Prezi Link

This presentation did what presentations tend to do: formed more ideas and created more questions. Perfect! Now let's collect some of those ideas so we can build on them.

Please add your expertise to the presentation, as you are able. Everyone who uses the link below is listed as an editor. I haven't tried it, so I'm hoping that it works. Because we want to focus it on "ground level", let's but an end-date of June 1 on it. If you don't feel comfortable working with Prezi, I'd be happy to gather information via e-mail (carolyn.loney@gmail) by this date.

Exciting stuff...and exciting to see ideas grow into practice.

http://prezi.com/invitation_to_collaborate/7958627495a45e59f781e56b474b02ce5582e778/

Making Connections at SITE

This week I am attending and presenting a brief research paper/presentation at the annual SITE (Society for Information Technology and Teacher Education) conference.

Amid the special interest groups and tracks at the conference where those dedicated to teacher education programs. I fit a few of the presentations into my schedule and I found some of the discussion has been centered on the issues discussed with this group.

Certainly much of the focus of those at SITE has been focused on effective ways to integrate technology, but throughout the sessions has been a call to better connect the practice of in-service teachers, pre-service teachers, and practice research.

Shared at one presentation was a report produced by numerous representatives from a variety of national groups including NCATE, ISTE, AACTE, and AERA (among others). I’ve skimmed through the report that was produced and thought it was worthy of sharing with this group.  Lots of overlap with the NCATE document shared by Faye.

If you wanted to follow the going-ons of SITE you can follow the conversations on Twitter using the hashtag #site2011. Points of interest that I thought were relevant to this group would be the continued work being done on TPACK and the number of districts pumping money into interactive whiteboards (choose your own flavor) with not much planning of what to do with them once they are installed. Lots of folks using them as high-tech chalk boards.

Summary to date

I've been to a few conferences, and I've found that a clear and focused understanding of why one is attending the conference makes it more likely for one to bring home ideas that can be implemented. As a participant in the upcoming conference, I offer this summary of our current discussions so that it can guide our information gathering while at the conference. Please make comments to continue clarifying our mission! I would really like to see this project take flight.

MISSION: To create a strong and viable PDS in River Falls.

PRIMARY BENEFITS:

For Student participants

- More time spent on the art and the possibilities of teaching and less on navigating climate and procedural information

- Surrounded in proximity by other students in the same process – fosters a community of student learners supporting and encouraging each other

For River Falls MS/HS

- The ability to tie-in to University expertise in content areas and in current research

- Ability to see technology and current/innovative teaching methods first-hand via demonstrations or in student-teacher methods

- Breaking down silos

For University

- A means by which to attract passionate students to the education program at the secondary level

- A way to understand the current educational and other needs of secondary students so as to guide the instruction of student teachers to meet those needs

- A venue for practical application for the student teacher

- Breaking down silos

In creating this PDS, a strong professional bridge will connect the University, the Student Teachers involved in the PDS, and the High School and Middle School.

Our PDS description:

- Big idea: Innovation

- Incorporates Effective Technology

- Includes the Communication of Creative and Critical Practice for high Student Engagement

- Includes Personalized Learning: for University students and for MMS/RFHS students

- Includes a way to assess and evaluate our effectiveness

Some ideas as to how this could work:

- PT3 Grant similarity?

- Use teacher education classes for PDS students (special section) spend mornings in the schools, then connect to the university classroom.

- Mentor for overall program. 50% release for university personnel and school personnel. In the building presence, visibility, in the schools.

Purpose of PDS conference:

- To learn by the experiences of others: What works, what doesn’t with regard to Marketing, Financing, Organization, Scheduling, Other?

- To offer ideas for “catchy umbrella titles” that fit River Falls' focus points

- To create relationships that will encourage the development of our PDS

- To bring these ideas home for further study, which will then lead to implementation

Email Notifications

Hello!

I'm hoping you all receive email notification that I posted to the blog.

Hopefully it worked!

See you all soon!

Stephanie

Connecting to the Research

I do understand that the source from my previous post is Marketplace, a media outlet that is focused on business and economics. Being critical of the sources in which we all gather our information, I found this story a compelling piece. Nevertheless, I have made myself aware of the recent journal articles within the Teacher Education research.

The Journal of Teacher and Education has published similar items within the last couple of years.

For instance, in his article, Zeichner really puts his finger on the issues we are facing and the approaches (I think) the PDS is attempting to take. This includes rethinking the connection between campus courses and field experiences.

Another articles which is much in the same vein is Futrell's article. This article was really aligned with Jamie's comments today about breaking down silos. Essentially, seeing teacher education as a partnership between pre-service teachers, university faculty, and practicing classroom teachers.

Finally, Cuddapah and Clayton really try to apply Wenger's theory of Community of Practice to teacher education programs. I'm certainly a big fan of Wenger's work and it was an interesting take on how this could be applied in practice. Although I think communities of practice really need to be grown organically, it was interesting to see these authors try to apply it.

Of course all of these articles point out issues that we already know from our own experience, but implementing these items require much more thought, coordination, and buy-in.

For those of you that would like access to any of these full journal articles (8-10 pages each) please let me know. As I understand it, University faculty and staff do have access to this journal through our library.

A Response from the University of Louisiana

I remember hearing this story on a drive home a few months ago and forgot to post it for the group.

Faye's reminder about NCATE's recommendations for "Transforming Teacher Education Through Clinical Practice: A National Strategy to Prepare Effective Teachers" [pdf available here] was played out in this story.

Louisiana which is one of eight states that NCATE targeted for improvement have repositioned their teacher preparation program to be exclusively grounded within practicum experience.

I've embedded the story for those that would like to listen to the story.



You may also choose to read through the story or investigate this further by reviewing the story on the Marketplace site.

A few more

If I can add a few more questions concerning basic purpose of the group:

Are we jumping the gun to go directly from fairly weak relationships (based on my perception of few interactions between RFHS/MMS and UWRF staff at the current time) to Redesigning a Teacher Education Program for future teachers at the University?

Is our committee focus on creating a collaboration/strengthening of UWRF/RFHS/MMS relationships, or is it to create a PDS? And if the first of these is the focus, are there other ways to create collaboration/strengthening of UWRF/RFHS/MMS relationships, or are we meeting so that we can best structure a PDS? These are honest questions - I think they are both worthy objectives, and I think that both require different spending of time/energy in order to get results.

Maybe I missed a key point or two, and if that's the case, I don't mind being the dumb one. :) I just know the answer to this question will help me think about and/or answer the rest of the ones in Mary's post.