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

Putting P-12 Students First

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

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

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)

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

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

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

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

Development Timeline 2010-11 Spring 2010 - Partnership Development Dec 2009 Established grant with Bush Foundation Spring 2010 Task Groups: Recruitment, Curr & Assess., Partnerships, Research 2010-11 - Partnership Development - Curriculum Development - Recruitment Strategy 2011-2012 - Curriculum approval - Assessment pilots 2012-13 Launch new programs

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

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

Summer Fall Spring Summer Fall Spring Initial Licensure Common Content Proposed Changes in 2012-13 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 10-12-11 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)

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

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

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.

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

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 3. 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