University of Minnesota
Driven to Discover



 

Updates

DirecTrack to Teaching

DirecTrack to Teaching students have been active in several schools in our partner districts this fall. DirecTrack is a program for undergraduates at the UMN-TC who intend to become secondary (math, social studies, science, English language arts) or k-12 (art, ESL, world language, special education) licensed teachers through our post-baccalaureate initial licensure programs (ILP).

One of the requirements of DirecTrack is to take a course titled Exploring the Teaching Profession. A key component of this course involves service-learning in local schools. This fall, 27 students have been participating in service-learning in several of our partner districts.

• Columbia Heights High School, AVID tutors: 4 students
• Roosevelt High School (MPS), classroom tutors: 9 students
• Wellstone International High School (MPS): 1 student
• Lucy Craft Laney K-8 School (MPS): 2 students
• Adolescent Girls and Parenting Education (AGAPE) (SPPS): 3 students
• Murray Middle School (SPPS): 8 students


A student quote says it best:

"The most rewarding aspect is in the countless number of times I have seen a student that I am tutoring begin to understand something after I explain it to them. I have heard comments from my students that they finally understand something after I explained it to them. To just know that I am actually making a difference in these students' lives is an incredibly rewarding feeling."

The staff and students in DirecTrack wish to extend a big thank you to these schools for their support of our students as they continue on their path towards becoming teachers!

Update for October 19, 2010

TERI Update
15 October 2010
http://www.cehd.umn.edu/teri/

Welcome to the sixth installment of the TERI Update. We hope to use this regular email communication as a way to keep all of us informed about works in progress, deliberations, decisions, and events related to the Teacher Education Redesign Initiative.

Mark your calendars: December 3, 2010 and January 28, 2011
Location: TBD
We are planning for two new TERI working days in the coming months. Friday Dec. 3, 2010 will be focused on curriculum development, including deliberations about common content. January 28, 2011 will focus on assessment within our licensure programs and may include an opportunity to work with the Value-Added Research Center on data reporting models. Mark your calendars now and more details will follow.

Welcome Elizabeth Finsness as Curriculum & Assessment Coordinator
After a broad search that brought many applicants, Elizabeth Finsness was hired in August as the Curriculum & Assessment Coordinator. Lisa will be working with licensure programs to develop procedures and curriculum for the Teacher Performance Assessment pilot this year, she is co-chairing the Common Content Task Group with Martha Bigelow, and she will provide coordination for common assessments we will be developing and piloting in the coming years. Elizabeth comes to us from Minnesota State University-Mankato, having earned her PhD in the OLPD Dept. here at the U in 2008. Elizabeth will be located in the Educator Development and Research Center on the second floor of Peik Hall. Welcome, Elizabeth!

Welcome new members to the TERI Leadership Team
The TERI Leadership team coordinates the work of TERI and acts as a liaison group to the Bush Foundation. The current team includes:
Ken Bartlett, Associate Dean
Martha Bigelow, C&I
Peter Demerath, OLPD
Stacy Ernst, Partnership Coordinator
Elizabeth Finsness, Curriculum & Assessment Coordinator, EDRC
Jane Gilles, Coordinator for Accountability and Accreditation, Educator Development and Research Center
Carole Gupton, Director, Educator Development and Research Center
Lisa Jones, Executive Director, Educator Development and Research Center
Annie Mason, GA
Andrea Raich, Student Services
Misty Sato, TERI Director, C&I
Kathy Seifert, Special Education

See the TERI Governance Map on the next page for a snapshot of how the TERI leadership team interfaces with other parts of the college and advisory groups.

TERI Governance Map 2010-11

TERI Milestone Review with the Bush Foundation
On September 9, the TERI Leadership Team held a conference call with the Bush Foundation to review progress toward the milestones that we set for ourselves in our memorandum of understanding (MOU) with the foundation. For details, this review can be found on the TERI website and was distributed at the September Licensed School Professional meeting. This assessment of our progress gave us a great sense of pride in moving forward quickly on complex work while engaging more than 80 different people from across the college and among our school partners.

Program summer engagement
Thank you to the ten licensure programs who worked this summer with TERI funds to re-think their programs in relationship to clinical placements, the TPA, and other possible changes related to our ongoing discussions the past 9 months.

Common Content Task Group
Martha Bigelow and Elizabeth Finsness are co-chairing a Common Content Task group this semester. This group is charged with identifying how the current foundations of education courses will be redesigned to more strongly link to program-specific course work and assignments, to re-think the curricular experiences of our candidates within these courses, and to propose some structural / scheduling suggestions delivering common content courses / modules / clinical experiences.

October 1 Work Sessions review
More than 60 people attended the October 1 working session. At this meeting, we reviewed the redesign principles and the non-negotiable elements that we have agreed upon. Program areas led discussions on their progress in taking information about new clinical placements, partnerships, the Teacher Performance Assessment, and beginning to redesign their programs. A special thank you to Elementary Education, Agricultural Education, English Education for their presentations and to everyone else who brought out important elements from their own program work into the conversations. The core of the discussion brought out ways that common content courses can link more strongly to program-specific work and assessments. The group also examined the Teacher Performance Assessment (TPA) and identified strategic ways that elements of the TPA can be embedded into existing common content and program-specific experiences. We also reviewed the 4 common assessments proposed in May by the Curriculum & Assessment Task group and gathered input from programs about how to move forward strategically with their development.

Research
The Educator Development and Research Center, the college home for TERI, will begin coordinating research around various parts of the TERI work. Part of this coordination will be to seek additional grant funds for large-scale as research in partnership with our Professional Development Schools. Watch your email for an invitation to the TERI research roundtable discussions to be held on Fridays later in the semester. We are developing a research "map" that will help us to locate research on educator development within particular contexts of the educational system. We are seeking to support multi-disciplinary research on educator development. For now, four concepts have emerged as particular focal areas for research specifically related to TERI: partnerships, assessment-driven approaches, adaptive expertise (enduring dilemmas, uncertainties in practice), and transformation.

AACTE Proposal Accepted
The annual American Association of Colleges of Teacher Education (AACTE) conference to be held Feb 24-27, 2011 in San Diego, CA. A group (Misty Sato, Cassie Scharber, Martha Bigelow, Lori Helman, Stacy Ernst, and Michelle Gabrielli) submitted a joint proposal titled: Teacher Education Redesign Initiative: Preparing teachers with adaptive expertise.

TERI team attends Bush Summit
The Bush Foundation hosted a two-day summit on October 14 and 15, 2010. We had a team of 16 people attend, including 8 representatives from our partner districts and Professional Development Schools. We learned a lot from our colleagues across the state and gained some perspective from the national advisory committee.

District and School Partner Development
District partnership development moved forward with leaps and bounds this summer. We now have Memorandum of Understanding signed by four school districts that agrees to continue to planning with us to develop stronger partnerships for transforming educator development: Forest Lake, White Bear Lake, East Metro Integration District, and Brooklyn Center. Within these districts, three high schools, one middle school, and six elementary schools have been identified as future Professional Development Schools. Licensure programs are beginning to meet with school level leadership to work out arrangements for clinical placements in the coming year. Faith Clover from Art Education has already begun an innovative partnership in Forest Lake in which art teaching candidates co-develop an art lesson with an elementary teacher. The lesson integrates art with content area learning, providing children of Forest Lake schools with high quality art learning experiences while our candidates get practice teaching experiences.

Saturday Scholars
TERI leadership members Carole Gupton, Jane Gilles, and Stacey Ernst are the keynote presenters for the UMTC CE&HD Alumni Societies Saturday Scholars event on Saturday, November 6, 2010. This well attended event attracts alumni and friends who are interested in being current in education policy, programs and initiatives.

TERI Timeline

March--December 2009 Proposal to Bush Foundation
Convened CEHD and School representative Task Groups around essential curriculum in teacher education and school partner development. Proposed Professional Development School model of redesign to bush Foundation and received funding.

January--May 2010 Design Phase
Convened Task Groups to make recommendations for recruitment & admission, curriculum & assessment, partnership development, and research processes and structures related to teacher preparation and development. Began identifying district partners through series of meetings and retreats.

June--September 2010 Focus on Partnership Development
Identified and signed Memoranda of Understanding with 4 school district partners: Brooklyn Center, Forest Lake, White Bear Lake, East Metro Integration District. MOUs with districts focus on planning for teacher development (pre-service and in-service) together.

Across the partner districts, 7 schools have been identified as Professional Development Schools. Partnership development is proceeding differently with each school district, with priorities on professional development school identification, developing models for teacher preparation and development that aligned with school and university needs, and preparing teachers for mentoring student teachers.

September 2010--May 2011 On the Ground Design Phase
University curriculum and assessments begin to be restructured and new field placement arrangements with Professional Development Schools in partner districts are tried out. Roles for district partners in teacher preparation are identified and roles for university staff in schools are identified. New district partnerships continue to be developed and formalized. Identification of new Professional Development Schools continues.

May 2011 A New Beginning
The first candidates enroll in the "redesigned" teacher licensing programs at the University of Minnesota-Twin Cities in partnership with school districts. New district partnerships continue to be developed and formalized. Identification of new Professional Development Schools continues.

June 2011--May 2012 Working Out the Details Phase
Close monitoring through data collection and feedback from candidates and schools drive ongoing refinement within the redesigned programs. New district partnerships continue to be developed and formalized. Identification of new Professional Development Schools continues.

Update for April 1, 2010

Welcome to the fourth installment of the TERI Update. We hope to use this regular email communication as a way to keep all of us informed about works in progress, deliberations, decisions, and events related to the Teacher Education Redesign Initiative.

Spring / Summer working dates set for University faculty and staff

If you have participated in the TERI retreats, if you have served on a TERI task group, if you are interested in participating in the next steps and developments of teacher education redesign, please mark your calendars and plan to attend the following sessions. Each licensure program area and foundations course area should make sure that at least one representative from your program or course attends as a way to ensure that everyone has access to the information and a voice in the discussions.

May 17, 9:00 - 12:00
Task group reports/recommendations and discussion (Recruitment & Admissions; Curriculum & Assessment; Partnership Development; Research)

May 18, 1:00 - 4:00
Interaction and feedback on task group recommendations and school partnerships from the university perspective.

June 10 and 11
These two days will focus on professional development for all teacher education faculty, staff, and past, current, and future student teaching supervisors around the performance assessments that will be embedded in the candidates' program experience. A key part of the two days will center on the new teacher Performance Assessment that will be piloted state-wide next year. We will provide professional development funding for those 9 month employees for whom these days are not contracted.

Opportunities to engage in conversations about equity and diversity

Developing Culturally Responsive Teachers: A Discussion with Geneva Gay
The Preparation to Practice Group in the College of Education and Human Development in partnership with TERI is hosting Geneva Gay for a two-part discussion. Geneva Gay is Professor of Education at the University of Washington-Seattle where she teaches multicultural education and general curriculum theory. She is nationally and internationally known for her scholarship in multicultural education, particularly as it relates to curriculum design, staff development, classroom instruction, and intersections of culture, race, ethnicity, teaching, and learning.

Thursday April 15, 2010
University Research and Outreach/Engagement Center (UROC)

2001 Plymouth Avenue North, Minneapolis, MN 55411

Morning Session: Culturally Responsive Teaching in Practice
9:00 AM-12:00 PM, - light breakfast snack at 8:30 AM
Dr. Gay will address pedagogy and how teachers develop culturally responsiveness in classrooms and school settings and address ways to support the continued development of responsive teaching.

Afternoon Session: The Preparation of Culturally Responsive Teachers
1:00 PM-4:00 PM - lunch from 12:00 PM - 1:00 PM
In this session Dr. Gay will address her work in pre-service teacher education at University of Washington and how it relates to ways we can improve teacher education pre-licensure to support culturally responsiveness.
Details: http://www.cehd.umn.edu/ppg/Partnerships/CCAB.html
Registration: http://www.cehd.umn.edu/ppg/Partnerships/CCABreg/ccab0415.html

Diversity as Everybody's Everyday Work Summit
The Institute for Diversity Equity and Advocacy (IDEA) and the System-wide Equity and Diversity Action Network (SEDAN), organizations both sponsored by the Office of the Vice President and Vice Provost for Equity and Diversity, are hosting the first semi-annual daylong equity and diversity symposium for faculty, students, staff, and community focused on working both as individuals and as "Partners in Change" toward institutional transformation. The symposium is limited to 80 participants. [Note that Tim Lensmire from Curriculum & Instruction will be one of the session leaders]

Thursday, April 29
Minnesota Continuing Education and Conference Center on the St. Paul Campus.

Details: http://www.academic.umn.edu/equity/summit.html
RSVP: http://www.cehd.umn.edu/Events/Summit/

"What Does it Really Take to Educate All of Our Children?"
Saint Paul Public Schools is hosting a breakfast presentation event for community leaders with speaker Dr. Thomas Payzant, professor of practice at the Harvard Graduate School of Education and Superintendent in Residence for the Broad Foundation funded Superintendent Academy and is recognized nationally for his work in Boston Public Schools.

Friday, April 9, 2010
7:30 a.m. - 9:00 a.m.
Paul & Sheila Wellstone Center, 179 E Robie, St. Paul, 55107
RSVP: Kris Emerson, 651-767-8234, kris.emerson@spps.org by Thursday, April 8

TERI discussions at LSP meetings
At the March 1 Licensed School Professional meeting Kathy Byrn led the group in discussions about partnership development. Kathy reported on the recent discussions with 5 school districts (Minneapolis, Forest Lake, White Bear Lake, East Metro Integration District, and Brooklyn Center) about defining the expectations and responsibilities of both the University and the school districts for professional development school partnerships. Kathy also asked for input from the program representatives at the meeting about which districts we should be seeking out in the long term for partnership development. A summary of existing school partnerships has been compiled based on information submitted by program areas that will also help us identify potential professional development school partners in the coming year. If you are interested in this discussion, please see the LSP meeting notes at http://intranet.cehd.umn.edu/lsp/calendar.html.

At the April 5 LSP meeting, we will discuss the progress of the Curriculum & Assessment task group. Please ask your program area representative for an update if you cannot attend this meeting.

Research Task Group update
TERI will have a poster at the CEHD research Day on April 9 from 11:00 - 1:00. The intent of the poster is to provide a big picture look at the various parts of TERI and the Bush Foundation Partnership and to solicit input about the research and evaluation agenda that we will begin to enact in the coming year. Please stop by to talk with Misty Sato, Lori Helman, and Kathy Byrn about your questions and your ideas for research related to teacher education and our redesign.

The American Association of Colleges of Teacher Education (AACTE) is accepting proposals for its national conference from Feb 24-27, 2011 will be held in San Diego, CA. Proposals are due May 17, 2010. Please contact Misty Sato (msato@umn.edu) if you would like to participate in a discussion about submitting a symposium proposal related to TERI for this conference. This is also a great opportunity to reinvest some of the professional development money earned through TERI participation back into our teacher education programs.

Details: http://aacte.org/index.php?/Press-Center/Feature-Articles/2011-call-for-proposals.html

Program area support for TERI curriculum development
The Curriculum and Assessment Task Group has been working hard on developing an overarching teacher licensure structure with some new configurations for common content knowledge, core performance assessments, and flexibility for program areas to determine their own content specific requirements. We should have the overall structural elements designed by the end of spring semester and opportunity for broader review and input at the May working session. We would like to give program areas opportunities to spend time during the summer 2010 to take up program-specific curriculum planning with support from the TERI grant. Each program area will have access to up to $5,000 of support for curriculum development activities (e.g., individual's time, new resources, group meetings, cross-program collaborations) contingent on work plan proposals that will be specific to the program area needs. Program areas can start to plan ahead now for time in the summer. Details about the work plan proposals to receive the funding will follow soon.

TERI Timeline

Design
Jan--May 2010: Task Groups and LSP developing recommendations for recruitment & admission, curriculum & assessment, partnership development, and research processes and structures.

May 17,18: TERI work days for reviewing task group recommendations and refining plans brought forward by Task Groups

June 10, 11: Performance assessment of candidates professional development for all teacher education faculty, staff, and supervisors.

May--August 2010: Program areas have access to support for program specific curriculum and assessment development; common assessment development.

Pilot, Test, and Build
2010--2011 Academic year: Professional Development Schools begin some placements of candidates; piloting common assessments; test out and refine new curricular structures/ content; course approval processes.

Launch
May 2011: Launch new teacher education design with partnership districts and schools

TERI Update for the Week of February 15th, 2010

Welcome to the third installment of the TERI Update. We hope to use this regular email communication as a way to keep all of us informed about works in progress, deliberations, decisions, and events related to the Teacher Education Redesign Initiative. This update is particularly long since three weeks have passed since the last update in January.

Spring / Summer Working Dates Set
Please hold the following dates on your calendar as TERI working dates. These are not over-night retreats and the location will be announced soon.

May 17 and 18
June 10 and 11

During these working dates, we will bring task groups, program area faculty and staff, and school partner representatives together to share progress, examine proposals from task groups, and work together on details of the partnerships. We understand that licensure program orientations are on the 18th and we will be working around that schedule, planning some large group updates and report outs along with some smaller working group and program area-specific time. Please let us know if you have ideas for what you would like to see designed for this time together.

Welcome Kathy Byrn as Partnership Coordinator
Kathy Byrn has been hired as the temporary partnership coordinator. We are very excited to have her expertise and passion!! The position description for the partnership coordinator has been posted and we plan to have a full time person in place this summer. If you are interested in this position posting, please contact Carole Gupton at cgupton@umn.edu

Partnership Meetings Set
Three meetings with partnership districts have been set. Kathy Byrn is coordinating these meetings and will be sending out additional information to program areas.

Meeting 1 - To define the range of Professional Development School (PDS) partnerships
The meeting will take place Tuesday, February 23, from 10am-12pm, and Forest Lake will host this first meeting in their District Board Room at 6100 N. 210th Street, 55025

Meeting 2 - To determine the criteria for selecting school sites
The second meeting will be Thursday, March 4, from 10am-12pm and Minneapolis will host at the Webster Complex, room 221 B, located at 425 5th St. NE, 55413.

Meeting 3 - To determine the criteria for selecting cooperating teachers
The third meeting will take place on Wednesday, March 10, from 11am-2pm (box lunches will be provided). This is a longer meeting and one where we think attendance of teachers will be vital. Details on the location will follow.

Program Area Support for TERI Curriculum Development
The Curriculum and Assessment Task Group has been working hard on developing an overarching teacher licensure structure with some new configurations for common content knowledge, core performance assessments, and flexibility for program areas. We should have the overall structural elements designed by the end of spring semester and opportunity for broader review and input at the May working session. We would like to give program areas opportunities to spend time during the summer 2010 to take up program-specific curriculum planning with support from the TERI grant. Each program area will have access to up to $5,000 of support for curriculum development activities (e.g., individual's time, new resources, group meetings, cross-program collaborations) contingent on work plan proposals that will be specific to the program area needs. Program areas can start to plan ahead now for time in the summer. Details about the work plan proposals to receive the funding will follow soon.

LSP Discusses Professional Development School Models
At the February 1 Licensed School Professional meeting, Julie Kalnin and Misty Sato led the group in a discussion about professional development school models. If you are interested in this discussion, please see the LSP meeting notes at http://intranet.cehd.umn.edu/lsp/calendar.html. The case study we read and the NCATE Standards for Professional Development Schools is posted on the TERI NING site.

CEHD Chairs Briefed on TERI
On February 11, Misty Sato from C&I, Peter Demerath from OLPD, and Margaret Kelly from PSTL briefed the CEHD Department Chairs and Dean about TERI progress based on the retreat and ongoing conversations about institutional issues that have been brought out in discussions (see below). The Chairs actively took up the discussion and pointed out that some of the same issues are coming in the 2020 Vision planning. Several of the Chairs will receive a copy of the book, Preparing Teachers for a Changing World, at their request.

Questions Presented to the CEHD Department Chairs for Discussion

What are the implications of TERI for work across the departments in the college? What considerations can be made for the following points?

  • • Cultivating relationships with departments and programs that have not had an active role in teacher preparation--e.g., Family Social Sciences and Family, Youth, & Community program in C&I
  • • Recruiting and preparing educational administrators
  • • Teacher leadership development
  • • School social work and school counseling preparation
  • • Research opportunities for faculty and doctoral students

    What are the ramifications of changing our teacher preparation program structure to one that is more integrated in school sites or increases the clinical work expected of candidates?
  • • If course curriculum does not follow a traditional university semester schedule or is taught as part of a school-university partnership, how will we manage faculty teaching loads, attribute tuition, and reward faculty?
  • • How will the CEHD / university recognize and reward the work that is done in partnership with schools? Is this scholarship, teaching, service or a hybrid model?
  • • How can we best draw upon the expertise of our faculty during the curriculum design process?
  • • How do we balance the overall programmatic needs in preparing teachers with the academic freedom for faculty to choose content in their fields of expertise?
  • • How do we become more intentional about the selection of school-based staff to work with pre-service teachers?
  • • What reward structures are valuable for partner teachers? Clinical faculty?

  • How should we recruit candidates?

  • • What do we need to do to increase the avenues of entry for underrepresented groups?
  • • What are the barriers for targeted groups?
  • • What admission criteria provide evidence of teaching / learning success for candidates?
  • • What are we doing to be both welcoming and supportive in ways that will keep students of color in the programs?
  • • How do we honor non-traditional students in both our recruitment and our program design (esp. if they have jobs or other obligations that make intensive work in schools difficult or impossible)--Scholarships? Flexible scheduling?
  • • Can / should we tailor our program admission to meet the hiring needs of our partner school districts?

    Program Area Meetings Still Underway
    Martha Bigelow and Misty Sato have been meeting with program areas to discuss current practices that we can build on in the TERI work and ongoing developments in TERI. So far, they have met with Social Studies, Second Languages & Cultures, Culture and Teaching, Mathematics, Music, Family Youth & Community. The meetings have been generative in connecting current program practices with new structures (e.g., partnerships, performance assessments, integrating common curriculum throughout a candidate's experience).

    Research Task Group Update
    The Research Task Group met on February 9. They are continuing to develop a logic model that encompasses the long-term and short-term goals of TERI and how the planned activities flow toward those goals. The group is currently planning to structure the model so that a variety of research perspectives / approaches will be honored as individual and collective research opportunities are identified. Contact Lori Helman for more information: lhelman@umn.edu

    Curriculum & Assessment Group Update
    The Curriculum & Assessment Task Group met on February 15 and has been actively using the NING site. Building off of the year-long integrated model of teacher preparation that emerged from the retreat, the group discussed a potential model from providing program area flexibility while integrating common content throughout the teacher candidate's experience. Martha Bigelow characterized the model as vertically (program area content and common content) and horizontally (across time) integrated.

    Memorandum of Understanding with Bush Foundation
    The TERI Leadership Team has been actively working on the memorandum of understanding between the U and the Bush Foundation. This document establishes our benchmarks for the coming year and the release of funds from the Bush Foundation to support those goals. Task Group Chairs have been updated on the timelines for this work. We are still moving toward the following overall timeline:


    Design
    Jan--May 2010: Task Groups and LSP developing recommendations for recruitment & admission, curriculum & assessment, partnership development, and research processes and structures.

    May 17,18 and June 10, 11: TERI work days for reviewing task group recommendations and refining plans brought forward by Task Groups.

    May--August 2010: Program areas have access to support for program-specific curriculum and assessment development and cross-program common assessment development.

    Pilot, Test, and Build
    2010--2011 Academic year: Professional Development Schools begin some placements of candidates; piloting common assessments; test out and refine new curricular structures/ content; course approval processes.

    Launch
    May 2011: Launch new teacher education design with partnership districts and schools

    TERI External Advisory Board
    The External Advisory Board for TERI met on January 27. The TERI Leadership Team provided an update and summary of the retreat held in January. The discussion question posed for the Advisory Board was centered on communications - how we can better communicate the strengths of our programs publicly while still engaging in ongoing continuous improvement to make our teacher preparation programs even greater and to better serve Minnesota's children. The Advisory Board took this conversation on vigorously, pointing out that the world has changed and so must education--at all levels. We must be proactive and not reactive to changes happening around us and we should communicate that this change is not a result of broken programs, but an effort to do what we do best even better. They also pointed out that stories have power in communicating ideas and ideals.

    Resources
    Two new resources have just been released and might be of interest:

    1. Educator Preparation: A Vision for the 21st Century is a white paper from the American Association of Colleges of Teacher Education that is currently circulating in draft form: http://aacte.org/email_blast/president_e-letter/files/02-16-2010/Educator%20Preparation%20and%2021st%20Century%20Skills%20DRAFT%20021510.pdf

    2. Mary Kennedy has edited a new handbook titled Teacher Assessment and the Quest for Teacher Quality (2010) published by Wiley. http://www.wiley-vch.de/publish/dt/books/forthcomingTitles/ED00/0-470-38833-1/?sID=bn4f4e9ljkhsbbv8p02jsooii3

    TERI will have a few copies of this book to circulate to those who are interested.

  • TERI Update for the Week of January 4th, 2010

    Welcome to the first installment of the TERI Update. We hope to use this regular (weekly and as needed) email communication as a way to keep all of us informed about works in progress, deliberations, decisions, and events related to the Teacher Education Redesign Initiative. This installment will be particularly long because of the upcoming retreat (Jan 14 and 15) and all the information we have to share in preparation for that. Use the headers to guide you to the information you need.

    TERI Retreat January 14 and 15

    Preparation
    Accept an invitation to NING. To help facilitate the collaboration and communication within task groups and the LSP in general, we have created a NING site. Michelle Gabrielli will email an invitation to join this site by Friday of this week. Please accept the invitation by following the instructions in the email. There will be a brief overview on using this communication tool on the 14th, but feel free to explore it once you have been given access.

    Bring a laptop. We will be using technology for drafting, feedback, and document sharing purposes. The hotel has wi-fi capability and we anticipate that you will need to access the NING site as well as other Internet resources.

    Read in advance. Many of you have already received the book Preparing Teachers for a Changing World. We would like for you to read the following sections before the retreat as background preparation and a description of the conceptual direction for this work.
    o Chapt 2: Theories of learning and their roles in teaching, particularly pp. 48-51
    o Chapt 10: How teachers learn and develop
    o Chapt 11: The design of teacher education programs
    If you do not yet have the book, you can access an electronic copy of the chapters below or in the Retreat Materials category to the right.


    Draft Agenda

    Purpose of the Retreat

    o Create common ground for the overall program structures (such as clinical work, performance assessments, core curriculum) for all teacher preparation programs.
    o Draft curriculum outlines and core performance assessments
    o Develop work plans in each task area for spring / summer 2010

    Thurs Jan 14

    8:00 a.m. Breakfast - Leadership Team and School-Based Participants
    • Leadership team and task group chairs have breakfast with school-based participants to bring them up to speed on decisions made so far and give them time to ask questions
    8:30 a.m. Gathering
    • University participants register and gather for breakfast
    9:00 a.m. Opening comments
    10:00 a.m. Task group discussions with whole group led by chairs
    11:45 a.m. Lunch
    12:45 p.m. Task group work time in breakout rooms
    (Curriculum & Assessment, Research, Recruitment & Admissions - Leadership Team and school participants are distributed among these task groups.)
    5:00 p.m. Afternoon Break
    5:30 p.m. Dinner
    6:30 p.m. Task Group reports and feedback with whole group over dessert
    • Member of Task Group give 5 minute summary of progress, raise key questions that they really want feedback from larger group about
    • Task Groups reconvene for to identify key questions / topics for Friday work session
    8:30 - 9:00 p.m. Adjourn for night


    Friday Jan 15

    8:00 a.m. Breakfast
    8:30 a.m. Task Group work time
    • Begin with feedback from NING site / dessert discussion
    12:00 p.m. Lunch
    1:00 p.m. Curriculum & Assessment Task Group Check-in with whole group
    • Report on progress
    • Assessing the role of partnerships in the redesign discussions
    • Get feedback from the large group
    2:30 p.m. Task Group work time
    (Partnerships, Curriculum & Assessment, Research, Recruitment & Admissions)
    4:00 p.m. Reconvene as large group to assess progress, capture key issues that need attention in the overall TERI work, and identify next steps
    5:00 p.m. Adjourn


    Other Pertinent Information

    Remuneration

    We recognize that Jan 14 and 15 are contracted work days for college employees and payment for this work is not contractually an option. We also recognize that this type of work is intensifying the workload of many already-busy people. So, we are working on ways that we can compensate people for the intensification of their work that this will demand. This will have to be different for people depending on their contract at the university and their school districts. We have a few ideas for how to re-invest our resources in ourselves by setting up professional development funds and making resources available that will enhance our working environments. One example of how we have tried to think creatively about not adding additional responsibilities to people's workload this year, was to reconfigure LSP subcommittee assignments that were already in place as a service assignment in the college to the TERI task groups. We welcome your input on how to acknowledge the work intensification, compensate people appropriately, and use our grant resources as an investment in our people and programs.


    Why a Retreat Off Campus?

    We proposed an extended off campus retreat in our proposal to the Bush Foundation for several reasons. We understand from the literature in organizational change that being away from one's "usual" surroundings allows for increased creativity and a sense of shared outcomes. The retreat will allow us to move forward quickly with important decisions in which many stakeholders (both within CEHD and the P-12 school partners) will be present to contribute. Otherwise, we will have to build this workload in during the regular semester. The national coaches that Bush provided also praised the concept of using a retreat for this work

    We received feedback from one faculty member who had heard from others that they were concerned about the choice of holding this retreat off campus during a time when everyone is tightening their belts. We want to assure everyone that all of the funding for the retreat will be from the Bush Foundation grant and was budgeted for in that proposal. And in the end, we are using less than half of the dollars that we originally budgeted for the retreat since we are booking space in an off-season time when hotels are offering good packages of services. No U of MN or Minnesota tax dollars are being spent for the retreat, and we still anticipate that Minnesota's children will greatly benefit from the creative work its University employees will accomplish in these two focused work days.

    We want to use these generous resources wisely and believe that investing in the expert knowledge within the college is a key use of these resources during these important planning stages. We "shopped around" for a location that was designed to support business meetings, was close enough to not use valuable time for too much travel but would still get us "away," and that offered competitive pricing. Serena Wright did a great job of identifying the Sofitel after visiting and pricing several locations. Campus venues turn out to be more costly for rooms, food, and other "meeting type" supports than the outside venue since they charge "a la carte" for each service requested, which adds up quickly. The outside vendors that were investigated offered packages of services. An interesting observation from Serena: when she did the site visits to other locations in search of a reasonably priced venue, sales managers told her that they had upcoming retreats for the University that included the Humphrey Institute and the Carlson School. Overnight stays are an additional cost, but we really want people to temporarily remove themselves from their usual environment and get immersed the work . . . This is akin to when faculty serve on a grant review panel, a national committee / board meeting, or an on-site accreditation visit and focus on a common task for a sustained period of time. We have high hopes for the productivity we can support during the retreat.


    TERI Design Principles . . . So Far
    In order to make a proposal to the Bush Foundation, we drew on ideas from college retreats in the past three years, ongoing LSP conversations, national trends, and our own candidate feedback via surveys and interviews to put together the overarching design principles for this work. These have been presented publicly a few times, and nothing much has changed in recent weeks. All of these commitments are at this broad level at this point, so there is still a lot of decision making to be done on structure and practice. The full proposal that we submitted can be found at http://www.cehd.umn.edu/teri/ . To access the proposal, click on "Phase II Bush Proposal" under the TERI Blog heading on the right. In a distilled format, here are the guiding elements of the teacher education redesign that we proposed.


    Focus on Student Learning
    Through TERI, the University of Minnesota will be known for preparing and supporting teachers who focus relentlessly on student learning.

    Adaptive Teaching
    Student learning requires teachers who have both expert subject knowledge and the flexibility and inventiveness to adapt to the diverse learning needs of their students, including working effectively with students learning English and students with special learning needs. We will also emphasize the skills required to use the latest instructional technology to enhance student learning.

    Diversifying the Teaching Work Force
    A nationwide shortage of teachers of color is well documented. TERI will identify effective strategies for recruiting and retaining teachers of color, with a particular focus on undergraduate students at the University. A teaching force that more closely resembles the student population in Minnesota is essential for providing diverse cultural perspectives in schools, offering students images of a diverse profession of teaching, and for tapping into culturally appropriate approaches to the benefit of P-12 students. All teachers prepared through TERI will be adept at working with all students, regardless of background.

    Enhanced Clinical Experiences
    Through University partnerships with designated professional development schools, teacher candidates will gain access to high quality school-based experiences and to the expertise of master teachers. At the same time, the schools will gain opportunities to develop the leadership and instructional skills of their faculty. The focus of professional development schools is research-based teaching and learning that will benefit P-12 students.

    Strengthening our Curriculum
    TERI will add focus to our efforts in four areas: preparation for work with special education students, preparation for work with English language learners, development of cultural competence, and preparation for working effectively with families and communities.

    Improving Teacher Support
    We will establish a multi-year system for new teachers in our partner districts that will provide the support and guidance they need to succeed in their first years of teaching. This will include assisting school leadership in developing a comprehensive system based on research into effective ways to improve teacher support.

    Measuring Effectiveness
    We will measure progress made by the students taught by teachers who have completed preparation with us and guarantee that these P-12 students will experience at least one year of academic growth in one year of instruction.


    Bush Foundation Summit on Value Added Research in Teacher Preparation Jan 12 & 13
    The last element in the design principles above, measuring effectiveness, was a stipulation by the Bush Foundation for all institutions proposing a partnership with them. The foundation has entered into partnership with 14 teacher preparation institutions in Minnesota, North and South Dakota and each one has agreed to provide a guarantee of effectiveness of their teaching candidates to be determined based on student growth measures. The effectiveness guarantee is not in place during their teacher preparation program, but will be determined after they have been hired as a teacher and taught in a school for a year. At this point, we have not made any promises about what actually happens if a teacher is found to be "ineffective" based on these measures. However, note that based on these elements of the redesign, the preparation of teaching candidates does not end upon their recommendation for licensure. We plan to provide more support for our teaching candidates after they enter into their teaching careers.

    The accountability model that the Bush Foundation is relying on is based on the work done in Louisiana that links pupil performance not only to the teacher in the school, but to the teacher preparation program that prepared the teacher. See: http://www.washingtonpost.com/wp-dyn/content/article/2009/12/12/AR2009121202631.html?wpisrc=newsletter for a lay summary. More Louisiana state details and technical reports can be found here: http://regents.state.la.us/Academic/TE/Value%20Added.htm .

    As we enter into this work with the Bush Foundation, we are aware that the guarantee of teacher effectiveness is complicated technically, politically, and practically. However, we believe that the first redesign element, a renewed focus on student learning, requires us to pay attention to how well candidates from our programs can support the learning of all students in their charge when they become teachers. We also know that nationally, this work is happening based on the current administration's education platform, the Race to the Top competition, and increasing pressure on teacher preparation institutions to demonstrate their quality. We see our participation in this work with the Bush Foundation as an opportunity to help shape the process by which we measure effectiveness here in Minnesota as well as nationally. We have an opportunity to guide how the data from student and teacher performance can best be used to improve our program performance, the performance of our candidates, and the performance of the P-12 students.

    To this end, we have invited several members of the college and school partners to attend a Bush Foundation hosted event on value added research on Jan 12 and 13 to contribute to this conversation. At this time, participants include Jane Gilles, Bob Utke, Geoff Maruyama, Gillian Roehrig, Michael Rodriguez, Kent Pekel, Sue Rose, Lloyd Komatsu (Forest Lake Schools), Lori Helman, Richard Wassen, Michael Goh, Mary Trettin, Carole Gupton, Martha Bigelow, Misty Sato, Kay Herting-Wahl, and Julie Kalnin. We will provide an update from this meeting in the next TERI update and at the retreat.

    Teacher Performance Assessment
    Minnesota has entered into an agreement with the American Association of Colleges of Teacher Education and the Council of Chief State School Officers to begin piloting a Teacher Performance Assessment. We are serving as the lead IHE on this initiative and several other "Bush Partner" institutions have joined us in the initial planning for this work. The state Board of Teaching has been working closely with us to fast track the state toward this performance model as part of the state accountability system for teacher preparation programs, which has recently been redesigned. This performance assessment is based on the National Board Certification model and is designed as a capstone performance assessment (using video analysis and student work analysis) for pre-service teachers. The national model will be built on the performance assessment that has been in use in California for several years (see http://www.pacttpa.org/_main/hub.php?pageName=Home for more information). We have been discussing with the Bush Foundation how this Teacher Performance Assessment can be used as a valid measurement tool for teacher performance in addition to the value added processes that will be the focus of this summit. Read more information about this national effort in the document below.

    College of Education & Human Development
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