Teaching Pathways and Professional Development Program at UWM

2. WELCOME

3. Mentor Teacher Guidance, Advanced Licensure using PDP District or School Staff Development, Graduate Coursework Disciplinary-based Courses, Intro to Education PPST/Praxis I Exam Basic Skills Praxis II Exam Content Knowledge Learning to Teach at UWM Graduation Student Teaching Completes Standards-based Portfolio Certification Initial Licensure Courses in Pedagogy, Pedagogical Content Knowledge, Clinical Experiences Pre-Professional Program Learning In-service Professional Learning Professional Program Learning Figure 1. Pre- and In-Service Professional Learning

4. 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 AcademyAugust 23rd – August 24th

5. 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 • What are you telling us about our preparation program? • What determines a quality field-based experience for teachers working in urban settings? • How do we strengthen classroom-based experiences so they offer candidates rich opportunities to learn?

6. 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? 2006 UWM Cooperating Teacher Academy

7. 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

8. 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

9. 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 Outcomes and Lessons Learned

10. 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 with Cooperating Teachers

11. 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 Next Steps Professional Sequence Design Team

12. Teachers for a New Era:Past, Present and Future TNE FALL INSTITUTE September 11, 2006

13. 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. Origins

14. 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) TNE Design Principles

15. 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 UWM Joins TNE

16. 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. Organization of TNE

17. UWM Teachers for a New Era2006-2007 Proposed Organizational Plan Provost’s Office CROSS-CUTTING DESIGN TEAMS Evidence Consultant/Team Milwaukee Metropolitan Area Deans of Education (MMADE) AUTL Steering Group R. Cheng, Provost R. Meadows, Dean, Letters&Scienc A. Thurman, Dean, Education R. Bucker, Dean, Arts S. Percy, Project Director, PI L. Post, Principal Investigator M. Pugach, Principal Investigator W. Kean, Principal Investigator A. Jackson, MPS Administration D. Donder, MPS Principal Rep. C. Anderson, MPA J. Parker, Project Coordinator Program Assessment Induction Professional Sequence Pupil Learning TNE Council Project Director, Project Coord., DT Leaders Others Milwaukee Partnership Academy (MPA) CONTENT DESIGN TEAMS C & C Foreign Language Milwaukee Public Schools (MPS) Arts English Milwaukee Mathematics Partnership (MMP) Social Science Science Math

18. 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 TNE at UWM:Our Fundamental Principles

19. 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

20. 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

21. 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

22. 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

23. 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

24. #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 How We Are Seeking to Change Teacher Preparation at UWM

25. 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 Where Are We Now3 Years into TNE

26. 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 Immediate TNE Efforts

27. 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 Looking Forward

28. 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 How We Are Seeking to Change Teacher Preparation at UWM

29. Concluding Remarks