UWM Fall Institute

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UWM Fall Institute

• WELCOME

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2004-2005 Accomplishments

• Substantial realignment of content courses
• to fit content requirements
• Several new or revised courses being planned
• to support teacher preparation
• Induction pilot launched
• Focus groups with new teachers conducted

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2004-2005 Accomplishments(continued)

• Held Spring Institute to share learning
• and progress
• Collaborated with MPS to create new
• induction materials
• Collaborated with MPS in identifying
• characteristics of a high-performing
  classroom
• Created a value-added model to measure pupil
• learning pilot project to be launched this
  year

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2005-2006 Plans

• Implement recommendations of the
• 2004-2005 design team work
• Devise models to support induction
• Devise methods for program assessment
• Explore connection of content faculty to the
• professional sequence in SOE
• Participate in review for grant renewal

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TNE STEERING GROUP
P R I N C I P A L I N V E S T I G A T O R S
S C I E N C E
S O C I A L S C I E N C E
A R T S
C U L T U R E S C O M M U N I T I E S
M A T H
E N G L I S H
F O R E I G N L A N G U A G E
2005-2006 DESIGN TEAM STRUCTURE with
CROSS-CUTTING THEMES
PROGRAM ASSESSMENT
INDUCTION
PROFESSIONAL SEQUENCE
PUPIL LEARNING
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Organizing Design Teams for 2005-2006

• Teams set own agenda
• Coordinate meetings/information via
• team email reflectors
• Post documents to Website for access by other
• teams/institutions

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Organization of Design Teams (continued)

• Teams assign 2-4 members to participate
• in crosscutting theme discussions
• Induction
• Program Assessment
• Professional Sequence

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New This Year

• Dissemination Fund
• Faculty-in-Residence (stay tuned)

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Induction
Marleen Pugach-Induction Team Leader

• Background
• Questions for the Design Teams

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Question One

• What roles are reasonable and feasible for
• faculty to play working directly with
• graduates when they take their first positions?
• How could they work directly with teachers
• in their classrooms?
• What would motivate participation?

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Question Two

• How might faculty participate in providing
• direct support through the online support
• community for new teachers (Tapped In)?
• How would it work specifically?
• What would motivate participation?

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Question Three

• What specific courses might be developed
• to help new teachers deepen their academic
• content knowledge?
• For whom? How would they be offered?
• What might this look like during the
• academic year? During the summer?

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Question Four
What other ideas/questions about induction does
your Design Team have at this point?
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Contextualized Learningfor Urban Schools
Kenneth Howey-University of Cincinnati
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Professional Sequence
Linda Post-TNE Co-Principal Investigator

• Background
• Questions for the Design Teams

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Question One

• What should the Professional Sequence be?
• Should there be more of a mix of their
• studies in content and the discipline
• of teaching?
• Should there be a different configuration
• of courses in the teacher preparation
• program?
• Should we start the sequence earlier?

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Question Two
How do we begin to look at pedagogical
content knowledge, which is different than a
discussion of content or pedagogy?
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Question Three
How can content faculty interact with
the Professional Sequence, including the clinical
experiences?
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Question Four

• How could content faculty participate in
• assessing our students across the
• Professional Sequence?
• Who is watching our students teach?
• Who should be watching our students
• teach?

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Question Five
How do we integrate knowledge, world view,
individual experience and context across the
program and into the induction period?
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Program Assessment
Amy Otis-Wilborn -Program Assessment
Team Leader

• Background
• Questions for the Design Teams

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Concluding Remarks
Stephen Percy-Project Director
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