Partnership
C E N T E R F O R S C H O O L - U N I V E R S I T Y PA RT N E R S H I P S
Spring 2011
Volume 4 Issue 3
Partn ers h i p
VOLUME 4 ISSUE 3
C E N T E R F O R S C H O O L - U N I V E R S I T Y PA RT N E R S H I P S
The Center for School-University Partnerships (CSUP), housed in the College of Education at
Minnesota State University, Mankato, was established in 1988. The mission of the Center is to
interconnect, enrich, and sustain learning communities of students, staff, faculty and citizens from
the University and P-12 schools who foster human development, professional growth, and optimal
learning opportunities through research, reflection, and practice.
College of Education
Jean Haar, Ph.D.
Interim Dean
Editor and Writer
Ben Pendarvis
Graduate Assistant
Designer
Gail Connelly
University Printing Services
Print Coordinator
Doug Fenske
University Printing Services
Center for School-University Partnerships
College of Education
Minnesota State University, Mankato
117 Armstrong Hall
Mankato, Minnesota 56001
Phone: 507-389-1217
Fax: 507-389-2838
Website: http://ed.mnsu.edu/csup/
A member of the Minnesota State Colleges and Universities
System and an Affirmative Action/Equal Opportunity University.
This document is available in alternative format to individuals with
disabilities by calling the College of Education at 507-389-5445
(V), 800-627-3529 or 711 (MRS/TTY).
COVER
ON THE
Center for School-University Partnerships
Ginger L. Zierdt, Ph.D.
Director
In this image, three education professionals join
forces to approach a common goal, something
that is both beautiful and essential, yet fragile.
Each stakeholder has their own style, be it
creative, practical, or natural, but their efforts
arise from a common foundation and must fit
together to have the strongest impact.
Cover credits: Design by Ryan Penneau,
Experiential Education Master’s Student,
Minnesota State Mankato. Computer Graphics
by Jamie Lyn Peterson.
TABLE
OF
2
Director’s Note
3
Editor’s Note
CONTENTS
I N T E R C O N N E C T:
New partnerships are forming between selected education leaders and Mentor-leaders in each PDS school district.
Many new schools and education communities see the benefits in partnering with the College of Education’s refreshed
Recruitment team, while more students see the benefit in attending Minnesota State Mankato to become teachers.
4
PDS Leadership Institute
6
Center for Mentoring & Induction
8
Teaching Recruitment
ENRICH:
A significant collaboration revitalizes the PDS learning community as new and recurring professional development
opportunities take place on campus. Meanwhile, Minnesota State Mankato education students see transformational
leadership in teacher preparation curriculum and field experiences, and a new online resource serves to reinforce
the broad impact of the COE community.
10
AVID Partnership
12
Professional Growth
Special Ed Law
ASCA
PDS National Conference
16
Office of Field & International Experience
18
Curriculum Redesign
19 Grantwriting
S U S TA I N :
Introducing the elementary Graduate Teaching Fellows and the St. Peter, Sibley East, and Mankato TeachersOn-Special-Assignment teams. New partners and collaborations strengthen how we assess the effectiveness of
Minnesota State Mankato’s preparation program.
20
2010-11 Elementary Graduate Teaching Fellows
24
2010-11 Teachers-On-Special-Assignment
28
Research and Assessment
Spring 2011 Partnership
1
Note From the Director
2
Dear friends,
Ginger Zierdt
Our partnerships with schools and
community-based organizations have
identified major drivers of change that
will significantly transform the way
we prepare teachers and leaders
for tomorrow’s system of schooling.
Significant forces of change are
positively challenging our partnership
to realize a community of learning that
puts students at the center, leverages
technologies and human capital in new
ways, and incorporates new structures
and roles.
KnowledgeWorks, visionaries of the
2020 Forecast: Creating the Future
of Learning, has recently identified
key steps in profoundly impacting
tomorrow’s community of learning and
aligns with the core elements of our
partnerships’ mission to interconnect,
sustain, and enrich:
• Expand leadership
• Grow deep connections in place
• Explore diverse learning agent roles
• Repositioning learning with partners
• Supporting new forms of assessment
This edition of Partnership magazine
will introduce you to new and familiar
learning agents and leaders who are
repositioning learning and teaching
visibly to the public, and are being
seen as valuable problem solvers,
innovators, and catalysts of change.
You will be reacquainted with the
Professional Development School (PDS)
partner and Network for Excellence
in Teaching (NExT) project partner
districts as places where our teacher
candidates grow deep connections,
and are immersed in a culture of
evidence, co-developing new forms of
assessment and “ways of knowing.”
Finally, feature stories are included
that exemplify how our community of
learning, through partnerships, remains
connected, amplified, authentic,
relevant, and resilient.
We invite you to share comments
on the stories presented in this issue,
and ask you to consider submitting
stories and photos from your community
of learning. CSUP has made sharing
easier than ever before - uploading text
files and images is one click away by
visiting our website at http://ed.mnsu.
edu/csup/feedback/
In closing, KnowledgeWorks
believes the forces of change will
“push us to create the future of
learning as an ecosystem, in which
we have yet to determine the role of
educational institutions as we know
them today.” However, it is very clear
that partnerships will have a central
role in successfully navigating the
forces of change, and will assist in
effectively creating a P-20 community
of learning. Thank you for your
continued partnership and courage
to push our community of learning to
new levels.
Best regards,
Ginger L. Zierdt, Ph.D.
Director, Center for
School-University Partnerships
http://ed.mnsu.edu/csup/
Note From the Editor
Growing the
PDS Learning Community
Ben Pendarvis
Graduate Assistant,
Center for SchoolUniversity Partnerships
Spring 2011 Partnership
The 2010-11 school year advanced a
dynamic shift in the PDS learning community.
A Bush/NExT Project Leadership Team
solidified by the fall term while CSUP began
their first year of creating new relationships in
the metro area from the 7700 France campus
of Minnesota State University, Mankato. As
the College of Education made significant
strides in transforming the teacher preparation
program through the presence of a vast
PDS network, educators found new ways to
interconnect, enrich, and sustain our learning
community.
Interconnect
One major shift in organizational capacity
began in the fall with the Integrated Field
Services team. Directors of the Center for
School-University Partnerships, the Office of
Field & International Experiences, and the
Center for Mentoring & Induction realized the
imminent need to collaborate and consolidate
their professional development and support
services. Directors shared the facilitation of
numerous coinciding initiatives within and out
of the NExT project, including:
• The pilot Teacher Performance
Assessment (student-teacher evaluation)
for University Supervisors
• Danielson’s Framework for Teaching
(teacher evaluation) for Supervisors and
TOSA’s
• NCATE (teacher preparation evaluation)
for faculty and Supervisors
• Co-teaching for students and PDS
teachers
• Three-year mentor networks for PDS
partners
• Building organizational capacity and
leadership throughout the NExT/PDS
community
As a result, a streamlined network of
professionals sharing and supporting similar
efforts could collaborate more efficiently and
intentionally across institutions.
Another shift occurred in the
organization’s scale by placing new CSUP
leadership in the Edina campus. Paul
Preimesberger moved into 7700 France with
the intention of growing the CSUP learning
community, and as the school year came
to a close he connected with two potential
partners and coordinated the development of
a broad PDS initiative coined AVID.
Bloomington Public Schools has
just joined the PDS network through an
Elementary TOSA and Graduate Teaching
Fellowship position. They continue
welcoming Minnesota State Mankato field
placements and have participated in new
long-term placements and co-teaching
initiatives (see article “New Opportunities
Enrich”). Just a few miles east, Inver Grove
Heights Public Schools accepted long-term
field placements as well.
Enrich
AVID, or Advancement Via Individual
Determination, has the capacity to transform
the scope of CSUP/PDS partnerships in
a unique effort to increase school-wide
learning and performance. Administrators,
staff, counselors, and teachers from many
fields will work together to promote skill
development and knowledge acquisition
for students in the academic middle, and
support students’ paths into more rigorous
courses and college (see article “Influential
School Program”).
Sustain
Meanwhile, as the information flow
started to generate heat, NExT Project
Communication lead Anne Dahlman
coordinated the design of an online InfoBrief
for the monthly advancements coming out
of the bolstered learning community. On the
College of Education’s website, educators
from all parts of the community can stay
up-to-date on NCATE accreditation issues
and NExT Project activities and events.
As stakeholders learn of the initiatives and
collaborations occurring in other areas of
concern, the community becomes one of
ideas and growth. With such a broad effort
at redesigning the teacher preparation
curriculum, the InfoBrief can be a way to
engage all faculty in new and inviting ways
as their community grows quickly.
The articles in this issue represent the
myriad innerworkings of the broad PDS/
NExT project. The content of each article
realizes the mission of the Center for SchoolUniversity Partnerships to interconnect,
enrich, and sustain the learning communities
of our dynamic network of relationships.
Ben Pendarvis
Graduate Assistant, Center for
School-University Partnerships
3
SECOND COHORT OF
EDUCATION LEADERS CO
The Professional Development School (PDS) Institute kicked
off its second eighteen-month professional development series
focused on global trends and educational leadership. Thirtyeight educators from all seven PDS districts and the College of
Education at Minnesota State University, Mankato, attended
the Institute Orientation on January 27, 2011, in the Centennial
Student Union as the 2011-12 cohort.
Professional Development School educators designed
the Institute to identify and encourage promising leaders in
PDS schools. Teachers and faculty benefit from the complex
curriculum involving emerging trends, issues, and technologies.
Content experts and education professionals facilitate learning
experiences intended to immerse the participants in theory and
skills, encouraging them to practice new learning and implement
change in their schools.
Sessions break down into six full-day sessions centered on
global and/or PDS trends and three special-activity sessions.
PDS trends range from Global Citizenry and Mental Health to
Communication/Information/Technology, English Language
Learners, Early Childhood, and Connecting with the Family. A
Leadership Toolkit grounds the content within specific knowledge,
skills, processes and dispositions each educator can put into daily
practice.
Professional Initiative Projects (PIPs)
Leadership Institute participants gain valuable assistance in
formulating a professional development solution to a critical need
within their organizations. In groups of three to five representing
different levels of an organization, members will learn together ways
to improve student learning through direct instructional initiatives. The
team will conclude their learning with enhanced leadership skills and
knowledge for addressing a problem that otherwise may not have
received due attention within the current system.
Following the April 27, 2011, session, participants began
building their team and scheduling at least four meetings leading
up to the September session. The PDS Design Team provided
relevant research and activities to enhance the content of meetings.
Participants will use the materials to deeply reflect on local
professional development and identify specific means for planning,
evaluating, and conducting new learning opportunities.
Team members will share leadership and accountability
responsibilities while focusing on implementing curricular and/
or instructional initiatives that impact student learning outcomes.
Collaboration will continue through the new school year and
eventually result in written reports and group presentations at the
closing retreat on May 24, 2012.
Brainstorming, Zoom team-building activity
4
http://ed.mnsu.edu/csup/
ONNECT
Highlights From Spring 2011 Sessions
January 27, 2011 – Kick-Off Event
The commencement session brought the new cohort
together over dinner to introduce participants to each other,
Institute leaders, and PDS Governance Council members.
Dr. Greg Kutcher, M.D., President and CEO of the ISJ-Mayo
Health System, provided the keynote address connecting the
challenges of remarkable leadership opportunities across
institutional boundaries.
Dr. Kutcher explained the demands of heading a
comprehensive healthcare system while providing key takeaways for the emerging education leaders. In particular, he
highlighted the concept of mindfulness as a crucial component
in understanding and assessing an organization’s capabilities
and needs. Going past the systems view, he also shared
the processes of a relationship-building tool contained in the
acronym PEARLS. He concluded with an invitation to share
challenges, questions, and/or concerns with him in an effort
to extend connections between leaders as they inevitably
encounter obstacles in their journeys.
February 11, 2011
The second session started focusing on one of the six PDS
trends discovered through research, Communication-InformationTechnology. Participants became familiar with the general flow
of an Institute session, accessing particular skills, knowledge,
processes, and dispositions. Before diving into intensive learning,
an Adventure Education Program facilitator, Amanda Klein, led
participants through an energizing, team-building activity.
Teacher-On-Special-Assignment for St. Peter Public Schools,
Darin Doherty, introduced the signature trend in a comprehensive
presentation addressing all three aspects. Using an interactive
presentation software called Prezi, he arrayed an impressive
amount of resources and insights into educational technology.
A District Instructional Technology coordinator himself, Doherty
addressed the big picture for including more technology use in
schools along with interactive technology tools for participants
to use while zeroing in on roles and resources for the student,
teacher, and administrator. He included a PDS Institute Wiki
in these resources for participants to collaborate with other
educators. Ask your Leadership Institute colleague for access to
the highly engaging and thought-provoking resources Doherty
provided in his presentation.
In addition, Center for Engaged Leadership facilitator,
Jerry Robicheau, journeyed the group through research and
processes of organizational behavior, highlighting the balance
between the whole and its parts. Center for School-University
Partnerships director and PDS leader, Ginger Zierdt, followed
with a glimpse into understanding one’s leadership strengths
using StrengthsFinder research and materials.
Spring 2011 Partnership
Dr. Greg Kutcher, MD, PDS Leadership Institute Kick-off
April 27, 2011
The third session focused on the trend of Global Citizenry.
Participants came away from this last session with arm-loads of
tools and information before the summer season (excepting the June
Summer Soiree) provided a break until September.
Throughout the morning hours, Adventure Education Program
Director and Center for Engaged Leadership facilitator Sam Steiger
set up several activities to increase teamwork and collaboration
among members, provide meaningful metaphors as a framework
for understanding the intricacies of leadership, and reflection
opportunities with an Institute Reflection Journal created solely for
the PDS Institute. The activities focused on the knowledge and skills
relevant to understanding the whole versus parts, facilitation issues
and strategies, and the evaluation of data.
The afternoon session revolved around a presentation by Apple
Distinguished Educator (ADE) and consultant Lucy Gray, out of
Chicago. In keeping with her intended topic, Going Global: Preparing
Students for Global Citizenship, Gray asked participants to bring
their laptops to use in conjunction with her presentation. As an active
blogger and global education advocate, Gray challenged the leaders
to become active techies themselves by presenting a host of websites
and online learning/sharing projects, spending time interacting with
one or more of the resources, then reflecting on ways to put them to
use. As an added bonus, the whole group engaged in a conversation
via Skype with an educator in Pennsylvania who implemented the use
of Twitter in her elementary classroom. Participants ended the day with
assurance that this distinguished educator was only a click away as
a valuable resource in getting to know the myriad opportunities for
bridging students with the rest of the world.
5
Enhanced Partnerships
Support a Plan of Action
The Center for Mentoring & Induction pursues the goal of developing a three-year mentoring model in participating Professional
Development School (PDS) districts. Mentor Network, a learning community comprised of PDS Teachers-On-Special-Assignment, mentors, school
leaders, and other education professionals, collaborated during the 2010-11 school year in an effort to create conditions that support districts
in the achievement of this goal. While the state of Minnesota does not yet have policy or funding to support the induction initiative, Minnesota
State University, Mankato, with the help of Lori Bird, Carol Burns, and the College of Education’s Integrated Field Services community,
envisioned a head-start on the implementation of an effective support system in partner district schools.
Mentor Network: IFS Learning Community, 2010-11
The Center for Mentoring & Induction created a year-long
professional development series to introduce PDS mentors and
supporters to 9 research-based components of successful induction
systems. During the 2010-11 school year, Director Lori Bird
and Assistant Director Carol Burns facilitated a dynamic
learning community that included an analysis of
current educational research pertaining to the nine
components and the inclusion of practitioner’s
reality with current implementation. By the
end of the year, participants walked away
with a broader understanding of the
essential components and a greater
understanding of their respective
status of implementation. Collectively,
Mentor Network developed a vision
about the implementation of a
comprehensive PDS system.
The framework for each
of the monthly sessions used
a current-state to desiredstate model. This continuous
improvement process allowed
discussions to result in specific
plans of action for participants
and their respective schools/
districts. Three essential content
areas drove the learning
community agendas: building of
relationships, development of skill
sets, and creation of plans of action
for implementation.
Warm-up, Coming Together to
Build our Relationships
Joy in collaboration
at Mentor Network
6
The beginning of each session
placed value on the need for trust-based
relationships and honoring the needs of each
member of the learning community. An opening thought
or activity provided context for each of the essential
components to be introduced before participants shared a
specific celebration and/or challenge of implementing previous
learning. Before moving on, new resources were shared to support further
implementation.
http://ed.mnsu.edu/csup/
9 Components of
Comprehensive Induction
Systems
1.Mentor Selection & Match:
Building an Effective Team
2.Foundations of Mentoring
3.The Role of Principals,
Site Leaders, and School
Stakeholders
4.Tools for Effective Mentoring
5.Formative & Summative
Assessment Practices
6.Standards of Professional
Practice
7.Enriching Teaching Practices
through Mentoring
8.The Multi-Year Induction Model
9.Accountability and Evaluation
Sharing positive feelings about Mentoring Leadership Development
The time spent on developing trust amongst network members served a crucial role
in driving meaningful learning within a broad and dynamic team. The Network extended
participants’ learning through a lending library full of materials such as books, papers, videos,
and other resources related to research and best practices. Participants checked out materials to
take home for further study and/or use in their own professional development sessions.
Gear-up, Sharing Together to Build our Skills
This section fulfilled the ultimate purpose of a learning community, which enhances
participant capacities through the acquisition of new knowledge and ideas for application in a
meaningful way. Mentor Network honed in on the progress of specific support techniques related
to each of the areas of content through the introduction of a research focus, then facilitation of
role play and/or practice of a related tool or skill.
Lori and Carol gathered an extensive amount of resources to use with Mentor Network.
Using much of the literature available in the lending library, facilitators presented new tools
such as guidelines for effective conversations, examples of student work analysis protocols,
communication processes for involving administrators, and details of formative and summative
assessments of mentees or the induction system itself.
In April, Lori and Carol hosted a panel of education stakeholders to discuss the issues
surrounding mentoring and induction. The following panelists shared enthusiasm and validation
for a new and meaningful way teaching professionals could support each other:
> Deborah Luedtke - Minnesota Department of Education, Professional Development and School
Improvement Supervisor
> Katie Bremer - New teacher mentee, communications teacher at Mankato East Junior High
School
> Paul Peterson - Principal, St. Peter High School
> Brian Dietz - Superintendent, Waseca Public Schools
> Jane Moriarty - Mentor teacher, Bloomington Public Schools
> Dr. Jean Haar - Interim Dean of the College of Education, Minnesota State University,
Mankato
> Sue Rame - School board member, LeSueur-Henderson Public Schools
> Robin Courrier - Mankato Area Public Schools Teachers’ Association President
To learn more about Mentor Network,
or an opportunity to join, view the
Center for Mentoring & Induction’s
webpage at http://ed.mnsu.edu/cmi
Wrap-up, Planning Together to Build Action Steps
The closing portion of each session focused on supporting members of the learning community
so that each may have success in implementing their goals. Participants used documents commonly
referred to as blue forms to develop a plan of action specific to their needs, detailing where they
are and where they want to be. Participant teams determined pertinent information about processes,
leadership, information, stakeholder focus, and resources to consider. They also specified the intended
results and a timeline by which they could assess their efforts.
Through the Mentor Network, the Center for Mentoring & Induction brought the community of learners
together to share the specific needs and desires of individual members and those of the collective group.
A year’s worth of learning produced a wide range of action plans and provided an opportunity to consolidate
respective plans into a common vision for the PDS community.
Spring 2011 Partnership
Lori Bird leading the Mentor Network
7
Education Communities Welcome
Reinforced Recruitment
Maverick Recruitment Coordinator Robbie Burnett spent a
long year building a foundation for recruitment opportunities in
the College of Education. Starting the year solo with a small
network of people and options ended on another playing field
entirely. Just last spring semester, two new assistants joined the
team to deliver outreach in the form of advising, mentoring,
and facilitating to an array of audiences. New opportunities
emerged as extensive networking provided a clearer picture
of the future and a couple months to sit back and reflect on
the impact.
Graduate Assistants Join the Recruitment Team
Robbie welcomed two graduate assistants in Eric Karikari
and Nana Boakye. Eric experienced an orientation to the job
in December 2010 to ready for work in January. In January,
Nana Boakye was hired to assist Eric and Robbie in specific
recruitment efforts.
Both assistants concentrated much of their work their
first semester on advising and mentoring the Teachers of
Tomorrow. The Teachers of Tomorrow, formerly Teachers
of Achievement, meet weekly with Robbie and the GA’s to
discuss their school work, challenges, and goals for entering
Professional Education or continuing to do good work in
it. Eric and Nana personally meet with the undergraduates
one-on-one to provide personalized guidance and support,
even tutoring options. Generally, they encourage the students
to join study groups, set goals and the objectives to achieve
them, and possibly locate scholarship or grant opportunities
to further their learning needs as well as those of the broader
recruitment initiative.
Eric pursues a Master’s degree in Communication
Studies while Nana, who has a Bachelor’s degree in K-12 &
Secondary Programs-English, continues graduate study in the same area. Nana’s
experience with Professional Education at Minnesota State Mankato allows him
to advise and mentor undergraduates in similar fields within the College while
he pursues a Master’s in Teaching English as a Second Language. Eric carries a
Bachelor’s of Science in Chemistry with medical research experience, giving him
the knowledge and skills to mentor students with Math and Science concentrations.
Both, however, travelled from Ghana to continue their education here in Minnesota.
Nana contributes to a new tutoring relationship with Mankato Area Public
Schools. This collaboration with College of Education Student Relations Coordinator
Mymique Baxter, allows Mankato families to attend two-hour tutoring sessions at the
campus library on Saturday mornings. Nana helps supervise the sessions and fill
the roster of all-volunteer Minnesota State Mankato education students to work with
elementary children from Mankato families. The partnership may grow to involve the
Teachers of Tomorrow serving as mentors in Mankato East High School’s 9th grade
Academy.
New Community Partnerships and Events
For the spring semester, Robbie planned a number of recruiting activities
and events. In March and April well over a hundred high school students from the
NorthWest Suburban Integrated School District (NWSISD) visited the Minnesota
State Mankato campus. These students represented the Future Educators Club,
Advancement Via Individual Determination (AVID) program, and the Jobs for
American Graduates (JAG) program.
The Recruitment team planned a morning full of workshop sessions students
were able to choose to attend beforehand. The workshops included topics within
Admissions, Financial Aid, Career Development Center in conjunction with FirstYear Experience, Office of Field and International Experience, other professions
in education (school counseling, social work), and a general brief on the College
of Education itself. The Teachers of Tomorrow sat on a student panel facilitating
dialogue on college life. The visit wrapped up with a campus tour and a raffle.
Robbie reported many enthusiastic responses from the accompanying teachers
and chaperones to include more events in the future, especially in a similar design
engaging high student participation.
As word spread on the success of the visit, NWSISD
invited Robbie back to facilitate a workshop engaging
members of the same education clubs in a discussion on
college readiness. Among other topics, she introduced an
influential set of standards articulated by many University
professors of the behavioral expectations of successful
University students, which sparked enthusiastic dialogues.
In January, Robbie and Mymique Baxter took several
education students to Washington Technology Magnet
Middle School in St. Paul. Minnesota State Mankato
representatives addressed several classes of junior high
school students about the importance of graduating high
school and attending college while answering questions
about the prospect. In the same vein, a Bloomington middle
school (Hubert Olson) invited Robbie and more education
students to help eighth-graders begin shaping ideas around
career-based decisions through a student panel.
Bloomington Public Schools’ Director of Educational
Equity hopes to extend Robbie’s influence into her Office’s
leadership team, which is available to all high school
students. Participating students can complete internships
for credit and Robbie may eventually design a program
focused on a teacher’s practical duties, moving beyond
a tutoring relationship focused on working with students.
Another program called the ELITE Academy (Emerging
Teachers of Tomorrow showing off their team uniform
8
http://ed.mnsu.edu/csup/
Team
Leaders In Teacher Education) holds a week-long summer camp for students of
color interested in the field. This West Metro Education Program, comprised of
several Minneapolis school districts, has requested Robbie to aid in facilitation
as well.
Building Recruitment Pathways
Robbie plans to build off a current relationship with Normandale
Community College in a new partnership with Minneapolis Community Technical
College (MCTC). Students attending MCTC represent a wide range of cultural
and linguistic diversity as well as an often overlooked demographic in the
college recruitment field, a population with an average age over 25. Robbie
has been meeting with faculty leaders from both Minnesota State Mankato
and MCTC to explore a transfer articulation agreement for MCTC students
hoping to gain Special Education licensure, and in the more distant future
Early Childhood/Special Education licensure, at Minnesota State Mankato.
Soon, faculty from both colleges may meet to plan course equivalencies and
requirements on both ends.
For those diverse students who already attend Minnesota State Mankato
and desire guidance in the Teachers of Tomorrow group, new plans also emerge
from a year’s worth of implementation. From a year-end review, the recruitment
team gathered their feedback on the group’s effectiveness and learned what was
previously suspected: more intensive academic support must be developed and
offered. For once underserved populations are recruited into support, that support
must be cogent enough to retain their efforts and awareness.
Robbie and Eric will intentionally plan over the summer a more rigorous
academic design for the Teachers of Tomorrow. Similar to other retention
programs, study tables may be implemented along with more faculty involvement
in the group’s meetings and advising. Early estimates indicate at least two to
three more undergraduates will join the support network.
Robbie’s student recruitment development team, made up of graduate
assistants, graduate students, and senior classmen and women, work on the campus
to retain new members continually. She also expects additional graduate assistants
representing different backgrounds, such as a Biology student from India and/or a
Spanish education student with extensive work in the Hispanic community.
Robbie also followed through this spring in the creation of unique
scholarships dedicated to supporting diverse College of Education applicants.
These scholarships address a research-based problem regarding traditionally
underserved populations in higher education settings. Four applicants, a
combination of current or transfer students, will receive a one-time $3,000
scholarship to pursue a path to enter Professional Education in fall 2011.
The Recruitment team regularly addresses other issues of sustainability such
as researching valid recruitment strategies while assessing their own. Robbie
initially mined grant databases such as Dr. Teri Wallace’s, Department of Special
Education, online resource to provide Eric with Requests for Proposals. Eric
continued the research review independently, occasionally presenting proposals
appropriate to the scale and scope of Recruitment efforts. A potential grant
opportunity may have already been found through collaboration with Jeff Halbur,
COE Development Director, and Teri Wallace, who help the team approach any
suitable proposals.
NExT Marketing Campaign
As members of the NExT project plan to attract large numbers of new
teachers to the profession, the recruitment team played a critical role over the
last year in developing a comprehensive marketing campaign to do just that.
Robbie and Minnesota State Mankato marketing consultant, Tom de Ranitz,
along with many others cooperated with the Bush Foundation and their marketing
team to create a variety of strategies to reach high-school and college-age youth
interested in the education field.
Spring 2011 Partnership
An advertising campaign launched in May replete
with commercials, websites, and official press conferences.
Minnesota State Mankato, along with each NExT partner
University, created a space on their website for intrigued
youth to navigate for more information. The campaign
strategically preceded Minnesota State Mankato’s summer
mailer to high school students needing information on nearby
college choices. Information on these new outreach resources
comprised part of the package.
By the end of May, Robbie already heard from interested
parties. Fortunately, she had planned relevant opportunities in
two summer Open Houses, one in Mankato and the other at
7700 France campus. Those who attended received detailed
information on how to pursue a well-supported and transparent
path into the education field.
Next Steps
After a full year of new experiences and knowledge
Robbie and her team can plan meaningfully for a new
beginning in fall 2011. This summer will see Robbie and Eric
intentionally planning for another round of recruiting events and
outreach. The Teachers of Tomorrow should grow in number
so more students benefit from targeted support and mentoring
practices. The NExT marketing campaign and Minnesota
State Mankato Open Houses should continue generating
interest in the education program. Next year a focus will be
placed on community college pipelines in order to fine-tune an
approach that will continue to diversify teacher development at
Minnesota State Mankato.
> Visit the Teachers of Tomorrow
webpage on Minnesota State Mankato
College of Education website,
http://ed.mnsu.edu/teachersoftomorrow/
> See the new NExT website and commercials
at http://www.nextteacher.org/
> To explore ways to become involved
or offer ideas, contact Robbie Burnett
[email protected]
9
Influential School Program
Transforms PDS Partner
The AVID Alliance
In the Advancement via Individual Determination (AVID) Alliance, the
Center for School-University Partnerships collaborated with PDS districts
Mankato, St. Peter, Le Sueur-Henderson, Waseca, Sibley East, and
Faribault. Discussions held in fall PDS Governance Council meetings around
helping all K-12 students be prepared for college prompted an investigation
of the well-known program, which began as an elective class but has
grown into a school-wide (at times, district-wide) approach to increasing the
learning of all students.
CSUP Assistant Director, Paul Preimesberger, cooperated with regional
AVID coordinators and PDS Superintendents to learn all about the program.
The AVID National Conference in December provided Preimesberger and
PDS administrators valuable information about implementation, research,
and results. Over several months, CSUP and the Governance Council
designed a partnership between CSUP, AVID, and PDS districts, setting
up the program in the high schools and in Faribault Middle School for the
2011-12 school year.
PDS districts assembled interdisciplinary Site Teams this spring. On
the team an AVID coordinator maximizes cooperation between the AVID
Elective Teacher and a group of educators from each major content area,
administration, and counseling. Meanwhile, Minnesota State University,
Mankato, education students receive the opportunity to enhance their
learning as trained AVID tutors. When partnerships officially began,
Preimesberger facilitated a route for each Site Team to attend AVID
Implementation sessions and Summer Institute training while setting time
aside for all teams to build relationships during a summer BBQ.
A budding relationship with Bloomington Public Schools holds
promise for a broader AVID collaboration. CSUP welcomes Bloomington,
which implements AVID next school year as well, to join the partnership
by possibly allowing graduate students from our 7700 France campus to
participate as AVID tutors.
Characteristic AVID students represent the academic middle (GPA
from 2.0 – 3.5), low-income backgrounds, or special circumstances,
which could mean the first generation to go to college in their families
October 19, 2010
N
4 AVID program
mentioned in broader
discussion about
stronger recruitment
and college-readiness in
K12 students
4 CSUP tasked to gather
more information for
next meeting
10
November 16, 2010
N
4 CSUP presents
initial findings to
Council
4 CSUP offers to
fund an AVID
Exploratory Team
to attend the
AVID National
Conference in
December for
greater insight
into possible AVID
implementation for
‘11-’12
December 9-11, 2010
N
4 AVID National
Conference
attended by: Paul
Preimesberger
(CSUP), Steve
Jones (Sibley
East), Brian Gersich
(Mankato West),
Kevin Enerson (Le
Sueur-Henderson),
Barb Kunz
(Waseca) and
Paul Peterson (St.
Peter); a group
from Faribault also
attends
and/or comprise historically underserved demographics in four-year
colleges and universities. The program
intends to develop skills that support
learning in more rigorous courses
and increase academic engagement,
ultimately preparing them to attend
college.
Kris Mehlhop, a parent in Sibley
East, described her reaction to learning
that her son Colin, who struggles
Paul Preimesberger,
with organization and responsibility but
CSUP Assistant Director
doesn’t realize his potential, was being
considered for the program. “The AVID
program portrays a message of holding students accountable, tutoring
them when difficulty brings them down, and gives students confidence in
themselves and the determination to succeed. I’ll be honest, it brought
tears to my eyes.”
The site teams and elective classes will deliver instruction around a
curriculum focused on developing stronger readers and writers, acquiring
deeper content knowledge, and skills for communicating, learning, and
applying their knowledge. A few AVID tutors visit the class two days a
week to lead study and writing groups, conduct Socratic seminars, or
address specific learners’ needs. One day a week teachers can host
professionals as guest speakers, organize field trips, or help consolidate
student portfolios. Each student agrees to keep a binder organizing school
work with acquired AVID skills and strategies, an impressive portfolio that
grows each year they progress through the program.
District directors will serve an oversight role that helps align
instruction with key AVID features, collect data for program assessment,
and keep the whole alliance current with AVID professional development.
Mankato and Faribault will support their own director positions as the four
others employ Preimesberger’s services as AVID District Director.
January 18, 2011
N
4 AVID Exploratory
Team presents
information and
experience to
Council
4 Discussions about
PDS district/
CSUP/ AVID begin
February 2011
N
4 CSUP builds specific
plan for partnership
based on Council
discussions
March 2011
N
4 March 15: CSUP
presents AVID Alliance
financial performa
to Council; revisions
made
4 March 22: AVID
Site Teams from
participating districts
attend an AVID
Implementation
session led by
AVID Regional
coordinators and
facilitated by CSUP
on Minnesota State
Mankato campus
http://ed.mnsu.edu/csup/
Facts and Figures
w AVID 11 Essentials to Successful
ship
A Unique Blend of Relationships
AVID is nothing new. In fact, it resides
in 47 states and 15 countries after a fruitful
beginning in a California high school in 1980.
Ample research and data exist to support the
program’s development into local, regional, and
national organizations, a research journal, and a
comprehensive professional development system.
Their collaboration with an institution of higher
education and P-12 partners, however, is new.
When the Minnesota State Mankato PDS
Governance Council met with the College of
Education at the start of the 2010-11 school
year, the Bush Foundation’s NExT initiative
had already formed some intentional questions
about effective teacher preparation and its
relationship to P-12 students. The College of
Education leadership came as a fortified team
looking to recruit, prepare, and support the next
generation of teachers. A unique combination
of goals for all PDS stakeholders created an
opportunity for a new method in equipping P-12
students with the skills and confidence to enter
college.
Thus, the highly influential AVID program
entered the conversation as a way to reach
PDS district students normally underrepresented
at four-year colleges and universities.
Coincidentally, the Recruitment team for the
Minnesota State Mankato NExT project shares
a similar goal to recruit more diverse applicants
to the teaching profession, thereby expanding
the impact on their learning and future P-12
students’ learning. Current University students
April 2011
N
4 CSUP and the districts
of Waseca, St. Peter,
Mankato, Sibley
East and Le Sueur
Henderson enter
into “AVID Alliance”;
AVID Site Teams are
solidified
4 April 13: MnSCU Board
of Trustees requests
PDS Governance
Council reps to present
PDS district/CSUP/
AVID partnership as a
“Promising Practice”
related to addressing
college readiness
May 2011
N
4 More than 30
Minnesota State
Mankato students
request information
about being an
AVID Tutor
4 Districts begin AVID
student recruitment,
hold Family
Information Nights
Spring 2011 Partnership
also benefit from an AVID partnership in
an opportunity to become involved as
AVID tutors. As program participants, they
will see the benefits and challenges to
teacher and administrator collaboration
on a school site team and gain
experience in proven methodologies for
interdisciplinary teaching and learning.
AVID’s relationships with over 4,500
school sites foster an array of unique
partnership designs and systems. The new
AVID Alliance formed with Minnesota
State Mankato represents a new direction
as one of the only partnerships involving
University leadership in its implementation.
In fact, Governance Council members
Brian Dietz, Ginger Zierdt, and
Preimesberger presented the AVID Alliance
to the Minnesota State Colleges and
Universities (MnSCU) Board of Trustees in
April upon request, garnering support for
an extensive, innovative partnership that
can tackle college remediation issues while
students are still in high school.
A variety of stakeholders within the
PDS districts, including superintendents,
curriculum specialists, principals, deans,
and counselors, cooperated in designing
a targeted, intentional program in their
secondary schools. As a result, our schoolUniversity partnerships grow stronger
and our impact goes further to foster the
greatest student potential within our PDS.
July 2011
N
4 July 14: AVID Site
Team Summer
Institute Kick Off
BBQ
4 July 18-22: Site
Teams attend
Summer Institute in
Chicago
September 2011
N
4 AVID Tutors selected
and trained; first
cohort of AVID
students begin
school year
Implementation
• AVID student selection
• Voluntary participation
• AVID elective class offered during the
school day
• Rigorous course of study
• Strong, relevant writing and reading
curriculum
• Inquiry to promote critical thinking
• Collaboration as a basis for instruction
• Trained tutors
• Data collection and analysis
• District and school commitment
• Active interdisciplinary site team
w Ethnic Breakdown of AVID Student
Population
• 49% Hispanic/Latino
• 21% White
• 20% Black/African American
• 5% Asian, 1.4% Filipino, 1.3%
Multi-racial, 0.8% Other, 0.8%
American Indian, 0.7% Pacific Islander
w Percent of AVID students applying to and
being accepted at Four-Year Colleges and
Universities
• 88% Applied
• 74% Accepted
w PDS Partnership Breakdown
• Waseca Public Schools
4Principal, Site Team Coordinator
4Business, Elective Teacher (year 1),
German, Elective Teacher (year 2)
4Site Team members: Counselor, Math,
Science, Social Studies, English
• Sibley East Public Schools
4Counselor, Site Team Coordinator
4English, Elective Teacher
4Site Team members: Principal,
Superintendent, Math, English, Staff,
Social Studies
• Le Sueur-Henderson Public Schools
4Principal, Site Team Coordinator
4Media Specialist, Elective Teacher &
Health/PE, Elective Teacher
4Site Team members: Counselor,
English, Math, Science, Social
Studies
• St. Peter Public Schools
4Principal, Site Team Coordinator
4Special Education, Elective Teacher
4Site Team members: Student Dean,
Counselor (x2), Science, Math,
English
• Mankato Area Public Schools at West
High School
4Professional Development Coordinator
and AVID, District Director
4English, Site Team Coordinator
4German, Elective Teacher
4Site Team members: Principal,
Assistant Principal, Math, Counselor,
Science, Social Studies, TOSA/
English
• Faribault Public Schools (in Middle
School)
4Integration Coordinator, District
Director
4Math, Elective Teacher
4Site Team members: Principal,
TOSA/Literacy Coach, Counselor,
PDS Teaching Fellow/English,
Science
11
2011 Midwest Regional
Special Education Law Conference
On March 24 and 25, 2011, Minnesota State University, Mankato, hosted
the 5th annual Midwest Regional Special Education Law Conference. Over one
hundred fifty parents, educators, and legal representatives attended the conference to
stay up-to-date on important legal issues and case law within one of the most litigious
areas in public and private education. Participants benefit from attending one of
the most comprehensive special education law conferences in the upper Midwest,
representing a variety of stakeholders including school psychologists, Special
Education directors, mediators, and coordinators, teachers, administrators, attorneys,
judges, social workers, and advocates for children with disabilities.
The Center for School-University Partnerships collaborated with the Minnesota
Department of Education and Minnesota State Mankato’s Department of Special
Education and College of Education to bring in experts from around the country
to present over two full days. Dr. Teri Wallace, conference facilitator from the
Department of Special Education, describes the impact of such grand coordination,
“Top national and regional Special Education law speakers were outstanding and
addressed various concerns attendees face in their day-to-day work. The Department faculty consider this partnership an important and unique
opportunity and are pleased to be associated with it.”
This year, two popular speakers returned to the conference to offer their expertise. Jose Martin, J.D., a partner in the school law firm
Richards, Lindsay & Martin, in Austin, Texas, and contributing editor to The Special Educator, a national newsletter on special education law
issues, delivered a keynote address on the first day. Mr. Martin captivated large audiences with authoritative familiarity and occasional flairs of
humor. Conference attendee and Mankato TOSA Karen Letcher added, “It’s not often that those of us in Special Education have a chance to
laugh about the regulations and requirements that govern our work. I look forward to attending next year’s conference where I will be sure to
gain more knowledge and insight.”
Dr. Susan Etscheidt, J.D., teaches courses in the Department of Special Education at the University of Northern Iowa in behavioral
supports, educational management, and special education law and policy. She bolstered her research and teaching interests by serving as an
administrative law judge for special education appeals in Iowa for the last twenty years. Her familiarity with law processes and teaching allowed
her to address large audiences on their level, literally from the ground floor as opposed to the stage, with a similar air of expertise as Mr. Martin.
The other keynote address came from a representative from the Office of Civil Rights, Elizabeth Greczek. Dr. Lynn Stansberry-Brusnahan from
the University of St. Thomas joined Ann Derr, founder of the Minnesota Speech-Language Hearing Association’s Multicultural Affairs Committee,
Debra Price-Ellingstad and Donna Nelson from the Minnesota Department of Education, attorneys and MDE staff members Sara Winter, J.D., and
Barbara Case, J.D., and Minnesota Department of Health senior advisor Joan Lee.
A summary of presentation topics from these knowledgeable practitioners are presented as follows:
Jose Martin, J.D.
Fundamentals of Special
Education Law
Susan Etscheidt, J.D., Ph.D.
Behavior Intervention Plans
Lynn Stansberry-Brusnahan
Special Education Eligibility in the
Area of Autism Spectrum Disorders
Sara Winter, J.D.
Restrictive Procedures: Legal
Analysis of New Statutory
Provisions on Physical Holding and
Seclusion for Children
with Disabilities
Joan Lee
Take the Maze Out of Funding
Lynn Stansberry-Brusnahan
Autism and Applied Behavior
Analysis Intervention
Jose Martin, J.D.
Legal Year-in-Review
Elizabeth Greczek
New Initiatives from the Office
of Civil Rights
12
Jose Martin, J.D.
Drug Use, Legal Problems,
Conflicts with Parents,
Community Problems, Work
Refusal, and Truancy: Needs to
be addressed under IDEA or noneducational issues?
Susan Etscheidt, J.D., Ph.D.
Progress Monitoring: Legal
Issues and Recommendations
for IEP Teams
Donna Nelson, Barbara Case,
and Debra Price-Ellingstad
Standards-based IEP’s: What’s
Theory, What’s Practice, and
What’s Required
Ann Derr
Culturally and Linguistically Diverse
Students: The Speech-Pathologist’s
Role in Evaluation, Intervention,
and Collaboration with Parents
Barbara Case and Donna Nelson
Secondary Transition
http://ed.mnsu.edu/csup/
&Student Personnel
Counselors
Collaborate around Comprehensive Model
On January 28, 2011, Dr. Walter
Roberts and the Department of Counseling
and Student Personnel (CSP) joined with
the Center for School-University Partnerships
and various counseling and education
organizations to deliver Understanding the
Career Decision-Making Process of K-12
Students: How Does the ASCA Model Fit? in
the Centennial Student Union of Minnesota
State University, Mankato.
The conference brought together six
school counseling experts to drive discussion,
including Barb Sellevold, Shelley Buntjer,
Marcia Obenauer, Marie Atkinson-Smeins,
and Jacelyn Brand. Participants varied in
their backgrounds, bringing college students
together with practitioners and faculty
members representing southwest Minnesota.
Dr. Rick Auger, of the CSP department,
commenced the day with a presentation on
longitudinal research findings focused on
the career-based concepts of a cohort of
students in the Mankato Area Public Schools
district. Dr. Auger related the research
findings to the American School Counselor
Association’s (ASCA) Career Development
domain, recommending relevant trends and
conclusions for the K-12 ASCA model. He
noted, “It was very rewarding to see school
counselors from across the state coming
to learn and share about children’s career
Spring 2011 Partnership
development. It is clear that Minnesota’s
school counselors are committed to helping
their students make good decisions about
post-secondary education and careers.”
Other presenters, as licensed school
counselors, facilitated breakout sessions that
divided participants into two grade-level
groupings, K-8 and 9-12. The discussion
groups revolved around
practitioner-based
examples of successful
career education,
with the intention of
providing participants
with relevant
conversations that
produced new ideas
and applications to put
to use.
The Minnesota
State Mankato
Professional School
Counseling Program
intended to help
practitioners understand
the relevance of a
comprehensive K-12
approach to career
education, especially
concerning the career and education lessons
from the ASCA model. Dr. Auger reflected
on the relevance of his research saying, “It
was particularly impressive to see school
counselors who work at the elementary level
being committed to career development,
as we are learning more about the ways in
which decisions and attitudes made during
the elementary years affect students’ career
decisions.”
Rick Auger and Walter Roberts
13
2011
PDS
NATIONAL
CONFERENCE
PERSPECTIVES
The 2011 National Association for Professional Development Schools hosted its annual conference, March 10-13, 2011, in
New Orleans, Louisiana. Over 750 PDS educators had the opportunity to participate in 273 concurrent sessions and to interact
with educators from across North America.
Three pre-conference workshops and four pre-conference facilitated discussions were offered. Other special events at the
2011 conference included, for the fourth consecutive year, Saturday morning Student Poster Sessions and a Friday morning
breakfast reception for teacher candidates and first-year teachers. The general session presentations include Thursday welcomes
from South Carolina’s Dean of Education, Les Sternberg, and the incoming NAPDS President, Penn State’s Bernard Badiali;
AACTE’s Jane West’s Friday morning challenge to make a difference in education policy; and Patricia Agatston’s Saturday
morning discussion of cyber bullying. One very special feature of this year’s conference was a Saturday afternoon viewing of
“Small School, Big City,” the story of the PDS relationship between Pace University and Pace High School in New York City.
Congratulations to the Minnesota State Mankato Professional Development School partnership that was represented at the
conference by a delegation of 22 members and offered 8 presentations and facilitated discussions. To read the presentation
abstracts for our local PDS participants, please refer to the Conference Proceedings found at:
http://www.ed.sc.edu/pds/docs/PDS11_Proceedings.pdf
April Rosendale, Le Sueur-Henderson TOSA
The Professional Development Schools National Conference provided a unique opportunity for me to reflect
thoughtfully on the work that we have been doing this year and also to ponder new opportunities for the future.
I was involved in three presentations which addressed topics of Transforming Teacher Education, Co-Teaching, and
PDS Leadership Development. As I worked with three different teams of PDS colleagues from across our network, I
recognized how valuable and distinctive their perspectives were. Although we had all been engaged in similar work
on these topics over several months, we came with a history of / and a commitment to our own districts. For instance,
the elements of co-teaching that we value at Le Sueur-Henderson may be different from those that are prized at
another site. Similarly, the leadership initiative developed for our district, that focused on identifying staff strengths, was
different from leadership initiatives developed by and for other districts, yet just as important. The work done on these
presentations really represented a microcosm of the work done throughout the PDS. Each person on our presentation teams brought ideas and
perspectives to exchange, and together they comprised a telling story of shared resources and commitment.
The planning and reflecting time we gave to our presentations was balanced by the abundance of new ideas that we received for future
PDS work. Most interesting among these, for me, came at the initial session presented by award-winning PDS networks. At this session, four
unique networks from across the country outlined their exemplary programs. Some of the signature elements that these PDS sites engaged in with
their P-12 partners included:
• Regular professional development offered in schools
• Collaborative research
• Team teaching both in P-12 sites and Universities
• Regularly scheduled “Conversation Cafes” with principals or other P-12 teacher leaders
• Shared memberships on P-12 and University committees
• Dual degree programs embedded to address special needs
• Legislators actively visiting PDS sites
• Reading programs implemented and supported at P-12 sites by University faculty
• Field experience students conducting tutoring and service learning projects
Needless to say, my thinking wheels were spinning faster than my notes could record! It truly was inspiring to hear success stories by others
who are on a similar journey. With the common thread in all of these stories being “passion and collaboration” it is clear to me that our network,
too, will be known as an exemplary PDS, continually working together to ensure student achievement.
14
http://ed.mnsu.edu/csup/
Bridget Weigt, Mankato TOSA
The PDS Conference in New Orleans was an opportunity for me to view how the work we do in our district,
in partnership with Minnesota State University, compares on a national level. Whether networking with colleagues,
attending sessions related to our focus areas, or after-workshop discussions, I always came away feeling that our PDS
was one of the best.
It was an exciting four days. From the formal and informal exchange of ideas, to the unique opportunity of
socializing with colleagues from Minnesota State University, Mankato, and our other districts, to presenting our
programs to a national audience, this conference had something for everyone and we were constantly busy. I
attended several sessions with the purpose of getting ideas for our district and I came away from each session with
at least one new idea, approach, or source to reference. Often, the discussions at the end of a session were where
I got the most valuable information and made the best contacts. Our presentation went very well and we had some excellent discussions and
feedback from our audience, which made all of the hard work preparing for the presentation well worth the time and effort!
I am so grateful for the opportunity to attend this conference and I want to thank our PDS for its support.
Susan Topp, Waseca TOSA
As a TOSA (Teacher on Special Assignment), I had the opportunity to attend the Professional Development
Schools National Conference in New Orleans from March 10-13, 2011. This was made possible through the PDS
partnership that Waseca Public School District has with Minnesota State University, Mankato. In preparation for the
conference, I along with TOSAs from two other PDS districts, came together to develop a proposal for a conference
presentation on the implementation of PLCs (Professional Learning Communities) in three southern Minnesota rural
districts. Once our proposal was accepted, I had the unique opportunity to collaborate with educators from these other
districts to gain insight into the various districts’ perspectives and diverse pathways they have taken as they strive for
the common goal of student success.
Besides the rewards of collaborating with educators from other districts on the presentation of a common
educational topic of importance today, attending the conference provided the opportunity to learn from and network with other educators
from around the country on such topics of importance. Of particular interest were presentations that addressed ways in which PDS sites were
expanding and deepening their partnerships through implementation of new initiatives towards the improvement of teacher preparation. It
became very apparent that Minnesota State University, Mankato, as a PDS is a leader in the implementation of such initiatives through pilots like
the co-teaching model and Teacher Performance Assessments for teacher candidate training.
Ginger Zierdt, Director,
Center for School-University Partnerships
The National Association of Professional Development Schools (NAPDS)
Annual Conference is the place where hundreds of academics and P-12
practitioners from around the world come together to discuss their research,
network, and generally find out what new is going on in the field of partnership
development as it relates to teacher education preparation. This sharing
of practices often results in continued dialogue and exploration between
conference participants, and also elevates the reputation and prestige of the
partnering organizations.
At this year’s annual conference, a Director of Partnerships from Northern Illinois University was an attendee
in one of the sessions that I co-presented. She was very interested in learning more about the Minnesota State
Mankato PDS model, specifically the differentiated approach we use in working with a multi-district PDS. The
result of this presentation was an invitation to facilitate a one-day retreat with the education faculty at Northern
Illinois University to advance their beginning work in PDS partnership development. NIU is embarking on
an extensive reorganization of their current teacher education programs to become more field-based, and
desired to learn the Minnesota State Mankato “story” about working closely with the schools for over two
decades in formal partnership. NIU has identified many benefits they believe PDS will have for candidates,
faculty, teachers, and the community at large – our story helped provide evidence of these benefits.
Minnesota State Mankato and our NExT initiative also benefitted from this site visit by cross-comparing notes
with NIU regarding progress of their teacher preparation transformation.
Spring 2011 Partnership
For more information
regarding the
presentations our PDS
representatives gave at
the conference, and a
link to the Conference
Proceedings, visit the
COE InfoBrief for April
2011 on the COE
E-Outreach website.
http://ed.mnsu.edu/
eoutreach/
15
&ALL
New
Opportunities
Enrich Teaching
Learning for
The Office of Field and International Experience (OFIE) navigates a variety of partnerships to offer Minnesota
State University, Mankato, education students the most effective field-based experiences. Throughout the school
year, OFIE collaborated with each stakeholder involved in teacher preparation to provide longer field experiences
coupled with intentional evaluations and broader opportunities for professional development.
Fourth-Year Field Experience Model
OFIE Assistant Director Laura Bemel
spent the year coordinating new longterm placements for teacher candidates
in Professional Development School (PDS)
partner districts. The model places pre-service
teachers entering their fourth and final year in
a particular classroom or school and allows
them to continue there into the student-teaching
experience. Twenty-seven education students
opted to join the project starting last fall
and more students begin their journey each
semester, with another twenty last spring. The
ultimate goal centers on placing all students in
a long-term placement in a PDS school.
Sibley East, Le Sueuer-Henderson,
Faribault, Waseca, and Bloomington school
districts participated in the first trial last year.
All cooperating teachers participated in focus
groups with OFIE faculty and Teachers-OnSpecial-Assignment (TOSA) through the year
assessing the impact of the new strategy.
Generally, the conversations reflected an
increase in readiness and performance when
candidates began their student-teaching.
At the same time, students reported higher
confidence going into the experience. This
confidence likely comes as a result of knowing
the cooperating teacher’s style, methods,
and expectations, an understanding of their
curriculum that allows for smoother transitions
between teachers, and a familiarity with the
dynamics of the school culture such as fellow
teachers and administration.
Education faculty and cooperating teachers
laid a foundation for more collaboration as
a result of the longer placements. Students
met with district TOSA’s before starting in the
placement, receiving guidance and advice on
the opportunities presented by this new model.
TOSAs began working closer with University
faculty in creating a shared vision for the teacher
candidate’s duties and success.
16
OFIE is collecting data surrounding the
effect of increased time in the field on both
students and their cooperating teachers and
administrators. Cooperating teachers complete
a survey assessing the effect on teacher
candidates’ performances and their perceptions
of expanding collaboration with Minnesota State
Mankato. Focus groups will continue to be held
as students and faculty become more familiar
with intensive Teacher Performance Assessment
evaluations, which should create and build a
common vision of effectiveness for all parties.
Study-Away Opportunities
near Brisbane, Australia recently concluded
the fourth year of its partnership and sent their
first cohort of seven QUT students to observe
classrooms in Mankato’s Rosa Parks Elementary
last fall. The new partnership in Guadalajara
offered a wide range of opportunities including
Spanish language immersion and service
learning through the University’s language
institute for foreign students, CEPE (Centro de
Estudios Para Extranjeros), alongside the usual
student-teaching experience within students’
licensure areas. Specifically, students received
credits in Spanish while attending to cultural
needs within an orphanage, school for the
blind, and charity hospital.
Even while facing significant language
barriers in Mexico, teaching candidate Rachel
Busch described a stronger impact on her
confidence through a lack of understanding the
culture. As local students and adults expected
high standards of her while teaching or serving,
Rachel gained a sense of what a culturally
diverse ELL student may feel is expected of
him/her in American schools. In the future, she
expects increased empathy for marginalized
students who need more intentional support in
their learning to do well.
A new partnership began last spring with
a primary school in United Arab Emirates (UAE).
Minnesota State Mankato President Emeriti
Margaret Preska prompted the new partnership
after helping start Zayed University in the UAE.
The Al Sourah American Primary School in Abu
Dhabi formed in response to a need for more
OFIE Director Carol Werhan added
new locations to a broad base of study-away
opportunities last spring. As the updated
name implies, the Office intends to provide
diverse placements for teaching and learning
in other cultures, thereby expanding a student’s
worldview and knowledge base.
One student, Emily Cowan, put it this
way, “My experience in Australia has shown
me that true diversity is something that can
be found, but not understood deeply without
leaving Minnesota. In Minnesota, I have spent
time leading diversity retreat groups, reading
about diverse classrooms, and giving one-onone attention to ELL [English Language Learner]
students. I can list numerous common difficulties
that multicultural students may experience. It
wasn’t until I became misunderstood in a foreign
country that I truly understood the anxiety, stress,
and embarrassment diversity can cause.”
Four students visited
Australia last spring as
“This co-teaching model allows us to look at student achievement data and say, ‘Here
the first cohort of eleven
are students who are struggling and I have another teacher in the classroom; I can
teacher candidates
took advantage of the
implement strategies to help those students and work on closing the achievement gap.’
new partnership in
What a beautiful opportunity for any school, any school system, to put in place.”
Guadalajara, Mexico.
Joan Maland, Principal, Indian Mounds Elementary School
Queensland University
of Technology (QUT)
http://ed.mnsu.edu/csup/
developed primary and secondary instruction
for Emerati students who may eventually attend
higher education. Dr. Preska called on OFIE
to address the challenges school staff faced in
delivering high-quality education grounded in
American principles.
Last February, Werhan travelled to the
primary school in Abu Dhabi to begin the
conversation on how Minnesota State Mankato
students may contribute to the expansion of
American educational strategies such as critical
thinking, problem-solving, skills and information
acquisition, self-respect, and tolerance, among
other key topics. As a result Minnesota students
should strengthen their own knowledge of these
strategies as they apply them to a new and
diverse population.
In October 2011 two Elementary
candidates will bolster their student-teaching
experience in the Abu Dhabi school. Le
Sueur-Henderson TOSA, April Rosendale, will
accompany the students to provide mentoring
and support to Al Sourah’s teachers who
recently began working together in the new
teaching position.
The opportunity for expansion in
international teaching experiences comes
largely in funding from the new NExT project
grant. Sustainability is the ultimate goal,
however, as students are being turned away for
lack of scholarship funds and failing to meet the
inherent costs of travelling abroad. The Office
of Field and International Experience seeks
any contributions and/or partnerships to help
further the study away experience for education
students at Minnesota State Mankato. To help
or gather more information, contact Jeff Halbur,
COE Development Officer.
“When you have the right co-teaching candidate matched with the right cooperative teacher, you have a really
powerful instrument for learning. As we shift our paradigm in the way we think in schools from a model that
emphasizes teaching to a model that emphasizes learning, we need all the assets we can bring to bear to help
teachers be successful in assuring student learning. And a cooperating teacher working collaboratively with a coteacher works really well.”
Tom Lee, Principal, Olson Middle School
traditional structures. As they progress in coteaching experiences, features of the Teacher
Performance Assessment are co-opted into
their learning so that the new method does
not conflict with the new assessment. In the
future, faculty hope to involve all education
students with co-teaching in all levels of field
experiences. The model may even expand into
study-away placements in Aldine, Texas.
Courtney Magnuson, a teacher candidate
who co-taught in Bloomington Public Schools,
believes in the approach. “It was a great
experience. For the students, it really enriched
the lessons, because Shawn [Conradi] and I
were up in front teaching together. So with those
gaps that some young teachers don’t know how
to fill in, Shawn was able to jump in and it was
a really fluid transition. In the end, it was very
beneficial for both me and the students.”
Another candidate, Bill Tabor, echoes the
positive feeling saying, “You always have the
support of that cooperating teacher, you’re not
just thrown in there in a sink-or-swim approach.
You have a much greater probability of having
success, and everybody benefits.”
The training materials for future
candidates, faculty, and teachers will draw
from previous co-teachers’ experiences. To
this effect, five co-teaching pairs volunteered
their lessons to be videotaped this spring. One
pair, with the help of faculty member Marti
Sievek, wrote an article describing the features
of effective co-teaching practices in hopes of
publishing the information. Dr. Chapman and
Dr. Werhan guided a research study on the
pilot; over three semesters, faculty collected
additional data through surveys, planning
and teaching logs, focus group interviews,
and observational feedback. This summer,
an analysis of the data will help refine future
training and implementation strategies.
The method will continue to advance
through research and additional professional
development. An internal faculty research
project secured with the help of Dr. Teri
Wallace intends to study the model’s effects on
K-12 student engagement. Training modules
will increasingly move online to reach more
teachers and faculty in the field by summer
2012. Starting this summer, practitioners
around the state and nation can learn more
about co-teaching in an upcoming book
Dr. Chapman co-wrote with Dr. Cate Hart
Hyatt out of Indiana University called Critical
Conversations in Co-Teaching: A ProblemSolving Approach.
Co-Teaching Expansion
The Co-teaching model
implemented within all seven
Professional Development School
districts and Bloomington Public
Schools wrapped up the final stage
of the pilot this May with close to
one hundred co-teaching pairs.
A broad network of
partnerships ensured the success of
this three-stage co-teaching pilot. Dr.
Carrie Chapman (K-12/Secondary
Programs) collaborated with Dr.
Carol Werhan and Laura Bemel
(Office of Field and International
Experience), and Lori Bird and
Carol Burns (Center for Mentoring
& Induction) to coordinate extensive
training and teaching of the model
over the last three semesters.
TOSA’s and University Supervisors
train regularly to support the pairs
in the classroom while College of
Education departments gradually
include more co-teaching field
experiences in their curricula.
Teacher candidates spend
approximately sixty to seventy
percent of their placement
co-teaching and the rest in
Spring 2011 Partnership
17
New Ways of
Working Together
Create New Ways to Learn
The inter-departmental Curriculum Redesign
team met every week during the school year to
meet the demands of fostering systemic change in
teacher preparation curriculum. Last fall, they began
gathering input from University faculty on the needs for
developing effective teachers related to research-based
needs identified in the prior school year. Professional
Development School partners also weighed in on
relevant skills and dispositions for potential teachers to
be successful in their school buildings. This spring saw
an exhaustive effort at interpreting the responses from
those surveys and focus group conversations to produce
a reliable and responsible guide for focusing changes in
teacher preparation curriculum.
of success while the online forum of resources and
ideas is made available to their students. Faculty
members will be co-designing curriculum around the
TPA this summer.
Dr. Kathleen Foord, NExT Curriculum Lead, remarked
on the significance of their efforts saying, “When it’s
about the success of our students, any barriers to our
collaboration quickly drop away.”
New Partnerships
Faculty in every department involved in teacher
preparation spent the last year increasing the amount
of time students spend learning or teaching in the field.
In the same vein, the faculty sought new venues for
teaching students outside the classroom. Dr. Jeff Pribyl,
Dr. Kathleen Foord,
Professional Learning Teams
a Chemistry teaching methods professor in the College
NExT Curriculum Lead
The result of this analysis leads into the team’s second
of Science, Engineering, and Technology, provides an
task, a shared place of learning for all preparation
early example of increased partnerships.
stakeholders. Interdisciplinary groups of three to five University and P-12
Traditionally, Physical Science teaching majors attended onfaculty are invited to begin meeting regularly in the fall to address emergent
campus, lecture-based methods courses. Dr. Pribyl designed and
topics. Three areas of concern will open the year including the Teacher
implemented a field experience model this spring that put his students in
Performance Assessment (TPA) and its focus on aligning standards and
secondary science classrooms to observe actual teaching methods while
instructional techniques, Co-Teaching and collaboration, and Differentiation
discussing and reflecting on specific content instruction.
strategies. More topics and teams will be introduced in spring 2012
Mankato Teachers-On-Special-Assignment, Bridget Weigt and Kim
focusing on technology and mental health concerns.
Hermer, collaborated with Dr. Pribyl to facilitate the clinical experiences.
Members will convene at least four times during the semester
The science education students entered two different teachers classrooms
either through online environments or face-to-face. About thirty faculty
for two consecutive class periods during the last four weeks of the
members expressed interest in participating, creating about ten different
semester. Mrs. Senden, in Mankato East, hosted the students in her
teams examining one of the topics. Curriculum Redesign team members
eighth-grade Earth Science classroom and Mr. Koser invited them in to his
will act as facilitators of the groups, addressing issues and supplying
Mankato West high school Physics class.
resources. The aim of each group is to put their ideas into action and to
The project-oriented design offered Dr. Pribyl’s students new ways
use discussion time to reflect on new learning and directions. The result
to interact with the knowledge and skills usually conveyed in lecture. For
should be empirically-based solutions to common issues in our schools.
example, not only do students learn about pedagogy concepts for teaching
After a full year of collaborative learning, the Curriculum Redesign
science, they can also witness the delivery of those concepts by current
team will analyze the impact of the groups’ findings in each area. Some
teachers or themselves as a teacher candidate. Specifically, students saw
baseline research will emerge from an analysis of the impact on students’
two different classes with each teacher, highlighting changes in methods
learning and will consequently create a path for moving forward with
and delivery for different student populations. On another hand, the students
new, critical knowledge.
viewed two different styles of teaching, allowing them to compare the lesson
design and strategies of individual contexts.
New Ways of Teaching Together
Students experienced first-hand the issues concerning teachers
Increasing the length and duration of field-based learning comprises
in the field such as pacing a lesson or unit, managing the classroom
the third task charged to the Curriculum Redesign team. In response to
and responding to the needs of individual students, how students
this goal, and in a similar effort, faculty members that prepare secondary
work together and learn differently, and even the practical duties of
teachers across multiple disciplines recognized a need to collaborate on
assessment, grading, and parent interactions. Reflection and on-site
common teaching methods.
content instruction accompanies each field experience as a means of
The K-12 and Secondary Coalition worked through the spring
fusing theory with practice for the future teachers.
bridging content language and design to increase student learning
Dr. Pribyl represents his entire College by acting as a conduit to his
between departments. The team created a shared learning space in
fellow science education professors. His communication between colleagues,
a Wiki to build a common lesson plan and discuss the use of shared
various education faculty, and local teachers and teacher-leaders underscore
terminology, theories, and academic language. Student concerns such
the importance of partnerships in creating effective teachers. As the
as the TPA and the new Minnesota Teacher Licensure Exam sparked
partnership deepens, he hopes to grow the course design to allow students
discussion among the Coalition on how to improve students’ chances
to spend up to half of their class time in the field.
18
http://ed.mnsu.edu/csup/
Access to
New Resource Drives
Sustainability
In spring 2011, NExT partners and University
faculty gained access to a comprehensive grant
resource through the Minnesota State University,
Mankato, online platform, Desire 2 Learn (D2L).
Dr. Teri Wallace produced a variety of resources,
strategies, and examples of successful grant-writing for
all stakeholders to discover additional funding sources
to further the mission to produce effective teachers.
Starting on February 1 teacher preparation
faculty breathed a little easier knowing a centralized
and extensive resource could complement the
lengthy grant-writing process. Wallace herself
provides an introduction to the site and its contents
through a video-capture. Links to pertinent research
organizations in the University complement access
to books and articles in Wallace’s personal library
that offer general guidelines for approaching the
process. The site offers detailed strategies for each
component of a successful grant, including statement
of need, project design, evaluation, organizational
capacity, and adequacy of resources, among others.
In addition, rubrics and examples of accepted
proposals highlight the demands between external
and internal funding opportunities.
The meat of the resources lies within a database
of Foundations offering grants. Wallace will initially
search the database along with critical information from
a faculty member to begin locating potential funders
for NExT project initiatives. Wallace generally views
the process as a potential partnership between grantor
and grantee and encourages faculty to seek internal
partnerships that can completely address expectations
of the Request for Proposal.
Spring 2011 Partnership
For example,
Wallace enlisted the
help of Dr. Ginger Zierdt
(Center for SchoolUniversity Partnerships)
to form a partnership
between public schools
Dr. Teri Wallace
in Mankato and St. Peter
and the University’s Department of Mathematics and
College of Education. This group secured a Minnesota
Office of Higher Education (OHE) Improving Teacher
Quality grant to fund professional development in
differentiation and instructional strategies for Algebra
and Statistics teachers.
Wallace makes sure to include opportunities
for improving the grant process for faculty members.
A few discussion questions allow partners to offer
suggestions and ask key questions drawn from
personal grant-writing experiences. A survey helps
examine the capacities of faculty to enter the daunting
process and seeks ideas for creating the most
supportive environment for those who do.
Unveiling this valuable resource offers the NExT
community a shared space for sustaining the impact of
teacher preparation. Crucial partnerships will continue
to emerge from the ideas and information gathered
there around an understanding that creating positive
change in education requires a community effort.
For information or questions, contact Dr. Wallace
at 507-389-5381 or [email protected].
More information on the new Mankato/St. Peter grant
can be found on the COE’s February 2011 InfoBrief.
http://ed.mnsu.edu/eoutreach/
19
Graduate Teaching Fellows
Part 2: Elementary & Middle School Fellows
Graduate Teaching Fellows round out the broad Professional Development School initiative involving partner districts and
Minnesota State Mankato. Upon admission to a Minnesota State Mankato graduate program, Teaching Fellows are concurrently
hired as full-time Graduate Assistants. Their assistantship involves the full responsibilities of a classroom teacher for one year in
a partner district while receiving up to nine graduate credits per semester. Fellows accept a full tuition-waiver in addition to a
graduate assistant stipend.
For the 2010-2011 year, the number of Graduate Teaching Fellows doubled in size due to the partnership between PDS
districts, the University, and the Bush Foundation grant — NExT. Seventeen Fellows taught within six partner districts. In the Winter
2011 (Voume 4, Issue 2) of Partnership, secondary Fellows, Eric Weber and Haley Hamilton of the Mankato Area Public Schools,
Kathy Koepp of the Le Sueur Henderson Public Schools, and Kelli Fagerness of the Waseca Public Schools were introduced. In
this issue, the elementary and middle school Fellows are introduced. The Center for School-University Partnerships wishes the 22nd
cohort of Graduate Teaching Fellows all the best as they transition from the Fellowship year to career-level teaching, and thanks
them for their exemplary teaching service to the PDS partnership.
20
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Justin Helget taught fifth grade at North
Intermediate Elementary school in St. Peter. He
grew up down the road in Sleepy Eye and
graduated from Gustavus Adolphus in Elementary
Education with a Specialty in Math. Now he
attends graduate courses in Educational Leadership
at Minnesota State University, Mankato.
Helget led about ninety students that rotate between three
classrooms and values the camaraderie of his colleagues and TeacherOn-Special-Assignment, Darin Doherty. Helget teaches a diverse group
of students including English Language Learners from Somalia and
Hispanic cultures and several students with Individualized Education
Plans. A weekly meeting with the fifth-grade section teachers provided
a space for planning and accommodation strategies.
The Social Studies curriculum at the school benefited from
Helget’s teaching and graduate learning opportunities. Much of the
curriculum already used project-based learning strategies but Helget
helped expand it over the year. An initial project revolving around the
study of Indigenous cultures grew with Helget’s collaboration, which
led to a continuation into studies of early America and the Revolution.
Students in his class first created mini-books about the Thirteen
Colonies, which helped incorporate literacy standards. Students then
ventured into creating board games that taught content learned on
the colonies and the Revolution. The two-week process culminated
in a public presentation of each game to other teachers and their
classes with independent stations for trying out the games.
Helget introduced reflective exercises to keep students engaged.
He valued the supportive structures that allow his teaching to address
both student needs and interests.
Katie Lundgren, Graduate Teaching Fellow
in Faribault Middle School, received a degree
in Elementary Education, but teaches eighthgrade Language Arts through her Specialty in
Communication Arts from the College of Saint
Benedict. In her first year teaching she has
taken on leadership roles for the school while
contributing to a district-wide initiative in K-8 literacy.
Along with Teacher-On-Special-Assignment, Kirsten Hutchison,
Katie serves on a site team to help implement the recently adopted
program called Advancement Via Individual Determination
(AVID). The team helped identify students who met the criteria for
participation. In July the team will travel to Chicago to attend the
AVID Summer Institute for training in its philosophy and practice.
Katie collaborated with the teachers in her section to offer
an interdisciplinary unit to the eighth-grade students. The Social
Studies classes started the unit by allowing the students to choose
time periods of interest to them within United States history. The
project continues in her Language Arts classes where students
create a research paper based on a relevant topic of their chosen
era. Science class asks students to learn about major inventions of
the period while in Math they calculate the cost of living. The final
product will be a poster board display of the knowledge gained
throughout the disciplines with options for adding more information
through subjects such as Art or Music.
As a first-year teacher, Lundgren had her hands full with new
learning opportunities. The support of her fellow teachers and
Faribault TOSA’s kept her outlook positive.
Katie Volk taught third grade at Park
Elementary in Le Sueur-Henderson Public Schools.
She grew up in St. Peter yet worked toward a
degree in Elementary Education from Minnesota
State University, Mankato, adding a Specialty in
Communications/Language Arts.
Katie broadened her impact on many students
by extending her teaching beyond the regular classroom. She
previously taught in the summer school and, for eight weeks during
the school year, led a third-grade enrichment project with at-risk
students after school. These students were invited to participate in
a program that was designed to help them with Math, Reading,
and test-taking skills. Katie expressed a joy in witnessing the “Aha”
moments students exhibit through extra time and effort.
Katie points to her support network in the partnership as essential
to teaching well in her first year. She met weekly with her school
team and with Teacher-On-Special-Assignment, April Rosendale, for
general guidance. April and fellow TOSA, Jayne Gehrke, hosted
monthly seminars for mentees like Katie to increase familiarity with
district concerns such as Charlotte Danielson’s teacher evaluation
tool, Framework for Teaching.
In response to the diverse needs in her classroom Katie chose
graduate work in Special Education and Learning Disabilities. As she
hopes to continue teaching, more students will benefit from her extra
efforts at continuing her own learning.
Kayla VanBriesen taught first grade at
Monroe Elementary in Mankato. She recently
graduated from Minnesota State University,
Mankato, in Elementary Education with a certificate
in Intermediate Mathematics. As a Graduate
Teaching Fellow, she pursues a Master’s in
Teaching and Learning.
Kayla particularly appreciated the support of her colleagues
and the collaborative nature of a reading initiative called Rainbow
Reading. Rainbow Reading has created positive results for the literacy of
VanBriesen’s students. VanBriesen collaborated with three other teachers
on a daily basis and at monthly Professional Learning Community
meetings to teach four sections of reading levels. The students split into
these sections according to test scores and the teacher’s knowledge
of each student’s strengths, weaknesses and personality. As students
Spring 2011 Partnership
progressed at varying rates they were allowed to move between
sections to accommodate their learning. VanBriesen and her paraprofessional worked with the kids in small-groups while others
independently progress with the material. According to VanBriesen,
who also taught a large-group reading class, she noticed improvement
in the literacy skills of her section of first grade readers. Meanwhile,
many students raised their standardized test scores as well.
Rainbow Reading occurs alongside a school-wide reading
initiative called Race into Reading, which encourages kids to
log their time spent reading each night and become eligible to
participate in a “book talk.” This video-taped session lets children
describe their favorite book to fellow students and teachers.
With plenty of support and teamwork and various initiatives
to help students achieve, VanBriesen hopes to continue teaching
elementary students as her Fellowship comes to a close.
21
Alicia Martinez taught Kindergarten at
Jefferson Elementary in Mankato. She graduated
from Minnesota State University, Mankato, in
December 2009 with a degree in Elementary
Education and specialty in Primary instruction.
The Sacred Heart native served in a variety of
teaching experiences before entering her first full
year teaching in the Graduate Teaching Fellowship.
Alicia goes from station to station in her large, open classroom.
In one corner, whole-group reading and discussions take place
on a colorful carpet and adjacent to that Martinez leads the kids
through interactive Math and literacy games on the SMARTboard.
Independent work stations fill in the space to accommodate strategies
targeting daily reading and learning for a diverse class of students.
A program called PAK-RAT (Parents and Kids Reading Alot Together)
Amber Steffenhagen taught sixth-grade
delivers a library of children’s books to take home and read or have
their parents read to them.
Alicia partners with Minnesota State Mankato teacher
candidates as they complete field experiences in her classroom.
Spanish majors visit to teach basic Spanish vocabulary on certain
days. In April, Jefferson hosted a Cultural Day inviting Minnesota
State Mankato education students to teach about different countries
that the kids chose to visit, as long as they had their “passport.” Even
Elementary pre-service candidates come in to observe for clinical
experiences.
Alicia appreciated the support of her fellow teachers and
Teacher-On-School-Assignment, Kay Green. She has enjoyed her
Fellowship experience and hopes to continue teaching. She plans to
finish her Master’s in Reading soon while acquiring the K-12 Reading
license by the end of this summer.
students at Garfield Elementary in Mankato. The
Lake City native received a degree from Gustavus
Adolphus in Elementary Education and a Specialty
in Literature Communication. Through the Graduate
Teaching Fellowship she pursued a Master’s in
Special Education and Learning Disabilities.
Amber taught Math, Language Arts and Health to a homeroom
group of thirty students with diverse learning needs. What she learns
at Minnesota State University, Mankato, she applies directly to her
class that includes cognitively delayed, learning disabled, ADHD,
Gifted/Talented and Enrichment students. Separate modifications
accommodate each diverse group through differentiation, a resource
classroom and para-professionals.
Amber communicated regularly with her colleagues to keep
students engaged. Her students participated in research and writing
projects that frame real-world challenges and issues. For example,
Amber led students through a project on energy sources and their
uses as well as started a food journal through MyPyramid.org, which
provides advice for individualized nutrition plans.
Amber also partners with a Reading teacher, so that when her
class completes study in Math they go to her partner for Reading
instruction. Teacher-On-Special-Assignment, Kay Green, offered
additional support in engaging all her sixth graders including those
with special needs. Amber plans to continue teaching and learning
now that the Fellowship year has concluded.
Ashley Fries graduated from high school in
Armstrong, Iowa, with nineteen other students.
In May 2010 she graduated from Minnesota
State University, Mankato, earning a degree in
Elementary Education and a Pre-Primary Specialty.
That fall she began her first year teaching as a
Graduate Teaching Fellow at Kennedy Elementary
in Mankato with a first-grade class of eighteen.
Ashley appreciated having access to two websites that focus
each student’s learning in Math and Reading. Kennedy purchased a
site license for both websites this year.
The Math software, called IXL, provides Math exercises targeting
both the left and right side of the brain. The students play games
in order to earn awards while the software keeps a running tally of
attempts and completions as they tackle particular Math skills. The
Reading website, Raz-Kids, allows the students to read or listen to
multiple stories, answer questions for comprehension, and even record
their own reading of the story. The stories adhere to each student’s
reading level with opportunities to advance. Ashley reported an
excitement among the students to use the programs both at home
and school, but she only used them as a supplement to the lessons
being covered at the time. All the while, she can find at a glance the
successes and challenges of each student or the class as a whole.
Ashley hopes to continue teaching now that her Fellowship year
has concluded. She will continue her graduate work and plans to
complete her Master’s degree in Teaching and Learning by 2013.
Dawn Klaiber taught first grade at Sibley
East Elementary, Arlington campus. Originally
from Omaha, Nebraska, she received her degree
at Minnesota State University, Mankato, in
Elementary (K-8) and a Specialty in middle grades
Social Studies. She now pursues a Master’s
degree in Experiential Education.
Dawn led nineteen students including English Language
Learners. She professed an appreciation for the six-year olds’ vibrant
imagination and creativity and uses active learning and crosscurricular activities to keep the students engaged. For example, a
particular set of stories (Stone Soup) teaches literary elements while
connecting with the children’s real-life experiences with cooking and
being social.
Elementary Social Studies standards dictate connecting students
to the outside world, so Dawn also set up a pen pal project with
friend and Teaching Fellow, Kayla VanBriesen, in Mankato. In Dawn’s
class, students practiced writing letters before writing one to introduce
themselves to the other class and ask questions. The students in both
classes excitedly awaited the replies and thirsted for more writing back
and forth. Dawn and Kayla eventually hosted an online Skype meeting
between the classes to allow for more direct questions and introductions.
Dawn agrees with other Teaching Fellows in that the Fellowship
offers great support. A strong relationship with Teacher-On-SpecialAssignment, Rhonda Hermanson, positively bolstered her impact on
students. Dawn also hosted two high school volunteers that helped her
reach all students. She plans to continue teaching in the area.
22
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Kim Depuydt taught Kindergarten at South
Elementary in St. Peter. She graduated from Bethany
Lutheran College in May 2010 with a degree in
Elementary Education along with Math, Social
Studies, and Communication Arts Specialties.
As a high school student in St. Clair, Kim served
as an assistant to her former Kindergarten teacher.
This experience lasted two years and affirmed her passion for
teaching young children. At South Elementary, she felt lucky to have
the support of veteran teachers, who visited her classroom often to
offer help. She met with her Kindergarten colleagues once a week
and with the rest of the school staff twice a month. Moreover, St.
Peter Teacher-On-Special-Assignment, Linda Roth, usually visited Kim’s
classroom a few mornings each week for guidance. Her support
system also included classroom aides and some parents who help
with small group instruction.
Kim sought out new and different teaching experiences as often
as she could. At Bethany the education department offered her a
variety of experiences including teaching home school children.
At South she welcomed a Minnesota State University, Mankato,
pre-service placement for four weeks. Kim shared that she learned
more about her own teaching and her students through these
collaborations.
Kim pursued a Master’s in K-12 Literacy, which rounds out a
wide set of specialized knowledge and skills. Kim seeks to continue
developing her teaching craft in the area in fall 2011.
Mary Haugen taught third grade at Roosevelt
Elementary in Faribault. She left Virginia, MN,
to attend the distinguished teacher’s College at
Minnesota State University, Mankato, earning a
degree in Elementary Education in 2010. She
is expanding on a background in Spanish as a
student in the Master’s of Teaching English as a
Second Language.
Mary took advantage of study-away opportunities offered at
Minnesota State Mankato, travelling to Spain for a semester as
a sophomore. She emphasized learning more about the Spanish
language and culture in her class of eighteen. For example, Spanish
translations adorned the posters and calendars hanging on her walls.
Students occasionally wrote letters or postcards in both English and
Spanish as she regularly reviewed basic Spanish vocabulary and
phrases. Hispanic students enjoyed contributing to the exposure and
felt more comfortable in her classroom community as a result.
Mary also expanded the students’ worlds in a winter unit on
the Alaskan Iditarod. She presented the facts and logistics of the
popular race while meeting academic standards in Math, Language
Arts, Social Studies, and Geography. Students became familiar
with technology such as Google Earth and an interactive website to
keep up with the actual race. Valuable life skills found a place in this
curriculum in that students solve problems and make decisions as a
team in a mock dogsled race behind the school.
Mary enjoyed the benefits of inclusion in the Faribault Mentor
Network, facilitated by her Teacher-On-Special-Assignment, Pam
Kennedy. She enthusiastically plans to continue teaching.
Meghan Wall taught Kindergarten at Hartley
Elementary in Waseca. She graduated from
Minnesota State University, Mankato, with a
degree in Elementary Education and a Pre-primary
Specialty (3 years–6th grade). As she pursues a
Master’s in Teaching and Learning she is transferring
knowledge and skills between theory and practice.
The Grove City native welcomed as many learning opportunities
as possible to hone her teaching craft. Her graduate learning
extended into the classroom through distinct differentiation strategies,
especially helpful for her English Language Learners. She enhanced
her connections to families in the community through participation
in community and school events such as emceeing the school talent
show and attending the Early Childhood fair.
She also hosted a clinical field experience of a Minnesota State
Mankato education student and Waseca senior high school students
involved with Youth Service Leadership. Meghan appreciated
learning about her own teaching through these collaborative
partnerships. She valued other partnerships with her mentor,
Lisa Zika, and monthly meetings with her Professional Learning
Community, which addressed data and collaboratively developed
instructional strategies.
To Meghan, the Fellowship is special because of the chance
to make her own learning effective for her students’ learning. She
hopes to continue teaching in southern Minnesota as she finishes her
Master’s degree program.
Dolsee Davenport
Sibley East Public Schools
Arlington Elementary,
Grade 2.
No biography available
Melanie Morrow
Mankato Area Public Schools
Bridges Elementary School,
Grade Kindergarten.
No biography available
Spring 2011 Partnership
23
2010-11 Teachers On
Special Assignment
24
Part II
Teachers-on-Special-Assignment are part of a broader initiative, which includes
Graduate Teaching Fellows, that aims to meet the needs of partner districts and the
University. P-12 classroom teachers from partner districts are given an opportunity
to step out of the classroom and explore leadership opportunities within the district
and Minnesota State University, Mankato. District duties include placing, supervising
and assessing pre-service teachers and teacher candidates; developing mentoring
and induction programs; composing leadership teams to handle diverse issues; and
mentoring their district’s Teaching Fellows.
This year along with the Bush Foundation grant, the number of TOSA’s has more
than doubled from last year. Seven returning TOSA’s were joined by nine first-year
TOSA’s. In this continued article from Winter 2011 (Volume 4, Issue 2), the remaining
three of the six PDS districts are represented and offered their stories. St. Peter Public
Schools, Sibley East Public Schools and Mankato Area Public Schools comprise the
TOSA highlights for this spring issue of Partnership.
St. Peter TOSA Team
Linda Roth and Darin Doherty,
St. Peter TOSA team
Linda Roth and Darin Doherty were St. Peter’s
Teachers-On-Special-Assignment with a great deal of
responsibility in and outside of the district. They both
spent half of their assignment working as liaisons
between St. Peter Public Schools and Minnesota State
University, Mankato. They devoted the remaining time
to specialized roles within the district.
Both Linda and Darin acted as Minnesota
State Mankato partners by sharing duties regarding
teacher candidates and field placements. They
placed, observed and mentored pre-service and
teacher candidates in the district, typically working
with five teacher candidates a semester. Each also
worked with a Graduate Teaching Fellow, observing,
mentoring and helping out as needed. Linda advised
Kimberly Depuydt, a Kindergarten teacher, and Darin
met regularly with Justin Helget in the fifth-grade
setting.
Linda and Darin had distinct areas of expertise
within the St. Peter district. For example, Linda spent
half of her assignment as the Gifted and Talented
Coordinator in P-6 settings while Darin stands as
District Instructional Technology Specialist between
both Elementary and Secondary buildings. These
titles represented a host of additional duties that
accompanied their special assignments.
Linda Roth returned for her second year as
Teacher-On-Special-Assignment and St. Peter’s Gifted
and Talented Coordinator. As Coordinator she spent
half an hour a week with each of the various gifted
and talented students in the district. Her district role
http://ed.mnsu.edu/csup/
complemented a position in a regional Minnesota Educators
Gifted and Talented Network, which served south central
Minnesota schools. The Network offered a lending library and
Linda coordinated mentoring opportunities for other gifted and
talented program leaders.
St. Peter’s academic competition programs also fell
under Linda’s leadership. She coordinated programs such
as the Science Fair, Spelling Bee and Geography Bee. An
annual Young Writer’s Conference also required her time
and energy. With all this specialized work she garnered
capabilities to lead others in professional growth opportunities
in differentiation.
On the other hand, Darin Doherty commenced his
first year on special assignment as a leader in educational
technology. He began in 1999 with a district-wide grant to
secure SMARTboards for classrooms. He began researching
technology applications for the classroom with the grant
while training other educators how to use the new hardware.
This training expanded to serve educators regionally within
the South Central Service Cooperative as instructional
applications expanded to include clickers and online forums
such as Wiki projects. Eventually, he ended up coordinating
professional development opportunities in the district and
training the trainers.
He also worked with individual teachers as needed
to gain competency in applications new to them. As this
initiative developed, Darin found sponsorship for his efforts in
the Teirney Brothers, who helped Darin create a Classroom
of the Future. The room now features a variety of technology
equipment as well as new furniture such as standing desks
provided through another sponsorship. He even collaborated
with Minnesota State Mankato faculty to develop activities
and lessons for virtual Social Studies field trips.
His burgeoning expertise in all things technological
might drown out other professional opportunities, but he also
substitutes for Administration through relevant licensure.
Linda Roth and Darin Doherty exemplify the impact the
TOSA partnership can have on the teacher as leader and the
school district. Both worked hard to respond to the needs of
the district and its students and now they share their expertise
within broader partnerships, affecting other districts’ teachers
and students.
Sibley East TOSA Team
Rhonda Hermanson and Lynn O’Brien,
Sibley East TOSA team
Lynn O’Brien and Rhonda Hermanson serve the Sibley
East school district as Teachers-On-Special-Assignment (TOSA).
Lynn finished her third year in the position as Rhonda joined
the team last school year. Each one offers unique professional
experience to the Sibley East district as well as to their
relationship with Minnesota State University, Mankato.
Lynn holds a license as a Professional School Counselor,
which contributes to a growing role as liaison between
the Center for School-University Partnerships (CSUP) and
Minnesota State Mankato’s Department of Counseling and
Student Personnel (CSP). She also pursues an Education
doctorate in Counseling Supervision and Education from
Minnesota State Mankato. Rhonda’s experience with a
literacy-based Response to Intervention (RTI) allowed her to
lead its first year of implementation in the Junior High school.
She also shoulders the district responsibility for supervising
Minnesota State Mankato teacher candidates.
Individually, Lynn acts as District Assessment Coordinator,
which facilitates all assessments and testing including, but
not limited to, the MCA, NWEA, PSAT, PLAN, and GRAD
tests. She also serves as facilitator of the district data team,
developing and implementing goals gathered from data
points throughout the school year. These goals drive decisions
regarding professional and staff development, implementation
of new programs, and leadership responsibilities across
T O SA
Spring 2011 Partnership
TOSAs working together to solve a problem
25
buildings. Lynn contributes to district staff development
by representing the Junior High staff.
Moreover, Lynn advances opportunities for her
developing relationship as CSUP – CSP liaison. She
has been researching the correlation between mental
health concerns and student achievement in order to
help students, teachers, and teacher candidates manage
the pressures of the school environment. Her research
will comprise a presentation in the fall to the new cohort
receiving professional development in Leadership from
Minnesota State Mankato. It will also find a place in her
doctoral dissertation.
A former teacher in Gaylord, Rhonda continues a
responsibility as chairperson of district staff development.
As a new TOSA, she garnered a role on the district
data team in May representing both Elementary and
Junior High RTI while working with two elementary
Graduate Teaching Fellows (learn more about them on
pages 20-23) through CSUP.
Response to Intervention is in its sixth year of operation
in the Sibley East district, which initially occurred only
in elementary settings. For the first year of seventh and
eighth-grade interventions, Rhonda led remediation with
low-performing readers. Benchmarks are created at the
beginning of each year with students taking a literacybased assessment. The students are re-tested in the winter
and spring and they can place in and out of the program
as their test scores change.
Last spring, Rhonda worked with a new group of
junior high students at just below proficiency level in
MCA II testing. The students practiced phonics and
fluency skills in preparation for senior high reading
and writing. Rhonda reported positive results through
a steady increase in students’ self-confidence and
benchmark scores. The students’ final MCA II scores will
be identified by the end of the summer, then analyzed by
Reflection exercise at Integrated Field Services meeting
the data team along with other resources to create goals for next
school year.
The TOSA position offered Rhonda and Lynn opportunities to
enhance their leadership, mentoring, and relational skills within
the district. Rhonda encountered innovation and support for
staff in the district by supervising co-teaching teachers/teacher
candidates while improving communication skills and abilities to
key in on the strengths and needs of staff development committee
members. Lynn appreciates similar skill developments as she
began to coalesce many priorities for education, such as student
achievement and teacher/teacher candidate relationships,
into everyday work as Teacher-On-Special-Assignment. Both
educators value gaining a broader perspective on the education
community and positively contributing to its growth.
Mankato TOSA Team
Mankato TOSAs - Top (L-R)- Kay Green, Susan Levandowski,
Karen Letcher, Kim Hermer, Bottom (L-R)- Cindy Olson, Bridget Weigt
26
Mankato Area Public Schools employ a cadre
of seasoned teachers for their Teachers-On-SpecialAssignment. Unlike other PDS districts, the Minnesota
State University, Mankato, hometown school system
honors six veteran teachers in the partnership.
The team breaks down into two pairs within both
Elementary and Secondary settings with the other two
individuals in specialized roles for the entire district.
Kay Green and Susan Levandowski handle the eleven
Elementary schools, with Green representing six schools
on the west of town and Susan in the five on the east.
Kim Hermer and Cindy Olson occupy the secondary roles
between the east and west. Karen Letcher serves in the
district Special Education assignment while Bridget Weigt
acts as Minnesota State Mankato liaison.
Between six TOSA’s, they say, “communication is
key.” All share a section of the Student Support Services
http://ed.mnsu.edu/csup/
Center district office with various district staff such
as psychologists and social workers, assessment
coordinators and English Language Learner
professionals. Pods of desks arrange a feeling of
demarcated space, filled with pictures, clippings,
and artifacts, while colleagues are only a nod
away. They each produce weekly calendar
printouts detailing their movements around the
district for everyone else to see.
In a corner wall of the conference room four
typed pages display an outline of responsibilities
for all TOSA’s: District Mentor/Mentee work, Field
Placement Coordinator, University Supervisor, and
Professional Leadership. Opposite, a white board
shows a conglomerate of ideas and strategies for
action. Here, every Monday morning they sanction
time to collaborate, plan, and inform each other’s
work. With a six-sided partnership, they have
improved upon a system of maximizing each other’s
work through their own specific areas of expertise.
For example, with the addition of three new
TOSA’s last school year, Mankato now employs
Bridget Weigt in a broad district and Minnesota
State Mankato liaison position, sharing TOSA
duties yet taking an active partnership role
in NExT/COE initiatives. She attends all IFS
sessions as well as partners as representative
in the Curriculum Redesign group and the new
Learning Teams, TPA Module Design, and in
relevant faculty workshops. Meanwhile, she
picks up district supervising and placement duties
as needed, coordinating across grade-levels
and school buildings and attending all mentor
network meetings. After three years of building
relationships, she participates smoothly in pilot
placements, graduate placements, those from
outside institutions, volunteers and more difficult
matches. Joining both elementary and secondary
learning communities are a priority as well.
Karen Letcher holds the license and
certifications to take on any Special Educationrelated task with the help of Special Education
teachers in the particular building. As Special
Education requires an extensive knowledge base
on laws and procedures, she stays up-to-date
on all Minnesota State Mankato Integrated Field
Services development opportunities as well as
those offered by the MN Department of Education.
Her specialized knowledge allows her to present
at district staff development or fulfill district roles in
areas such as standards-based IEP’s (Individualized
Education Plan) or due process compliance as well as lead
extensive trainings in the fall for new staff across several district
roles. These roles represent all Special Education grade-levels,
myriad therapeutic services, assessment and transition, adaptive
physical educators, and psychologists.
On another hand, each TOSA holds expertise across the four
categories of responsibility. For that reason, the Elementary and
Secondary TOSA teams share a similar schedule of activities but
do so within their respective grade-level concentrations. Both teams
dedicate their time to organizing seamless transitions for Minnesota
State Mankato students going into classrooms by coordinating
with faculty to explain the duties and expectations of pre-service
candidates. They stay in contact with teachers and administrators
in their respective buildings to find the best fit for each student
and teacher. They model the pedagogical practices on which
they conduct seminars and workshops for Teaching Fellows and
new teachers as they set up formal dialogues and encourage the
heart through informal conversations. They lead several learning
community sessions filled with strategies and behaviors for teacher
candidates to understand Danielson’s Framework for Teaching as an
evaluative tool, the Teacher Performance Assessment, co-teaching,
and the many skills of the teaching professional.
The Mankato TOSA team values, above all, the collaborative
learning opportunities and relationships accumulated in the position.
Over multiple years working together, they understand each
other’s strengths and weaknesses, personalities and interests. They
appreciate maximizing the opportunity to help Mankato teachers
and teacher candidates have access to best practices through
research, resources, and support. Mankato students ultimately reap
the rewards of their strong partnership, which builds and sustains
meaningful relationships with the University on the hill.
TO S A
Spring 2011 Partnership
Class participation with SMARTboard in
St. Peter’s Classroom of the Future.
27
Broad Collaborations
Enhance Teacher Prepa
Last spring, Dr. Daria Paul-Dona and members of the College of Education assessment team collaborated with
many stakeholders in teacher preparation. With initial results on education students’ perceptions of their training,
new partnerships bloomed to build out the effort in maximizing the program’s effects. Working on multiple levels
(University, state, national), Paul-Dona is leading the charge in creating a comprehensive assessment system for
NExT partners and Minnesota State University, Mankato, teacher preparation while identifying new ways to
address the assessment infrastructure.
Value-Added Research Center Partnership
Minnesota State Mankato hosted Value-Added Research
Center (VARC) representatives on February 15, 2011, as partners
in the mission to transform teacher preparation. VARC, housed on
the University of Wisconsin-Madison campus, intended to prompt a
discussion with Minnesota State Mankato Professional Development
School (PDS) partners and College of Education faculty around
value-added methods and preliminary analyses of Minnesota
student achievement data.
Teacher preparation Unit faculty and PDS District
Superintendents, Teachers-On-Special-Assignment (TOSA), district
assessment leaders, and instructional technology representatives
made up a multi-level partnership forum for presentations from
VARC and NExT project leads.
The research method for interpreting the amount of value
added to a classroom from student data is fairly new. VARC
director, Dr. Rob Meyer, founded the Center in 2004 to
develop this methodology and employ it in states and districts.
Implementation efforts have since expanded to include districts
in eleven states and, recently, the thirteen Institutes of Higher
Education (IHE) involved in the NExT project.
The methodology itself takes measuring student learning
data to another level. Instead of measuring student attainment
(test scores) or growth over time in attainment (test scores
differences over time), value-added measures account for the
teacher and/or school’s contributions to a student’s learning.
This contribution can be determined when researchers account
for contextual factors teachers and administrators cannot control.
A VARC researcher explained the idea through the analogy of
an oak tree’s growth under the care of different gardeners. The
gardener’s performance cannot be accurately assessed without
accounting for environmental conditions outside his influence such
as rainfall, temperature, and soil richness. In comparison, these
outside influences may correspond to factors such as a student’s
socioeconomic, disability, or English Language Learner status.
To accomplish their research goals, VARC must access various
types of data and provide ongoing analytical and technical
support to partners. Data collected must be comprehensive to
identify the effects any one teacher has in their school building and
how that teacher and/or district compares to other districts. VARC’s
roles in the NExT partnership include working with individual data
systems and their reporting procedures to allow for longitudinal
analysis. They also create professional development plans to train
districts and states how to use the method and compare its results.
VARC travelled to all NExT project sites in early spring 2011
once they produced the initial round of grade-level value-added
data for its partners. District superintendents and representatives
received grade-level reports and discussed their uses and
significance. NExT Assessment Coordinator, Dr. Daria Paul-Dona,
presented the early results of a concurrent in-house study that
gathered graduates’ perceptions of Minnesota State Mankato’s
teacher preparation program. This body of evidence should inform
the use of best practices in preparing Minnesota State Mankato
teachers as well as in the schools our graduates inhabit.
VARC will now advance the work they started within the
NExT partnership. By summer 2011 they plan to begin analyzing
classroom-level student and teacher data while beginning valueadded analyses with alternative assessments. NExT project leaders
and PDS partners may see teacher-level reports
during the 2011-12 academic year while
VARC continues developing the valueadded models for pilot sites.
Te a che r s - o n- S p e ci al - Assign m en t
a nd C S U P s t a f f a t t en d in g t h e
VAR C p r e s e nt a t i o n a t Min n esot a
S t a t e M a nka t o ca m p us on
F e b r u a r y 15, 2011
28
http://ed.mnsu.edu/csup/
ration
L e S u e u r H e nd e r s o n a nd Wa s e ca sup erin t en d en t s
r e v i e w VAR C d a t a w i t h Wa seca col l ea gue
The NExT Assessment System
The NExT Common Metrics team progressed during spring 2011 in
the development of a comprehensive assessment system measuring variables
of effective teacher preparation. Dr. Daria Paul-Dona and assessment
representatives from each NExT University partner compose the team along
with representatives from the Bush Foundation, VARC, and the Academy for
Educational Development.
In fall 2010, the Metrics team recognized a need for well-developed
assessment tools to meet the demand of the multi-system NExT partnership.
In response, Paul-Dona and researchers from the University of MinnesotaTwin Cities published a white paper requesting additional funds. The Bush
Foundation committed additional funds to all NExT partners in assessment as a
result.
The evaluation system will use an array of assessments throughout the
teacher education process and even within their professional experience.
Students entering teacher education will complete an Entry questionnaire to
start the process. The newly-adopted Teacher Performance Assessment (TPA)
will provide data during teacher preparation and student-teaching. As students
graduate they will receive a Teacher Preparation Exit Survey reflecting on
the preparation experience, then once they teach a full year the Transition to
Teaching Survey (TTS), will report their perceptions on both their preparation
and the profession. School employers will include additional evaluations of the
teacher’s performance in the classroom at the end of the same first year.
The College of Education assessment team conducted many of these
evaluations by the end of spring term 2011. Maverick teacher candidates
took part in the pilot implementation of the TPA the 2010-11 school year; the
results will be analyzed by its creators at Stanford University to determine future
paths for the instrument. Maverick teacher graduates already complete the TTS
and the Common Metrics team plans to implement the survey across partner
institutions. The Exit Survey first appeared at the conclusion of spring 2010
term in a pilot project and a revised survey will evaluate graduates at the end
of spring 2011 semester.
On the other hand, the Common Metrics team continues to build out and
clarify the Entry Questionnaire for institutions to be able to aggregate the data
possibly by fall 2012 as they begin gathering data in summer 2011. The
American Institute of Research will develop the Employer Survey to be used in
each IHE. Dates have not been set for its implementation as of yet.
Spring 2011 Partnership
Bolstering the Student Information Management
System (SIMS)
As Minnesota State Mankato builds a culture of
evidence surrounding teacher preparation, the Student
Information Management System must expand to include
more clarified reports on students entering and graduating
from the program. The Bush Foundation has been accepting
proposals from Common Metrics representatives to support
their coordinated efforts in building out data systems capable
of addressing emerging research questions.
The existing system at Minnesota State Mankato gathers
basic information on students entering the program including
demographics, academic standing, and background
checks. NExT goals include being more intentional in
designing effective instructional practices in coursework and
in the field. The Office of Field and International Experience,
the Coordinator of Professional Education, and Information
Technology staff collaborated to initially clarify the field
placement data structure.
SIMS will begin answering more direct questions about
students’ field experiences. Placements will be moved from a
spreadsheet to the electronic SIMS platform to contextualize
data also collected from schools and cooperating
teachers. Additional data concerning the demographics
of a school building, the grade level and content area of
the cooperating teacher, and the teacher’s professional
expectations and assessment of clinical experiences will be
absorbed into this module.
Developing the field experience module commences a
comprehensive approach to building out the Minnesota State
Mankato student data system. NExT Area leads will use the
clarified data reports to address problems and make datadriven decisions regarding the impact of specific elements of
the teacher preparation program. Minnesota State Mankato
teacher graduates become more effective practitioners as a
result of empirical research, which leads to more effective
student learning in school classrooms.
29
Center for School - University Partnerships
Minnesota State University, Mankato
117 Armstrong Hall
Mankato, MN 56001
*210205*
A workshop presented by Sueann Kenney-Noziska, MSW, LISW, RPT-S
Sponsored by: Academy for Child and Family Studies, Department of Counseling &
Student Personnel, Center for School-University Partnerships, and the College of Education
Friday, September 23, 2011
8:30 a.m. to 4:30 p.m.
Centennial Student Union
Minnesota State University, Mankato
For complete event information and to register online, go to
http://ed.mnsu.edu/csup/conferences.html