Born and raised in South Africa, Klug is speaking in “Contemporary Issues in South Africa,” a bi-weekly course at Memorial designed for teachers, students, and other interested community members.  He was an anti-Apartheid activist in the 1970s and 1980s and helped to write South Africa’s new constitution in the early 1990s.

“What race are you?” an African American freshman at Memorial High School asks UW-Madison law professor Heinz Klug.

Born and raised in South Africa, Klug is speaking in “Contemporary Issues in South Africa,” a bi-weekly course at Memorial designed for teachers, students, and other interested community members.  He was an anti-Apartheid activist in the 1970s and 1980s and helped to write South Africa’s new constitution in the early 1990s.

After acknowledging the importance of the question, Klug responds, “Racism found space to explode in South Africa—to become part of the basic system. We cannot ignore what the history is.” 

He tells his story to illuminate the complicated history of racial categories in South Africa. Klug, whose mother is from Mauritius and father is of German descent, identifies himself as a person of color in the United States, but, in South Africa, he remains white. To be a legitimate part of the freedom struggle, he explains, he had to confront his own participation in the country’s history of racism. “Very few white South Africans became part of the ANC [African National Congress] government,” he adds. “I feel very privileged that I made my way there.”

Raymond Kessel: Spinning His Magic Backstage
Raymond Kessel, a genetics professor at UW-Madison and fellow South African, has worked behind the scenes to bring speakers like Klug to Memorial. Kessel serves as director of the Wisconsin Teacher Enhancement Program (WisTEP); he has been involved with WisTEP – a professional development program for K-12 and post-secondary science and health educators – since its inception more than 15 years ago.

WisTEP has served more than 3,000 educators from the United States and other countries, including South Africa. In fact, Kessel became acquainted with the Professional Development Schools Program and Memorial High School through his WisTEP activities. 

In 2004, Peter Hewson, professor of Curriculum and Instruction and Memorial’s PDS UW faculty coordinator, approached Kessel after learning that Memorial social worker Jan Lorch wanted to sponsor an African school. Hewson, who also hails from South Africa, knew of Kessel’s work with South African teachers through WisTEP and put him in contact with Lorch.  A chance conversation with Lorch, Hewson says, provided the opportunity “for Raymond’s fertile imagination to explode in a very short space of time.”

Kessel immediately began promoting direct contacts between Lorch and South African teachers, which developed into links between Memorial and South African schools. It began in the summer of 2004, when Kessel brought a group of South African teachers, who were in Madison to participate in WisTEP, to meet with Lorch at Memorial.

That fall, two South African doctoral students at UW met with several Memorial teachers to discuss possible partnerships. As a result, some of the teachers wrote mini-proposals for activities involving collaboration with South African schools, including projects in science, literature, and business. The doctoral students took the proposals to South Africa to seek schools to participate.

Memorial Representative’s Trip to South Africa Yields Service Learning Opportunities
Eileen McNamara and Jim Delehanty in UW-Madison’s African Studies Program helped Lorch to get funding to visit South Africa in May 2005. There, the South African teachers Lorch had met in Madison accompanied her on tours of schools in the Johannesburg and Cape Town areas. “I became aware of the huge obstacles facing teachers there,” she says. “With classrooms of 50-60 students, little or no resources, and no support staff, the teachers, although anxious to begin a partnership with Memorial, did not have the necessary time and resources.”

Lorch is currently seeking funds for seven Memorial teachers to visit South Africa this spring to “meet and plan with their South African counterparts to refine projects that will benefit students both here and abroad.”

In South Africa, Lorch visited two grassroots organizations that work with children orphaned by HIV/AIDS and have ties to Wisconsin. She subsequently introduced Memorial students and teachers to these organizations, leading to several service learning projects. For example, Memorial students are making quilts to send to one of the organizations. To raise funds, students sold ribbons bearing South African flags that were made by South African AIDS victims.

Also, Lorch spearheaded a South African exhibit in Memorial’s main lobby. Staff and students plan to sell the donated South African arts and crafts on display to raise funds to support educational and health programs in South Africa. “Not only are our students becoming more globally aware,” says Lorch. “They are also learning important life skills in conceiving and developing fundraising projects.”

The Ensuing Integration of South African Narratives into Memorial’s Curricula
Memorial’s growing South African contacts has influenced the core curriculum of some courses. Upon Kessel’s suggestion, for example, teacher Sue Lyth began using Mark Mathabane’s Kaffir Boy in her multicultural English class.

This graphic account describes the many hardships Mathabane faced as a black child growing up under Apartheid in a township outside of Johannesburg. While reading the book, Lyth and her students began corresponding with Mathabane, who autographed copies of his book for the graduating seniors in Lyth’s class.

Lyth says the book engages her students and, through discussions about South Africa’s Apartheid, generates discussion about race and racism in the United States. “It really opened up my eyes to what goes on in other countries,” says Vernon Frills, an African-American student. From reading the memoir, he says he learned, “You need not to put people down for how they talk to you. You still need to have respect and hope.” 

This year, Lyth’s students are reading Mathabane’s other book, Miriam’s Song, an account of his sister’s life in South Africa during the 1980s. Some of Lyth’s students decided to raise money for Mathabane’s scholarship fund, which supports his childhood school, the Bovet School in Alexandria.

Filling the Knowledge Gap: An Introductory Course on South Africa
While working with Memorial teachers, Kessel recognized a need to raise awareness among educators and the larger Madison community about South Africa’s history, culture, politics, and economy. He organized a series of talks during last spring that featured UW scholars with connections to the country, such as Klug.

This fall, Kessel’s efforts produced the introductory course on South Africa, with teachers able to earn PAC or UW credits. Sessions included Klug’s talk and viewings of CNN clips about the 1994 South African elections, presented by Memorial social studies teacher Guy Fields, and the film In My Country, a fictional account of South Africa’s Truth and Reconciliation commission hearings. 

Other presenters included:

• Woody Carey, a Red Cross expert in AIDS communications, speaking about his work training South African educators to teach about HIV/AIDS.
• Christianne Wendler, a board member and past coordinating director of Ikagent Itireleng AIDS Ministry, a non-profit organization that supports children orphaned by HIV/AIDS, describing her advocacy work.
• Dane County residents who recently visited the country and South Africans like Liza Lightfoot, who now resides in Madison and owns Avant Gardening and Landscapes, recounting their experiences in South Africa.
• Ken Zeichner, Hoefs-Bascom Professor of teacher education, PDS program coordinator, and associate dean of the UW-Madison School of Education, explaining the action research he and Namibian educators have conducted for more than a decade in southern Africa to promote learner-centered, democratic education.
• UW astronomy professor Linda Sparke, describing the South African Large Telescope (SALT) project.

More Linkages: Kessel, UW Astronomy Department, and South Africa Team Up for SALT Project
UW-Madison is the second-largest member of the international consortium that developed SALT, which will be the largest telescope in the Southern hemisphere.  UW-Madison astronomy professors developed SALT’s technology.

As part of the consortium’s agreement, the UW must commit 25 percent of its expenses to “collateral benefits,” or ongoing partnerships and programs that contribute to the health and education of South Africans. Kessel’s work with South African teachers via WisTEP and the collaborative projects developing at Memorial are fulfilling part of these collateral benefits requirements.

In October 2005, several UW scholars, including Kessel, Sparke, and Klug, visited Cape Town with Chancellor John Wiley to participate in the dedication of the telescope.

Addressing Racism and Inequality at Home and Abroad Via Culturally Relevant Science Education
During the summer 2005, Kessel also laid the groundwork for a new initiative—what he calls “a crazy idea.”

He asked Herman Legoabe, one of the South African teachers taking his WisTEP course, “Genetics of Racial and Ethnic Difference and Similarities,” to follow three African American freshmen at Memorial for a week. He paid the freshmen to show Legoabe their lives in Madison, and Legoabe, in turn, reported back on the experience.

“Well, [Herman] came back and said it was interesting,” Kessel says. “A lot of the time he spent eating and going to the mall because they don’t have anywhere else to go, and they get in trouble there, as he learned.”

From this, Kessel sought to develop a project to make school more engaging for these students and promote “student-to-student interactions that are beyond the classroom.” Now, the Memorial freshmen and Legoabe’s students plan to teach each other about sports, particularly American football and rugby. This spring, the Memorial students also will complete a science project on muscles.

Kessel wants to recruit three or four more Memorial students next summer to do a similar, more refined project. He also hopes to raise money for these Memorial students to visit Legoabe’s class in South Africa before their senior year.

Additionally, he wants to connect UW-Madison football players who took his course on the genetics of athletic ability with a small group of Memorial students by having the football players help teach the high school students about the relationship between muscles and sports in ways that connect to their daily lives. 

Ultimately, he hopes that the budding partnerships involving WisTEP and educators and students at Memorial High School, UW-Madison, and in South Africa will produce more discussion and activities at Memorial about current social problems, particularly racism. Kessel says, “It won’t only have benefits related to South Africa, but it will have the benefit of understanding racism right here at home and understanding the issues surrounding it.”

Lorch says that Memorial is already realizing Kessel’s hopes: “We have learned that the history of South Africa and Apartheid provide a perfect introduction for teachers to discuss race and equity issues in the United States, topics students have been reluctant to discuss until this point.” She adds, “The most exciting aspect of the Memorial project has been to see one of its original goals being realized, that being to engage our students of color, as many of the students involved in the service-learning opportunities continue to be African American.”

Kessel plans to continue his efforts to build networks of people devoted to education and improving the lives of people at home and overseas. “One thing snowballs into another,” he says. “I’m a great big believer in snowballs.” 

PDS High School Teachers and Students Lead Summer Spanish “Boot Camps”

“I think they (the teachers) want to communicate with the students who don’t know English,” says West High School junior Claudia Lucero, whose family emigrated from Peru to the United States when she was 12 years old. “Which is good,” adds Lucero, one of five native Spanish-speaking teaching assistants who collaborated with West Spanish teacher Denise Hanson on the five-day, intensive seminar.

Each morning, Hanson taught lessons in Spanish vocabulary, grammar, and oral-speaking skills. Then, the teacher-students had lunch with the Spanish-speaking teaching assistants – whose families hailed from Dominican Republic, Mexico, Nicaragua, Peru, and Puerto Rico – to converse in Spanish and get to know one another.

During the afternoon, the teaching assistants gave presentations about their native countries. Lucero, for example, showed a video about Peru that she created. The teaching assistants also staffed individual learning stations, where the teacher-students could practice their new skills and talk with the teaching assistants about their cultural presentations.

The 15 participating teachers, who teach such diverse subjects as physics, family and consumer education, German, mathematics, English, and special education, learned an impressive amount of Spanish during the week, Hanson says. Meanwhile, the high school students, in addition to being paid for serving as co-teachers, were able to see their teachers as learners and to work with them outside of a formal classroom setting.

“You come to school and you look at your teachers in a professional way and never really get to interact with them on a personal level,” says West junior Jair Alvarez. “It helped me because now I know all these teachers around West that don’t even teach me. But I know if I need something, I can go to them.”

“Probably the best thing about it, as a participant, was that we got to see students in a leadership role that we wouldn’t have necessarily seen otherwise,” says Heather Lott, PDS coordinator at West. “The message that the seminar sends to students, that we want to speak their language, is powerful.”

At Memorial, three ESL teachers and eight high school students co-taught the course, which ran four hours a day over two weeks. ESL teacher Anné Knezevic says the seminar helped the 10 teacher participants learn basic Spanish conversational skills related to their specific content areas (e.g., school psychology), enhanced relations among Memorial staff members and students, and increased teachers’ awareness of Latin American countries and cultures.

“There was a lot of laughter and camaraderie and it was very well presented by the teachers,” says Linda Millunzi-Jones, a special education assistant for Memorial’s Vision Program. “I would recommend it for everyone.  People should take the time to know more of the kids in school and the staff. It really is a big step toward making the school feel like a community rather than a lot of people you don’t know.”

The teaching assistants introduced foods, dances, music, and youth slang terms from Mexico, Venezuela, Colombia, and Argentina, and discussed the differences and similarities regarding their school experiences in their native country and at Memorial. “Students felt empowered that teachers wanted to listen and learn something from them,” says Knezevic.

“I never thought that the principal and teachers were really interested in learning Spanish, and they showed a lot of interest,” says Janer Trejos, a senior who moved to Madison from Colombia three years ago. “Now they always say ‘hi’ to me in the hallways in Spanish.”

Trejos thinks such seminars should be longer and held more frequently. She adds, “It’s a really good experience for students and teachers, and it’s fun to have a certain relationship with teachers, where they get to know what we think about them and what they think about us.” 

Student teacher Leah Schlichtholz accompanied the fourth and fifth graders from teachers Lisa Stein and Marc Kornblatt’s classrooms at Lincoln Elementary School on an overnight trip in October to the Oneida Reservation near Green Bay.

“How do you deal with an issue like religion in public education, which is a very difficult issue, fraught with pitfalls in your community?” asked David Ross, who teaches history, philosophy, and social issues at West High School. This question has no simple answers, but, at a summer seminar on the First Amendment, Ross learned some useful strategies for addressing such controversial issues in public-school classrooms.

For instance, he used a moot Supreme Court simulation – modeled during the seminar – to grapple with a controversial church-state court case in his social issues class. In a ruling that upheld the right to allow religious displays on state property, the Supreme Court permitted a 6-foot granite Ten Commandments tablet, donated by the Fraternal Order of Eagles in 1961, to remain on Texas State Capitol grounds.

The simulation “worked fabulously,” Ross said. “The kids were animated, they were involved.”

Ross was among 15 middle and high school social studies teachers who attended the four-day institute, which was organized by Diana Hess and Simone Schweber, professors of Curriculum and Instruction. The moot Supreme Court simulation, one of several interactive sessions, took place in the chambers of the Wisconsin Supreme Court, thanks to Amanda Todd, the court’s public information officer.

To simulate the appellate process, Wisconsin Supreme Court Justice N. Patrick Crooks trained several teachers to serve as justices; Julie Underwood, Dean of the UW-Madison School of Education, and Julie Mead, professor of Educational Leadership and Policy Analysis, trained other teachers to act as attorneys for the claimant and respondent.

“It was a treat not only to hold a moot court session in the Wisconsin Supreme Court Chamber, but also to discuss judicial processes and the oftentimes odd internal dynamics of the court with Justice Crooks in his very own office overlooking Lake Monona,” said West history teacher Gary Powell. “Who knew that Wisconsin’s justices determine who will write the majority and dissenting opinions using poker chips?” 

Howard Schweber, a UW-Madison political science professor, opened the seminar with a comprehensive overview of the First Amendment.  His presentation was “so remarkably synthetic and cohesive and powerful,” noted Simone Schweber, Howard’s sister, “that, I have to admit, no less than one person per day said to me, ‘That was a great lecture your brother gave.’”

Several speakers participated via speaker phone:

• Lee Arbetman, director of U.S. Programs at Street Law, outlined the workings of the Supreme Court.
• Richard Katskee, the assistant legal director of Americans United for Separation of Church and State and one of the main attorneys in the Dover, Pennsylvania, case on intelligent design, stressed the importance of maintaining church-state separation to protect religious freedom.
• Noah Feldman, New York University law professor and author of Divided By God: America's Church-State Problem – and What We Should Do About It, presented his controversial, innovative proposal on how to recast church-state debates.

“We spoke to the real players in these issues who are making arguments in these issues, and the heads of organizations that are on the frontlines,” said Ross.

“Overall, it was a really intellectually rigorous, high-powered, engaging institute,” said Simone Schweber. “I think it modeled exactly how teacher professional development should occur. … There was a great balance between content and pedagogy and a great balance of experts and facilitators. Mostly, it was a phenomenal group of teachers … who were themselves very knowledgeable, intellectually curious, and gracious participants. So it was really just a very fun four days.” 

Although not designed specifically for the PDS program, the seminar attracted several teachers from West High School, who praised the useful content and instructional strategies presented.

New history teacher Carrie Bohman said, “Professors Hess and Schweber were phenomenal in both crafting the course and fielding the very challenging discussions related to these potent curricular issues.” Bohman especially found the Socratic dialogue instructional method and information on the Free-Exercise Clause to be thought-provoking and practical. “I have been able to incorporate such pedagogical and curricular examples in my European History class, and it has brought my teaching up to a different level,” she said. “I not only see the benefits of this as the teacher, but I have also heard very positive and enthusiastic comments from the students regarding this innovative way at grappling with the course content.”

Ross also praised Hess and Schweber for their expertise on the issues and their teaching skills. “You get to see people who are so good; it helps to create that standard for you.”  He summed up the most meaningful aspects of the institute: “First, it offers you teaching strategies that bring out the issues and allow kids to have authentic discussions. That’s good citizenship training. Second, it is rich in content – there were challenging ideas that were deep and important. You got a good historical sense of what had gone on and you got enough background so that you could talk about these things intelligently. These are two things that you don’t always get in teacher workshops.” 

Hess, who also serves as the UW faculty coordinator for the West High School PDS, thought the institute’s design worked particularly well for all involved. “I felt like Simone and I were learning together with the teachers,” she noted. “It was an opportunity to really cement some relationships and not make it such a one-way street. So often, I feel like we [at the University] are constantly asking teachers, ‘Can you take this student?  Can you do this?  Can you do that?’ And I want to be able to give specific examples of what we give back in concrete ways around their schedule, not around our schedule.”   

Professional Development Plan Course Offered Fall 2005 and Spring 2006
During the fall 2005, Professor Hardin Coleman, associate dean of the School of Education and PDS university faculty coordinator, and former PDS university supervisor Hilary Conklin facilitated a course titled “Workshop in Professional Development.” Open to teachers, pupil service providers, administrators, and staff in the Professional Development Schools, this course promoted self-reflective practice, a critical, analytical approach to public education, and exploration of topics relevant to participants’ work. For example, Memorial High School chemistry teacher Ann Comins used the course to reflect upon workshops about real-world applications of science. J.C. Wright Middle School Language arts teacher Lori Nelson refined her master’s thesis research question, which involves an examination of Wright’s professional-learning community. “The teachers not only gained a better grasp on the potential of the PDS program to start conversations among teachers,” says Conklin. “They also had an opportunity to speak across schools and grade levels and realized that they can mutually inform each other’s classroom practices in meaningful ways.” Coleman and Conklin are offering the 1-3 credit course again during the spring semester.

Classroom Action Research (CAR) Group at Wright Middle School
For the 2005-2006 academic year, PDS coordinator Ann Niedermeier and Paula Wolfe, UW-Madison professor of Curriculum and Instruction, are facilitating an action-research group at J.C. Wright Middle School. The six participating teachers meet monthly to focus on improving a range of content-area literacy practices through self- and collaborative-study. Seventh-grade teacher Debra Stanko, for example, is researching the effects of Socratic Circles on the teaching and learning processes in her classroom. Eighth-grade special education teacher Geeta Dawar is researching strategies to help students become successful writers in mathematics. During the December meeting, the educators refined their research questions and developed data-collection plans. Wolfe shared some classroom-based content-area literacy resources—namely, conceptual vocabulary strategies. Niedermeier notes, “I love classroom action research because it gives teachers the opportunity to identify their own questions about their own practice.” She adds, “Collaborating with Paula Wolfe makes it even better, because she supports their individual research and brings university research studies for our group to examine.” The teacher researchers can earn university credit for participating.

Berkenstadt Funds Contribute to New Outreach at Wright Middle School
Beginning in the spring of 2006, a pilot project at J.C. Wright Middle School, called Comunidad Conexion, will seek to build a school-focused community for Spanish-speaking parents of Wright students. By developing parents’ advocacy and leadership skills, Comunidad Conexion aims to strengthen home-school ties. This endeavor is supported by a gift from Holly Berkenstadt, an emeritus member of the School of Education’s Board of Visitors.

Memorial High School Creates Partnership with Louisiana School Affected by Hurricane Katrina
Seeking to provide students with a service-learning experience that promotes civic engagement, Memorial High School developed a partnership with Woodlawn High School in Baton Rouge. In the wake of Hurricane Katrina, this school increased its enrollment by 180 students and, as a consequence, struggles to meet all students’ financial and social needs. As part of “The Neighborhoods Collaborative,” each backyard adopted at least two Louisianan students, began corresponding with them, and raised money to purchase uniforms and school supplies for displaced students. Additionally, five students and a counselor from Woodlawn and a Keep Moving Foundation staff member spent nearly a week in Madison during November.  During their visit, they lodged in Memorial students’ homes, attended two days of classes, met with Mayor Dave Cieslewicz and Superintendent Art Rainwater, had tea at the governor’s mansion with Jessica Doyle and, together with Memorial students, fundraised for the hurricane relief effort by distributing 30,000 Keep Moving Foundation “awareness bracelets” at the Wisconsin-Iowa football game.  

Australian Pre-Service Teachers Come to Madison
Six students from the University of Newcastle participated in a month-long practicum at Thoreau, Midvale, and Lincoln Elementary Schools during the fall semester. In November, Rachean Hoyt worked with Midvale teacher Tammy Boyd; Martin Peckramly with Lincln teacher Adrienne Pressman; Kelli Sparkes with teacher Michelle Torre; and Lisa Thorn with Thoreau teacher Heidi Nielsen. In January, Kirsten Kyte worked with Thoreau teacher Kristine Harms; and Jody Pike with Thoreau teacher Jennifer Fosdal. An exchange between UW-Madison and the University of Newcastle, particularly Newcastle professor Jenny Gore, made the Australian students’ stay possible. Nancy Booth and Mary Klehr, instructional resource teachers at Thoreau and Midvale, respectively, arranged the practicum placements and homestays. Also, Angie Hartwig, a secondary English education at student at UW-Madison, hosted one of the Newcastle students; Hartwig will be student teaching in Australia during spring 2006.

Japanese Professor of Education Visits PDS Schools
In December, Professor Hirotoshi Yamasaki from Hiroshima University traveled to Wisconsin to observe UW-Madison’s Professional Development Schools and teacher-education clinical programs. During her stay in the United States, Yamasaki also visited the teacher-education programs at UW-Milwaukee, Alverno College, New York University, and Bank Street College.

The PDS Partnership is proud to acknowledge the accomplishments of this semester’s student teachers, as well as the mentoring and leadership of the cooperating teachers, instructional resource teachers, and teaching assistants with whom they work.

Currently student teaching at Lincoln/Midvale, under the supervision of Mary Klehr, are Josie Guiney in a fourth-grade classroom with cooperating teacher Kari Petre (Lincoln), Sarah Jossart in a dual language first-grade classroom with teacher Luz Celedon (Nuestro Mundo Community School), Leah Schlichtholz in a fourth-/fifth-grade open classroom with teacher Lisa Stein (Lincoln), and Sarah Young in a first-grade classroom with teacher Katrina Purdue (Midvale).

At Thoreau, under the supervision of Nancy Booth, are Angela Davis in a kindergarten classroom with teacher Heather Kalscheur, Katie Van Egeren in a fourth-grade classroom with teacher Amy Marty, and Judy Vernon in a fourth-grade classroom with teacher Joné Kiefer.

At Cherokee, under the supervision of Ryan Flessner, are Julie Muszynski in a sixth-grade classroom with teacher Debbie Stamler and Crystal Warning in an eighth-grade classroom with teacher Jane Behrens.

At Wright, under the supervision of PDS coordinator Ann Niedermeier, are Ben DeKoch in sixth-grade mathematics with teacher Calliope Jordahl, Allie Delagrave in eighth-grade mathematics with teacher Laura Godfrey, Angela Hartwig in eighth-grade language arts with teacher Lori Nelson, Stephanie Waite in seventh-grade science with teacher Joe Wuellner, and Suzanne Petta with social worker Monica Wightman.

At the Memorial-Jefferson PDS site, 20 student teachers are working toward their secondary supervision under the guidance of PDS Coordinator Barbara Smith.

At Memorial High, Lisa Odermann is teaching family and consumer education with teacher Sue Simon; Owen Korb and Paul Sikich are teaching kinesiology with teachers Matt Hendrickson and Debbie Polster, respectively; Denise Aulik is teaching library science with teacher Kristine Browne; Adam Igl, and Abbey Noll are teaching mathematics with teachers Kevin Hodgson and Joseph King, respectively; Kristen Kalymon is training to be a school psychologist with Kathryn Bush; Laura Larson and Brianne Peterson are teaching science with teachers Nancy Piraino and Anudradha Rangaswamy, respectively; Cecilia Bakken and Todd Swartzloff are teaching social studies with teachers Robin Staley and Jeannette Burda, respectively; and Jasmin Altmann and Elizabeth Grubb are teaching Spanish with teachers Becky Hay De Garcia and Dineen Seymour-Nahn, respectively.

At Jefferson Middle School, Mark Delaney is working in the behavioral and emotional disorder program with teacher Sara Bringman; Lara Gommermann is teaching English with teacher Molly Tormey; Caitlin Sullivan is teaching French with teacher Janet Petersen and science with teacher William O’Neal; Katherine Porter is teaching social studies with teacher David Haagensen; Jacqueline Depeau and Wiley Utterback are teaching science with teachers Marylu Baker and Dorit Bergen, respectively.

At the West High PDS site, 11 student teachers are working toward their secondary supervision under the guidance of PDS coordinator Heather Lott. Teresa Caine and Erin Olson are working in the behavioral and emotional disorder program with teachers Paul Burnham and Robin Perry and Jennifer Talarczyk, respectively; Anna Klasen, Kristen Lindroth, and Jennifer Ring are teaching English with teachers Steve Olson , Mark Nepper, and Patrick Grady, respectively; Laura Peerenboom and Elizabeth Rasmussen are teaching mathematics with teachers Judy Luschen and Jessica Kiciak, respectively; Christine Jensen is teaching music with teacher Steven Morgan; Tyler Bouressa is teaching science with teacher John Rademacher; Jesse Weber is teaching social studies with teacher Jeff Wilcox; and Hailey Deloya is teaching special education with teacher Anna Park.

The Madison Professional Development School Partnership, formed in 1997-1998, is a joint effort in teacher education involving the Madison Metropolitan School District (MMSD), Madison Teachers’ Incorporated (MTI), and the School of Education at the University of Wisconsin-Madison. Participation in this program is available to selected UW-Madison elementary and secondary education majors.

This newsletter is for and about the Madison Professional Development School Partnership. It documents new and continuing developments of this program but does not cover the full range of the program or the experiences of individuals. Your comments, suggestions, and article submissions for this publication would be appreciated.

Send your feedback and/or submissions to:
Ken Zeichner
574B Teacher Education Building,
225 N. Mills St.
Madison, WI 53706-1795