| Volume
3 Issue 1 Fall 2000 |
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| The Professional Development School Seminar |
| The Professional Development School seminar is a central element in the support the PDS program provides to pre-service teachers. |
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Holding the PDS seminars in the schools where students are teaching is another unique feature and is one of many ways the program works to strengthen the partnership between schools and the University. |
| When seminars are held in the schools, practicum students have more opportunities to be in the schools and student teachers do not need to travel away from their schools for seminars. |
| Seminars
give supervisors a chance to model pedagogic techniques. The practices
of quick paired sharing, round robins, and "jig sawing" for sharing
information across groups are taught to the pre-service teachers. |
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A group of thirteen pre-service teachers and their two supervisors are wedged into a small conference room off the Cherokee school office. Some came to the seminar from Thoreau, which is paired with Cherokee, some from the university campus and others from their classrooms down the hall. Some of the pre-service teachers are new this semester and will need to rush back to a campus class after the meeting. Others will head back to the classrooms where they have been student teaching and working with the supervisors, each other and this school for quite a while.
Teachers with strengths in supporting diverse classrooms, principals, and an English as a Second Language teacher, have enhanced the PDS seminars this semester. Students have had the opportunity to view their schools from different professional perspectives and to ask questions of school community members. Seminar events have included pre-service teachers describing their "journeys" to the destination of teacher, discussing action research, reviewing action research projects completed by district teachers, preparing for peer observations, wrestling with the early learning stages of developing electronic teaching portfolios and collaborating to understand the communities surrounding their schools. Seminars
give supervisors a chance to model pedagogic techniques. The
practices of quick paired sharing, round robins, and "jig sawing" for
sharing information across groups are taught to the pre-service
teachers. The pre-service teachers have a chance to teach and
learn from supervisors, teachers, and each other. |
| Teaching Portfolios |
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...the Professional Development School program has had a portfolio requirement throughout its history in Madison. |
| PDS students have the option of creating their portfolios on paper or building them electronically. Steve Head of the Educational Placement and Career Services (EPCS) office has created a Dreamweaver template to help pre-service teachers construct electronic portfolios. |
| Creating a portfolio demands that pre-service teachers account for their success in meeting the teacher and content standards set by the state, as well as the goals set by the department, the school, their cooperating teachers and themselves. Whether on paper or online, the portfolio is a crucial part of the PDS teacher development program. |
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The teaching portfolio is a central element in the development of pre-service teachers. While UW-Madison is just beginning to incorporate a portfolio requirement into its teacher preparation programs, the Professional Development School program has had a portfolio requirement throughout its history in Madison. The portfolio provides students with an evolving picture of their progress on their personal teaching goals, as well as the goals for teaching and content standards set by the state. The experience of developing a portfolio gives pre-service teachers in-depth lessons about making and using portfolios; this can improve their ability to use portfolios as teaching tools with their future students. PDS students have the option of creating their portfolios on paper or building them electronically. Steve Head of the Educational Placement and Career Services (EPCS) office has created a Dreamweaver template to help pre-service teachers construct electronic portfolios. PDS seminars were held in the CIMC to introduce PDS students to the Dreamweaver Web software and the template. During the Midvale-Lincoln visit to the computer lab, PDS graduate Sara Gramer, who currently teaches at Midvale School, presented her paper portfolio to the group. Sara's presentation underscored the hard work of building a paper portfolio and the benefits that come from this effort. Sara presented her carefully organized portfolio in an oversized photo album. She stressed that organization was the most difficult part of making her portfolio. Although the organizational stage drove her crazy, she still appreciates the insights gained from struggling with the many components of the project. She explained that the process revealed both the accomplishments and gaps in her professional development and showed where future study will be needed. Sara used her portfolio as an important tool when preparing for interviews. Though she didn't share her portfolio with principals or administrators, she was better able to reflect upon her student teaching history and articulate her accomplishments clearly and coherently as a direct result of the portfolio preparation process. Electronic portfolios might make some aspects of assembling a professional portfolio easier, since it is possible to create links that allow a single item to describe one's accomplishments in a variety of contexts. However, the challenges of learning a new software tool while comprehending the best use of the portfolio opportunity can be difficult. Creating a portfolio demands that pre-service teachers account for their success in meeting the teacher and content standards set by the state, as well as the goals set by the department, the school, their cooperating teachers and themselves. Whether on paper or online, the portfolio is a crucial part of the PDS teacher development program. |
| Pre-service Teachers in Professional Development Schools |
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Both Erin Linley and Susan Park agreed that the experience of working consistently in the same school pair was very advantageous. |
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This fall, a total of thirty-one teacher preparation students are working in the Professional Development Schools. In the Cherokee-Thoreau pair, there are thirteen students. Of the seven students supervised by Michele Genor at Cherokee, two are student teaching this semester. They are Krista Ewing-Simon and Will Piper. Among the six teacher preparation students working with Supervisor Nancy Booth at Thoreau are two student teachers, Katie Campo and Heidi Salzmann. Katie Campo is planning on completing the program this Fall. Eighteen PDS students work in the Midvale-Lincoln pair. LincolnŐs nine teacher preparation students are supervised by Cookie Miller. The group at Lincoln includes four student teachers; Abby Potter, Amanda Raffaele, Kady Safar and Karla Sendelbach. This semester, Kady, Abby, and Karla are completing their requirements for certification. Midvale Elementary has nine students, including five student teachers, supervised by Mary Klehr. MidvaleŐs student teachers this semester are Kati Brennenman, Dina Komisar, Erin Linley, Michelle McKeith de Antuna, and Susan Park. Michelle is planning on completing her requirements for certification this Fall. The student teachers at Midvale talked about their teaching experiences and how the PDS program is working for them. Both Erin Linley and Susan Park agreed that the experience of working consistently in the same school pair was very advantageous. They connected with the school staff and were able to tap into services provided by teaching specialists such as the ESL and the Reading teachers. Collaborating with school professionals has given them insights into what to expect when they enter the profession as licensed teachers.
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| PDS Grads: Where are they Now? |
| According to Carolyn Stanford-Taylor, principal of Lincoln School, PDS grads have a bit of an edge over other applicants in the hiring process. |
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"...the PDS grads are a 'cut above'..." Carolyn Stanford Taylor, principal of Lincoln. |
| As many as fourteen PDS graduates from recent years teach in the Madison schools. Others are working in Chicago, Milwaukee and cities in California and New York. |
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When looking for PDS grads, there is no need to go far. Many of them have been hired by the Madison Metropolitan School District and are working in the schools where they did their student teaching. According to
Carolyn Stanford-Taylor, principal of Lincoln School, PDS grads
have a bit of an edge over other applicants in the hiring process.
By the time they earn their certification, PDS grads are integral
members of the school community and are well-known by the principal,
teaching staff and students in their schools. This familiarity with
the school and community makes the transition to first-year teacher
smoother. When a position isn't available in the home-school, the
knowledge that the principal and supervisor have of PDS graduates
often prompts them to encourage other principals in the district
to consider PDS applicants. Familiarity with the focus of different
schools in town, and
the strengths of particular first-year teachers, helps the principal
and supervisor in suggesting a good match. PDS graduate and first-year teacher Sara Gramer reflected upon her experience in moving from her pre-service work to her first-year teaching position at Midvale, the school paired with Lincoln. One aspect of this transition that stands out is how clearly she can see her development, having maintained continuity between her pre-service work and her teaching position. Already knowing the support staff, the students and the expectations of the school was another factor that helped considerably in her first year experience. She stressed how simply knowing whom to go to with a particular question has saved time and increased her comfort level. She feels very fortunate to teach at Midvale after completing her student teaching there. As many as fourteen PDS graduates from recent years teach in the Madison schools. Others are working in Milwaukee, Chicago and cities in California and New York. One graduate from several years ago recently contacted her former supervisor to describe her work in a New York City public elementary school. She teaches in a multiethnic school with a dedicated staff working hard to provide an excellent program despite lacking facilities such as a library. A number of current PDS students have expressed interest in staying in the area while others are considering teaching in different states. Some are looking for more urban areas. Hopefully the PDS program has provided them with the background skills and confidence they need to meet the professional challenges ahead.
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| Spring Courses Offered at PDS Sites |
| ...there are many positives to student teachers and teachers sharing courses. |
| The courses offered by the PDS program and the School of Education at UW-Madison support the development of all teachers in PDS schools. Professional school staff and student teachers are eligible to participate. |
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This spring, the PDS program and the School of Education at UW-Madison will collaborate in offering several professional development courses at the PDS sites. These will include: Conversational Spanish, Math Self Study and Support and Literacy Self Study and Support. Conversational Spanish will be taught by Nydia Rojas at Midvale. The Math Self Study group will meet at Lincoln and Midvale to discuss math teaching practices. Once a month each grade level will meet separately and once a month all grades will meet together. A Literacy Self Study course led by Susan O'Leary continues to be offered this Spring at Lincoln. The same course will also be offered at Thoreau by Cindy Gleason. All courses are open to both teachers and student teachers. According to Susan, there are many positives to student teachers and teachers sharing courses. She sees the interaction of a teacher and his/her student teacher intensifying through their shared course work The individuals in the courses are together as learners, and work collaboratively to improve their skills. The courses offered by the PDS program and the School of Education at UW-Madison support the development of all teachers in PDS schools. |
| CIMC
Partnership With the PDS Schools Continues
in 2000-2001 by Jo Ann Carr and Simone Schweber |
| UW-Madison System funding is supporting continued efforts among the CIMC (Center for Instructional Materials and Computing), C&I and the Midvale-Lincoln Professional Development Schools to integrate the use of technology in K-5 and teacher education. |
| Plans for 2000-2001 were built upon a review of the individual ideas of the twelve project participants who attended the seminar. |
| Simone Schweber, Assistant Professor in Curriculum and Instruction and collaborator with Julie Melton, teacher at Lincoln School, are working on developing a partnership between university students in social studies methods courses and 5th grade students. Soon their connection will be electronic, but currently the two sets of students are building their foundation by working face to face. |
| This PDS classroom-to-university partnership is advancing the learning of a diverse range of students. |
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UW-Madison System funding is supporting continued efforts among the CIMC (Center for Instructional Materials and Computing), C&I and the Midvale-Lincoln Professional Development Schools to integrate the use of technology in K-5 and teacher education. While the first year of the project focused on developing basic technology skills, during the second year groups are exploring collaborative curriculum development as well as increasing the number of teachers involved in the project. The involvement of staff from the NSF-funded KTI (Kindergarten through Infinity) Program at Lincoln School is also extending the impact of the 2000-2001 project. Initial plans for activities in the 2000-2001 year were developed during a Collaborative Planning Seminar of project participants in August. The Collaborative Planning Seminar began with a review of 1999-2000 activities. These activities included the production of a videotape about Lincoln School staff by fifth-grade students which will introduce methods students to the staff of the school. Math methods classes partnered with fourth- and fifth-grade students who were tutoring K-1 in an exploration of what constitutes good teaching. Plans for 2000-2001 were built upon a review of the individual ideas of the twelve project participants who attended the seminar. Collaborative plans which were then developed include partnering between Michael Zambon, C&I graduate student, and Kari Petre, fourth-grade teacher at Lincoln School, in guiding Kari's students in developing a math web site and in evaluating existing Web sites. Julie Melton is working with Simone Schweber, C&I faculty, in developing a video library of teaching and cooperative learning, as well as focusing on community building with electronic partnerships between the Lincoln fifth graders and the social studies methods students. Becky Rosenberg and Claire Seguin of Lincoln are partnering with staff from the KTI project on fast plants projects and on sharing their students' learning in this project with science methods students. The team from Midvale School is working with Dawnene Hammerberg and Jim Gee of C&I as they develop a video library of classroom teaching for use in methods courses, develop a video to introduce Midvale's Literacy Block to methods students and explore the use of technology in supporting curriculum designed to celebrate Midvale's 50th anniversary. These activities are designed to contribute to the richness of experience and resources available to methods classes, support the professional development of Midvale-Lincoln teachers and increase the technology integration skills of university and Midvale-Lincoln faculty and students. As Ken Zeichner, School of Education Associate Dean and Director of the PDS Project notes, "Our interest is in bridging the gap between methods classes and the schools by preserving examples of good practice and strengthening our partnerships." Simone Schweber, Assistant Professor in Curriculum and Instruction and collaborator with Julie Melton, teacher at Lincoln School, are working on developing a partnership between university students in social studies methods courses and 5th grade students. Soon their connection will be electronic, but currently the two sets of students are building their foundation by working face to face. Simone said that her methods students and Julie Melton's elementary schoolers got acquainted this semester through both groups' studies of the presidential elections and democracy. Julie's students studied the Constitution and voting, and Simone's students studied Julie's students studying it. The university students traveled by bus to Julie's classroom. In small groups, the students swapped interviews. Then, over the next month, as Julie taught about democracy and voting, the students e-mailed each other, sharing their thoughts about the presidential race, its subsequent limbo, and class activities. Recently, the taller students returned to Julie's class to observe an innovative performance assessment of their learning about the Bill of Rights. The groups swapped skits about the Bill of Rights, talked in small groups, and shared doughnuts. From Julie's perspective, the 1:1 attention for her students was great. The university students have an assignment to assess their shorter student partners' learning about democracy. In the future, the teachers plan to use Julie's video camera to make tapes from her classroom to model for Simone's students different pedagogical arrangements for teaching social studies. This PDS classroom-to-university partnership is advancing the learning of a diverse range of students. |
| Have you seen These Web sites? |
| Visit the Web sites of the participants in the Madison PDS community. |
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Cherokee
School The
Cherokee cyberzine: Thoreau
School Madison
Metropolitan School District: Madison
Teachers Incorporated(MTI) PK16
Project
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For more information about the Madison PDS: UW
Contact.......... Ken
Zeichner Lincoln...................
Cookie
Miller Midvale..................
Mary Kay Johnson
.................................Mary
Khler Thoreau................
Nancy
Booth Cherokee.............Jessica
Doyle PLEASE
NOTE |
|
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