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Welcome to Vermont

Explore success stories and ongoing initiatives of Middle/Secondary Partnerships in Vermont, highlighting accomplishments and future plans. Learn about collaborative teaching methods, action research courses, and professional development opportunities. Discover how these partnerships are shaping the future of education in Vermont.

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Welcome to Vermont

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  1. Welcome to Vermont

  2. The Continuing Story of Middle/Secondary Partnerships in Vermont: How Do You Know It’s Working? Russell Agne, Lia Cravedi-Cheng, and Mary Lou Razza

  3. Vermont PDS Sites

  4. Burlington High School9-12 • 1000+ Students • 10 HS Interns • 3 year partnership • Accomplishments: • Departments assume responsibility of intern placements • Collaborate on Professional Development • Current Activities: • 2nd course in Literacy –28 teachers • Producing online Literacy Manual • Planning Action Research Course • Special Methods Instruction

  5. Williston Central School 5-8 • 400 Students • 10 Interns • 5 year partnership • Accomplishments: • Growth: average 11+ interns yearly • From 1 team to all teams • Middle Level endorsement • Current Activities: • Teachers team teaching with UVM faculty • Collaborate on in-service activity

  6. South Burlington School District K -12 • 1500+ Students (HS/Middle) • 12 HS/Middle Interns • 14 Elementary Ed Interns • 7 year partnership • Accomplishments: • Licensed over 80 Sec Ed teachers • K-12 Partnership that started with Secondary • Current Activities: • Virtual PDS Involvement • SBHS Faculty teach Science/English Special Methods • Mini-grants fund intern/cooperating teacher projects

  7. Montpelier High School9-12 • 450 Students • 6 Interns • 8 year partnership • Accomplishments: • Personal Learning Plans • Interns employed at MHS • Current Activities: • Renewing partnership • Virtual PDS involvement • Expanding to Middle School

  8. Essex Junction High School9-12 • 1575 Students • 7 HS Interns • 9 year partnership • Accomplishments: • Contributed to Publications • Interns actively involved in school based action research • Current Activities: • “New partnership” • Teacher Mentoring • Linking intern activities to School Action Plan

  9. Mt. Abraham7-12 • 1000+ Students • 8 Interns • 10 year partnership • Accomplishments: • Over 60 interns • PLPs • Interns conduct action research for issues related to school reform • Current Activities: • Reading/Writing Lab staffed by interns • After-school programs

  10. What are we learning at the Site Level? • Anecdotal evidence • Survey work • Pilot research

  11. Pilot study: What do cooperating teachers tell us? • Reflective practice • Professionalism • Renewal

  12. Reflective practice: “…it’s a great opportunity to see the school with fresh eyes, it’s a great opportunity to see your own curriculum with fresh eyes, but you have to be prepared for criticism too…your student teacher will have their own way of seeing things…”

  13. Professionalism: “There must be something worth watching or why would you spend money at the University of Vermont to sit here and watch them do their work…having student teachers in the building, having people who care about the teaching profession, having them here reminds us this is important…it validated me…someone coming to watch me.”

  14. Renewal: “…they bring new ideas, they are creative, spontaneous, it’s a breath of fresh air…lightens up the day…any type of cooperative effort brings a lot to my day.”

  15. BHS 3 WCS 5 SBHS 7 MHS 8 EJEC 9 Mt. A 10 1 Learning Community 2 2 3 3 2+ 3+ 2 Accountability/QA 1+ 2 2+ 3 2 3 3 Collaboration 3 3 3 3 2 3+ 4 Diversity/Equity 3 3 3 3 2 3 5 Structures/ Res./ Roles 2 2 3 3 2 3 UVM PDS Sites & NCATE Standards 2001-2002

  16. CHALLENGESw engaging Arts and Sciences in meaningful waysw blurring the financial boundaries - P16w working with school-based teachers’ unionsw measuring PDS effectiveness against P12 learning outcomes

  17. Research Involvement at our UVM PDS Sites

  18. History of PDS Research in Vermont • John Clarke: Dynamics of Change in High • School Teaching • John Maddaus: Are PDS’s Sustainable? • Virtual PDS Research • UVM Ed.D. Dissertations

  19. UVM Ed.D Dissertations • Personalized Learning • A Case Study of Independent Learning Fay 1998 • Continuous Learning Dialogues: An Ethnography of PLP’s Freidrichs 2000 • Teaching to Learning Styles… Nelligan 2000 • Tutoring Versus Learning Styles… Sanborn 1994 • Cultural Change • Mapping the Dynamics of Change Gibson 1999 • Teacher Receptivity to Change… Mellencamp 1992 • Life in a Culture of Change Fiebelkorn 1997 • Teacher Directed Research Based Program Bossange 1997 • Other • Development of an Assessment Process for an Emerging PDS Kostin 1997 • The Role of Autobiographical Narrative in Becoming a Teacher Wilks 1993

  20. A Sampling of Suggestions for Research Needs Within our PDS Network: • Partnership questions: • How is the PDS viewed by parents and community? • How do we know when a PDS partnership has “gone bad”? • How do we shift potential participants from unwillingness to • readiness for PDS work? • Who gets the most out of PDS? • Candidate questions: • Are there discernable outcome differences between undergraduate and graduate licensure programs? • What can we learn about interns as they move from induction to graduation and licensure?

  21. Technology questions: • How can interns help teachers integrate technology? • How does the use of technology in a P-12 classroom change the dynamics teacher-student interactions? • Student question: • How does our PDS effect P-12 students in achievement, learning opportunities, and curriculum?

  22. Future Research Plans: • Joint Planning • Virtual Professional Development • Rurality and Scale • Research and Evaluation – NCATE PDS Standards • Program Emphasis – Graduate/Undergraduate • Longitudinal Studies / Outcomes • Outcomes on P-12 learning

  23. Ending thoughts….

  24. Presentation URL: http://www.uvm.edu/~mrazza/florida.htm If you would like a hard copy sent please email: Russ Agne at ragne@zoo.uvm.edu Thank you!

  25. UVM PDS Sites & NCATE Standards 2001-2002

  26. Challenges: • … it’s processing everything.. you have to talk about it all the time…something’s can be just intrinsic…. They want to hear it… hear the thoughts, they really want to learn… and sometimes that can get grating…. Sometimes you just have a bad day….. • The only time it’s bad is if the individual is not prepared or doesn’t like kids or has some serious pedagogical problem.

  27. Interns and High School Students: The students have a lot of affection for Peter – they tease him about the kind of car he might have..is it a Beemer? When Peter walks by a group of student’s that know I’m his teacher, they tease him about sweating. “Mr. Raak is a funny guy…” “Yeah, he is.”

  28. Other • Multiple Perspectives on the Development of an Assessment Process for an Emerging PDS Kostin 1997 • The Role of Autobiographical Narrative in Becoming a Teacher • Wilks 1993

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