GOTeach to PROTeach - swoogo.s3.amazonaws.com · English and Social Studies PRO Teach Expert. ......
Transcript of GOTeach to PROTeach - swoogo.s3.amazonaws.com · English and Social Studies PRO Teach Expert. ......
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GOTeach to
PROTeachBuilding a Framework for
Teacher EducationDepartment of Curriculum and Instruction
University of Kentucky
P R O m o t e | P R O d u c t i v e | P R O a c t i v e | P R O f e s s i o n a l | P R O Te a c h
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Background
• Committee:– Kathy Swan, Regina Dawson, Joan Mazur, Ryan
Crowley, Margaret Rintamaa, Susan Cantrell and students: Rebecca Mueller, Thomas Clouse, Carly Mutterties
• This GOTeach/PRO Teach Framework passed unanimously at the C and I meeting in December 2015
• Two PROTeach cadres in ISD and Social Studies are up and running! (This isn’t science fiction )
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Why?
• C and I want to have a bigger presence in Teacher In-Service Training (a “circle of life” model);
• We wanted our teacher education model to be 1) cohesive; 2) innovative; and, 3) efficient.
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GO TeachP ra c t i t i o n e r
PRO TeachL e a d e r
Rank IRank II
Cadre-focus• Inquiry• Writing• ISD • Urban Education• National Board
Certification
Ed.D./Ph.D.Rank IIRank III Certificate
Teaching Toward GreatnessDepartment of Curriculum and Instruction | UKYGOTeach to PROTeach concept
Personalized: built around student’s professional goals & assist in
innovating from the classroom
Innovative: course experiences leverage the expertise and connections of UKY
faculty & are designed to impact Commonwealth
Fieldbased
Rank I/Ed.D./Ph.D. work with GoTeach Programs
ISD MastersTeacher Leader Masters (TBD) develop course-based experiences
P R O m o t e | P R O d u c t i v e | P R O a c t i v e | P R O f e s s i o n a l | P R O Te a c h
ElementaryMiddle School
Secondary MIC English and Social Studies
PRO TeachE x p e r t
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PROfessional:
• Cadres are organized around an identity (e.g., Social Studies Inquiry, Urban Education, Writing, Instructional Systems Design, National Board Certification) with a faculty member leading and facilitating the group.
• These cadres would function with peer-to peer elements (e.g., Professional Learning Communities or PLCs);
• First sequence of credits would be organized into a certificate that would build community and expertise in an area of study.
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PROmote
• Coursework is personalized around the cadre’s professional goals and is offered in a variety of flexible formats (e.g., hybrid and online classes, Saturday meetings);
• In each of the courses, there is an opportunity to fashion experiences, assignments, and outcomes on the unique needs of each teacher within the cadre and should allow for real-life application.
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PROductive
• A cadre’s efforts should be tangible demonstrations of knowledge and practice validated through rigorous research methods.
• Students produce resources and tools to implement creative learning experiences in their schools.
• They create professional learning tools to help other teachers implement ambitious, innovative, and meaningful classroom experiences for students.
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PROactive:
• Program outcomes have real-life impact and occur in authentic settings (e.g., classroom projects should not be constructed for hypothetical settings but for the schools and districts with which the teachers are associated).
• Cadre members work independently and collaboratively as agents of change to move Kentucky forward.
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Social Studies Assignments• Impact:
– NBPTS (Fall 2015)
– Kentucky History Society/NHD (Spring 2016)
• Leadership:
– Students determine based on their goals for the program
• Field Experience/GoTeach:
– Cooperating teachers/Film Proj./Teaching methods (Fall 2015)
– Cooperating teachers and University Supervision (Spring 2016)
• Product:
– Publish 15 curricular inquiries on C3 Teachers (Fall 2015)
– Pilot and publish student teaching case studies (Spring 2016)
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• Why the change?• What documents did we use?
• PGES, C3 Framework, CHETL , KY Teacher Standards, Teacher experiences
• Questions that framed our thinking:
• What is the goal of observation?
• What are the needs of the pre-service teacher?
• Why types of thinking do we want pre-service teachers, cooperating teachers, and university supervisors to be engaged in?
PROTeach:
Observation Tool
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Problems with the old form
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Work Group Methodology
Questions that framed work:• What is the goal of observation?
• What are the needs of the pre-service teacher?
• Why types of thinking do we want pre-service teachers, cooperating teachers, and university supervisors to be engaged in?
Documents used:• PGES, C3 Framework, CHETL , KY Teacher Standards,
Teacher experiences
Methodology:• Develop Instrument, Feedback from the Swans, Pilot,
Revise, Test again, Finalize
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Next steps
• Increase number of cadres to other disciplines and foci. • Cross-pollinate the cadres.• Re-do Rank II and I (In-service) programs to include
these PROTeach ideas or organization;• Consider additional certificate programs;• Streamline the CAEP/NCATE/SACS/accreditation
process to make these programs more efficient.• Develop marketing strategy and increase resources to
expand and sustain it;• Invite a larger discussion within College to see if
anyone would like to build out from this framework.
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Inquiry
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Scaffolding is intentional
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Inquiry Design Model (IDM)
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Component IQuestions
Component IITasks
Component IIISources
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The IDM Blueprint
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Questions
Tasks
Sources
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Final Thoughts