UWM Fall Institute

WELCOME

• Substantial realignment of content courses to fit content requirements

• Several new or revised courses being planned to support teacher preparation

• Induction pilot launched

• Focus groups with new teachers conducted

2004-2005 Accomplishments

2004-2005 Accomplishments

(continued)• Held Spring Institute to share learning and progress

• Collaborated with MPS to create new induction materials

• Collaborated with MPS in identifying characteristics of a high-performing classroom

• Created a value-added model to measure pupil learning; pilot project to be launched this year

• Implement recommendations of the 2004-2005 design team work

• Devise models to support induction

• Devise methods for program assessment

• Explore connection of content faculty to the professional sequence in SOE

•Participate in review for grant renewal

2005-2006 Plans

SCIENCE

SOCIAL

SCIENCE

ARTS

CULTURES

& COMMUNITIES

MATH

PUPIL LEARNING

2005-2006DESIGN TEAM STRUCTURE with CROSS-

CUTTING THEMES

ENGLISH

FOREIGN

LANGUAGE PROGRAM ASSESSMENT

INDUCTION

PROFESSIONAL SEQUENCE

TNE STEERING GROUP

PRINCIPAL

INVESTIGATORS

Organizing Design Teams for 2005-2006

• Teams set own agenda

• Coordinate meetings/information via team email reflectors

• Post documents to Website for access by other teams/institutions

Organization of Design Teams (continued)

Teams assign 2-4 members to participatein crosscutting theme discussions:

• Induction

• Program Assessment

• Professional Sequence

New This Year

• Dissemination Fund

• Faculty-in-Residence (stay tuned)

Marleen Pugach-Induction Team Leader

• Background

• Questions for the Design Teams

Induction

What roles are reasonable and feasible forfaculty to play working directly withgraduates when they take their first positions?

• How could they work directly with teachers in their classrooms?• What would motivate participation?

Question One

Question Two

How might faculty participate in providingdirect support through the online supportcommunity for new teachers (Tapped In)?

• How would it work specifically?• What would motivate participation?

Question Three

What specific courses might be developedto help new teachers deepen their academiccontent knowledge?

• For whom? How would they be offered?• What might this look like during the academic year? During the summer?

Question Four

What other ideas/questions about inductiondoes your Design Team have at this point?

Kenneth Howey-University of Cincinnati

Contextualized Learning

for Urban Schools

Linda Post-TNE Co-Principal Investigator

Professional Sequence

• Background

• Questions for the Design Teams

What should the Professional Sequence be?

• Should there be more of a mix of their studies in content and the discipline of teaching?• Should there be a different configuration of courses in the teacher preparation program?• Should we start the sequence earlier?

Question One

Question Two

How do we begin to look at pedagogical content knowledge, which is different than a discussion of content or pedagogy?

Question Three

How can content faculty interact with theProfessional Sequence, including theclinical experiences?

Question Four

How could content faculty participate inassessing our students across theProfessional Sequence?

• Who is watching our students teach?• Who should be watching our students teach?

Question Five

How do we integrate knowledge, worldview, individual experience and contextacross the program and into theinduction period?

Amy Otis-Wilborn

-Program Assessment Team Leader

• Background

• Questions for the Design Teams

Program Assessment

Stephen Percy-Project Director

Concluding Remarks