamson says, "as schools are working to cultivate and to kind of grow their own candidates…they can make sure that those individuals are teaching reading in the evidence-based way, but also understand what reading curriculum they're going to be using within that school district." This ensures candidates are better prepared from "day one."
• Financial Support: Paraeducators are paid during their apprenticeship, which offsets tuition costs and provides a sustainable income. Adamson states, "all apprentices are paid…It's going to offset some tuition costs for individuals, but it's also going to help them on that trajectory of knowing that they have a sustainable income with that employment partner."

1. Benefits for Rural Schools:

• Reduced travel for coursework.
• Opportunity to retain local talent. "You're taking your individuals

Jon Turner from Missouri State University visits with Joanna Haskins a former rural classroom teacher who currently works at the Agency for Teaching, Leading, and Learning at Missouri State University.  Joanna works as a leader for Missouri's Beginning Teacher Assistance Program (BTAP) that is required as part of Missouri's teachers certification process for beginning teachers. This discussion focuses on connecting with students in the classroom and classroom management strategies.  For more information, Mrs. Haskins can be contacted at [email protected]   

The website for the Agency for Teaching, Leading, and Learning is https://education.missouristate.edu/ATLL/services-programs.htm  

At several points in the discussion, Mrs. Haskins talks about a Classroom Management info-graphic that can be found here.  https://drive.google.com/file/d/1PTN942KJvESWaxmb29UvzzZJkoyL4IiF/view?usp=sharing  

Links from the info-graphic https://www.cfchildren.org/blog/2012/08/key-factors-in-creating-a-positive-classroom-climate/

https://tntp.org/wp-content/uploads/Tools/instructional-strategies-that-push-students-to-own-the-thinking.pdf

https://www.edutopia.org/article/using-community-agreements-start-year-strong/

https://www.edutopia.org/article/establish-classroom-routines-productive-learning/

https://www.responsiveclassroom.org/teaching-without-rewards/

https://www.responsiveclassroom.org/responding-to-misbehavior/

https://www.modelteaching.com/education-articles/classroom-management/the-abcs-of-behavior

Dr. Jon Turner is an Associate Professor of Special Education, Leadership, and Professional Studies at Missouri State University can be contacted at [email protected]