WELCOME

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Disciplinary-based

Courses,Intro to

Education

Pre-Professional Program Learning

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Sk

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Courses in Pedagogy, Pedagogical

Content Knowledge,

Clinical Experiences

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Mentor Teacher Guidance,

Advanced Licensure using PDP

District or School Staff Development,

Graduate Coursework

In-service Professional Learning

Professional Program Learning

Figure 1. Pre- and In-Service Professional Learning

Student Teaching

Completes Standards-

based Portfolio

2006 UWM Cooperating Teacher Academy

August 23rd – August 24th

Selected Group of Participants - representation across programs

Demographically Diverse

Completed a Pre-Academy Survey– Logistics– Communication– Evaluation of Candidate Preparation using Guiding

Principles

2006 UWM Cooperating Teacher Academy

Day 1 PROGRAM FEEDBACK

– Working with Survey Data– Communication/Logistics– What is working well?

Missing? What can we do better

STRENGTHENING OUR PREPARATION PROGRAMS

Guiding Questions

1. What are you telling us about our preparation program?

2. What determines a quality field-based experience for teachers working in urban settings?

3. How do we strengthen classroom-based experiences so they offer candidates rich opportunities to learn?

2006 UWM Cooperating Teacher Academy

Day 2 STANDARDS-BASED

TEACHER PREPARATION AND LICENSING

– UWM’s New Guiding Principles, Wisconsin Teacher Standards, and the Characteristics of a High Performing Urban Classroom

– Portfolios and PDPs

STRENGTHENING OUR PARTNERSHIPS

Guiding Questions What types of learning

opportunities might help candidates develop the performances highlighted in the Principles?

How might our programs scaffold these experiences?

How might we better communicate with partner teachers?

How might we strengthen cooperating teachers’ learning opportunities?

How can we use this information in the mentoring of new teachers?

Outcomes and Lessons Learned

Overarching theme of COMMUNICATION: Mechanisms in place for consistent coordination and collaboration amongst all of the responsible players (UWM, Cooperating Teacher, district/school, student teacher)

– Examples: agreement with UWM mission and mission of schools; connections made with student teachers between UWM coursework and classroom experiences

Outcomes and Lessons Learned

Strengthen Student Teachers’ knowledge of:

MKE/school community, appreciation of and utilization of its ASSETS, accessing community resources

Assessment practices and procedures that support instruction

Working with students with special needs and the associated responsibilities

The nested policy environments of public schools Experience with activities within the school but outside of

the classroom

Outcomes and Lessons Learned

Strengthen Co-operating Teachers’:

Opportunities for professional development Knowledge of and facility with PI-34

requirements (requires coordination with UWM) Preparation policy knowledge Access to UWM learning opportunities

Next Steps with Cooperating Teachers

Continuation of TNE Academy during 06-07 School year

Broadening Co-op support – New Co-op support– Verification workshops– Co-op professional development– Support around PI-34– Re-licensure, PDP work

Next Steps Professional Sequence Design Team

Work/coordination with the 3 “entities” (SoE, L&S, MPS):

Pedagogy Labs Coordination with various TNE Work Teams and

Program Teams (retreat days for program teams to work on professional sequence issues)

Develop plans for continued support of cooperating teachers:– Menu of Professional Development Offerings – Credit offerings that support re-licensing or PDP

Teachers for a New Era:Past, Present and Future

TNE FALL INSTITUTE

September 11, 2006

Origins

Carnegie Corporation of New York creates the Teachers for A New Era Project

Fundamental Purpose: Demonstrate the value of maintaining teacher preparation with higher education institutions.

TNE Design Principles

Heavy involvement of arts, letters and science in teacher preparation—making it an “all campus” responsibility

Work is based upon evidence. Utilize evidence when designing program changes; evaluate changes to measure impact and outcomes.

Teacher education is a clinically-based academically taught profession, that requires support during the first years of classroom teaching (induction)

UWM Joins TNE

In 2001, Carnegie Corporation does a national scan and identifies 11 teacher preparation programs from which to select TNE sites. Four sites are selected, not UWM.

In 2002, Carnegie identified 7 sites for a second round selection for TNE sites. All seven were selected, TNE begins at UWM

Organization of TNE

Since the Teachers for a New Era model envisioned campus-based responsibility for teacher education, a new unit was formed (Academy for Urban Teaching and Learning) with direct report authority to the Provost.

The Center for Urban Initiatives and Research is the administrative home base for this academy.

Provost’s Office

AUTLSteering Group

R. Cheng, ProvostR. Meadows, Dean,

Letters&SciencA. Thurman, Dean,

EducationR. Bucker, Dean, Arts

S. Percy, Project Director, PIL. Post, Principal

InvestigatorM. Pugach, Principal

InvestigatorW. Kean, Principal

InvestigatorA. Jackson, MPS Administration

D. Donder, MPS Principal Rep.

C. Anderson, MPAJ. Parker, Project

Coordinator

TNE Council

Project Director, Project Coord.,

DT LeadersOthers

C & C

Foreign Language

Arts

English

Social Science

Science

Math

Pro

gra

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ssessm

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EvidenceConsultant/

Team

Pro

fessio

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eq

uen

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Ind

uctio

nCONTENT DESIGN TEAMS

CROSS-CUTTINGDESIGN TEAMS

Milwaukee

Mathematics

Partnership

(MMP)

Milwaukee Public Schools (MPS)

Milwaukee

Partnership

Academy(MPA)

Milwaukee Metropolit

an Area Deans of

Education (MMADE)

UWM Teachers for a New Era2006-2007 Proposed Organizational Plan

Pu

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TNE at UWM:Our Fundamental Principles

TNE will be designed and implemented as a partnership with the Milwaukee Partnership Academy/Milwaukee Public Schools.

Our focus will be upon preparing teachers for urban school districts—the guide philosophy of the UWM teacher preparation programs

How We Are Seeking to Change Teacher Preparation at UWM

Enhance and strengthen content knowledge learning of preparing teachers

How: – Work of Design Teams to align curriculum (content

courses) to match state standards and local learning targets

– Create and revise important “pathway” content courses to enhance content knowledge learning

How We Are Seeking to Change Teacher Preparation at UWM

Enhance the pedagogical training and instructional skills of preparing teachers

How:– Teachers-in-Residence provide linkage between classroom

learning, content knowledge and effective teaching of content knowledge

– “Ped Labs” to be developed: Where content faculty pair up with education faculty to create opportunities for student to develop expertise in teaching specific types of content

How We Are Seeking to Change Teacher Preparation at UWM

Strengthening the student teaching experience How:

– Cooperating Teacher Academy (Strengthening our relationships with those teachers who mentor and supervise our teachers candidates during student teaching)

How We Are Seeking to Change Teacher Preparation at UWM

Creating assessment measuring systems that can be used to track teacher candidate learning growth and to assess outcomes of dimensions of teacher preparation program

Continuous feedback loops for continuous improvement

How We Are Seeking to Change Teacher Preparation at UWM

Examples of Learning/Feedback Loops

#1– Admissions Portfolio: Pilot will create instructions for students

seeking entry into the School of Education to create a portfolio that demonstrates their content knowledge, ability to use such knowledge, and capacity to provide effective instruction of content knowledge

– At program level, can assess how well content knowledge courses are preparing teachers with the knowledge they need

How We Are Seeking to Change Teacher Preparation at UWM

#2– Collating and analysis of the observational

assessments made by supervisors during the student teaching experience

– Information can feedback back into content knowledge learning, pedagogical education, and clinical experiences

Where Are We Now3 Years into TNE

Major achievements to date include:– Forming content-focused design teams that have

been instrumental in linking arts, letters and science to teacher preparation

– Forming programmatic design teams—pupil learning growth, program assessment, professional sequence—each of which has devised important plans and innovations

Immediate TNE Efforts

In June, submitted a proposal for continuation of project funding for years 4 & 5 of the TNE program

Created a solid “evidence plan” demonstrating how we will gather evidence to show impacts of program benefits

Launching Our Work for 2006-07: The Fall Institute

Looking Forward

In next two years of the program, we intend to do two things:– Design and implement programs identified in two

previous years (e.g., new courses, ped. labs, research studies, cooperating teacher academy)

– Measure the outcomes of our new and revised programs to ascertain their impact on teacher effectiveness and pupil learning

How We Are Seeking to Change Teacher Preparation at UWM

Providing support to recent graduates in their first years of classroom teaching– Electronic conversations, organized throughTapped

In, where new teachers can request assistance with content knowledge, instruction, and other areas

– Professional Development Academy: expanded course offerings including content especially for new teachers

Concluding Remarks