1. Teacher Education Redesign Initiative
March 9, 2012
MN Board of Teaching

2. Putting P-12 Students First

3. Key Design Elements Partnerships Adaptive Expertise
Performance Assessment
Professional Development Schools
Two-way partnership with schools
School-based placement
More field-based assignments in course work
Co-teaching
Relentless commitment to student learning
Differentiated learning
Using data to adjust instruction
Attention to students’ cultural and community assets
Outcomes-based assessment
Assessment of teacher candidates focused on impact on student learning

4. Purposeful Partnerships
Elementary school in negotiation
Middle School in negotiation
High school in negotiation
Elementary school in negotiation
White Bear Lake
Forest Lake
St. Paul
Minneapolis
East Metro Integration District
Brooklyn Center
Columbia Heights
Forest Lake High School
Lino Lakes Elementary
Earl brown Elementary
Brooklyn Center High School
High school in negotiation
Elementary school in negotiation
Crosswinds Arts and Science Middle and High School
Harambee Community Cultures/ Environmental Science Elementary School
(Observing)
High school in negotiation
Elementary school in negotiation

5. Preparing Teachers for a Changing World
“The importance of preparing teachers to exercise trustworthy judgment based on a strong base of knowledge is increasingly important in contemporary society.” (p. 2)

6. Dimensions of Adaptive Expertise
Frustrated Novice
Optimal
Adaptability
Corridor
Innovation
Routine Expert
Efficiency

7. Adaptive Expertise: Synonyms
Innovation
Flexible
Open-minded
Responsive
Creative
Risky
Informed by data
Insightful
Artist (new creations)
Contextual
Adventurous
Efficiency
Knowledge (able)
Experience
Correct
Understanding
Pragmatic
Technical
Evidence-based
Know how to use data
Planful

8. Teacher Performance Assessments
Video analysis
Student work analysis
Case studies of student learning
Teacher Identity Self Study
Professional rotations
Leadership
Advocacy
Student spaces in schools

9. Conceptual Design Change
Current Program Concept
New Program Concept
Adaptive Expertise
Observation
Relationships
Content Pedagogy
Curriculum Development and Critique
Core Teaching Practices
Assessment
Reflection
Managing Learning Environment
Observation
Clinical Field Experience
Content Pedagogical Methods
Foundations of Education

10. Development Timeline 2010-11 Spring 2010 - Partnership Development
Dec 2009 Established grant with Bush Foundation
Spring 2010
Task Groups: Recruitment, Curr & Assess., Partnerships, Research
- Partnership Development
- Curriculum Development
- Recruitment Strategy
- Curriculum approval
- Assessment pilots
Launch new programs

11. Licensure programs with new curriculum beginning in 2012
Art
Communication Arts (English)
Family & Consumer Sciences
Mathematics
Physical Education
Sciences
Second Languages
Social Studies

12. Current Required Teacher Licensure Courses
Course Changes
EDHD5001 Learning, Cognition, & Assessment
3 credits
New Course
EDHD5013 / 5014
Child and Adolescent Development for Teaching and Learning
EDHD5003 Developmental and Individual Differences in Educational Contexts
2 credits
EDHD5004 Teaching Students with Special Needs in Inclusive Settings
Minor course revision
EDHD 5015 / 5016
EDHD5005 School and Society
EDHD 5000 / 5010 / 5020
Schools, Cultures, and Communities
4 credits
EDHD5009
Human Relations: Applied Skills for Schools and Society
1 credit
EDHD5007 Technology for Teaching and Learning
1.5 credits
No change
CI 5644 Working With Culturally and Linguistically Diverse Students
New Course Proposal
EDHD 5017 / 5018
Academic Language and English Learners
CI 5452 Reading in the Content Areas for Initial Licensure Candidates
1-2 credits
New course number
EDHD 5008
PUBH 6003 Fundamentals of Alcohol and Drug Abuse for Teacher Education
No Change
14.5 – 15.5 credits

13. Summer Fall Spring Summer Fall Spring
Initial Licensure Common Content
Proposed Changes in for:
Art Education
English Education
Family & Consumer Sciences Education
Physical Education
Science education
Second Languages and Cultures Education
Social Studies Education
Mathematics Education
Summer
Fall
Spring
Cultures, schools, and communities (Human relations)
EHD5000 (4 credits)
Cultures, Schools, and Communities (Human Relations)
4 credits
Participation in multi-disciplinary PLC discussion section scheduled in an afternoon/evening time slot.
Includes field Experiences, Professional Rotations, and Teacher Identity Self-Study (group planning, site visit / collection of evidence, analysis work)
Great
Lesson 1
Competing norms and ideals of U.S. Public education
Lesson 2
Philosophies of teaching
Great Lesson 3
Humanity & human difference: race, gender, class & culture
Great Lesson 4
Cultural perception, values, worldview & language
Great Lesson 5
Race, Culture & learning
Great Lesson 6
Gender diversity in education
Great Lesson 7
Family & community partnerships that support learning
Great Lesson 8
Culturally relevant pedagogy
Great Lesson 9
Working in Schools: The roles and functions of school personnel
Great Lesson 10
Professionalism, teacher leadership & adaptive expertise
EDHD5002 (3 credits)
Child & Adolescent development for teaching and learning
Teaching students with special needs
EDHD5004 (2 credits)
in inclusive settings
4 class meetings of 2 hours each
8 class meetings every other week
TPA connection
Half day to whole day workshop in collaboration with EDHD 5006
EDHD5006 (2 credits)
Academic language
and English Learners
Mod 1: 2 on-line sessions available
for all programs to use when
needed to introduce the
TPA context for learning task
Mod 3: 1-2 day face-to-face
workshop on academic
language
Mod 4: Tutoring field experience with 3
scaffolding tasks
EDHD5007 (1.5 credits)
Tech Integration
EDHD5008
(1-2 credits)
Reading
KEY
Red: Current
Blue: Proposed Draft
Summer
Fall
Spring
EDHD5001
EDHD5003
EDHD5004
EDHD5005
EDHD5007
EDHD5009
:CI5644
Not offered
CI 5452
Class A
Class B
Class C
Class D
Class A
Class B
Class C
Class D
Class E
Class F
Class G-online
Class H
Class I
Class J-online
6 face-to-face 3 hour sessions (lecture and small group), each with a follow-up on-line session and a case study developed during the course
Class A
Class B
Class C
Class D
Class E
Class F
Class G
Read and give feedback on TPA special education focus student in Assessment Task
Mod 1A
Mod 1B
Mod 1C
Mod 1D
Mod 2A
Class A
Class B
Class C
Class D
Class E
Class F
Class G
Class H
Mod 2B
Mod 2C
Mod 2D
Collaboration and Advocacy Workshop with SLC
19 classes of 20 students each offered May, Summer, Fall, Spring in content-specific sections
Mod 2: On-line module on language acquisition
Class A
Class B
Class C
Class D
Mod 3A
Mod 3B
Mod 3C
Mod 4 Field Experience
Mod 1A-online
~19 classes of 20 students each offered May, Summer, Fall, Spring in content-specific sections
Class A
Class B
Class C
Class D
Class E
Class F
Class A (2 credit)
Class B (1 credit)
Class A (2 credit)
Class B (1 credit)
Class A (2 credit)
Class B (1 credit)
Class A
(2 credits)
Class B
(1 credit)
Class A
(2 credits)
Class B
(1 credit)
Class A
(2 credits)
Class B
(1 credit)

14. EDHD 5010/5020/5030 Design
10 class sessions across academic year (3 summer, 4 fall, 3 spring)
10 Professional Learning Community sessions (heterogeneous grouping)
10 Teacher Identity Self Study prompts
Field assignments (connected to professional rotations)
Core readings

15. EDHD 5010/5020/5030 Great Lessons Gender diversity in education
Family & community partnerships that support learning
Culturally relevant pedagogy
Working in schools: the roles and functions of school personnel
Professionalism, teacher leadership & adaptive expertise
Competing norms and ideals of U.S. public education
Philosophies of teaching
Humanity & human difference: race, gender, class, & culture
Culture & learning
Race, culture & education

16. EDHD 5010/5020/5030 Teacher Identity Self Study (Examples)
What cultural beliefs, knowledge, or capabilities were instilled in you as a younger person by the following sources: Family, community, religious organizations, workplaces, media?
How might a teacher’s personal life, experiences, or worldview shape what they believe about their students, how they learn, and how they ought to teach?
Explore how you relate to people in communities, particularly when the people you interact with have a different set of cultural assumptions than you do.

17. EDHD 5017 / 5018 Academic Language and English Learners
Module 1: On-line module on academic context for learning (connected to the TPA)
Module 2: On-line module on basic research on language acquisition
Module 3: 1-2 day workshop on academic language development
Module 4: Field experience tutoring EL student with 3 scaffolded and supported tasks
Module 5: 1 day collaboration and advocacy workshop with Special Education

18. Post-baccalaureate Teacher Licensing Programs Curriculum Model
May-August
September-December
January-May
Great Lessons: Schools, Cultures, and Communities
Professional Rotations (Field Assignments)
Assessment: Teacher Identity Self Study
Common content courses 
Child & Adolescent Development
Academic Language & English Learners Students with special needs
Assessment: Case Studies of Learning
Assessment:
Teacher Performance Assessment
Practicum and
Course-Based
Field Assignments
Co-Teaching 
Licensure program courses
Content area methods
Content specializations
Reading within content areas
Technology integration in content area teaching