Teacher Education Redesign Initiative

March 9, 2012MN 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

White Bear Lake

Forest Lake

St. Paul

MinneapolisEast Metro Integration

District

Brooklyn Center

Columbia Heights

Earl brown Elementary

Brooklyn Center High

School

Crosswinds Arts and Science

Middle and High School

Harambee Community Cultures/

Environmental Science

Elementary School

(Observing)

Elementary school in

negotiation

Elementary school in

negotiation

Elementary school in

negotiation

Middle School in

negotiation

Forest Lake High

School

Lino Lakes Elementary

High school in

negotiation

Elementary school in

negotiation

High school in

negotiation

Elementary school in

negotiation

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)

Efficiency

Inn

ova

tio

nFrustrated Novice

Adaptive Expert

Routine Expert

Optimal Adaptability Corridor

Dimensions of Adaptive Expertise

Adaptive Expertise: SynonymsAdaptive

• Innovation• Flexible• Open-minded• Responsive• Creative• Risky• Informed by data• Insightful• Artist (new creations)• Contextual• Adventurous

Expertise• Efficiency• Knowledge (able)• Experience• Correct• Understanding• Pragmatic• Technical• Evidence-based• Know how to use data• Planful

Teacher Performance Assessments

–Teacher Performance Assessment• Video analysis• Student work analysis

–Case studies of student learning–Teacher Identity Self Study–Professional rotations

• Leadership• Advocacy• Student spaces in schools

Conceptual Design ChangeCurrent Program Concept New Program Concept

Clinical Field Experience

Content Pedagogical

Methods

Foundations of Education

Core Teaching Practices

Assessment

Reflection

Managing Learning

Environment

Observation

Adaptive Expertise

Observation

RelationshipsContent Pedagogy

Curriculum Development and Critique

Dec 2009 Establishe

d 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

Development Timeline

Licensure programs with new curriculum beginning in 2012

1. Art

2. Communication Arts (English)

3. Family & Consumer Sciences

4. Mathematics

5. Physical Education

6. Sciences

7. Second Languages

8. Social Studies

Current Required Teacher Licensure Courses 

Course Changes

EDHD5001 Learning, Cognition, & Assessment3 credits

New Course EDHD5013 / 5014Child and Adolescent Development for Teaching and Learning3 credits

EDHD5003 Developmental and Individual Differences in Educational Contexts 2 credits

EDHD5004 Teaching Students with Special Needs in Inclusive Settings2 credits

Minor course revisionEDHD 5015 / 50162 credits

EDHD5005 School and Society2 credits

New CourseEDHD 5000 / 5010 / 5020Schools, Cultures, and Communities4 credits EDHD5009

Human Relations: Applied Skills for Schools and Society 1 credit

EDHD5007 Technology for Teaching and Learning1.5 credits

No change

CI 5644 Working With Culturally and Linguistically Diverse Students1 credit

New Course ProposalEDHD 5017 / 5018 Academic Language and English Learners2 credits

CI 5452 Reading in the Content Areas for Initial Licensure Candidates1-2 credits

New course numberEDHD 50081-2 credits

PUBH 6003 Fundamentals of Alcohol and Drug Abuse for Teacher Education1 credit

No Change

14.5 – 15.5 credits 14.5 – 15.5 credits

Summer Fall SpringEHD5000

(4 credits)Culture

s, schools

, and communities

(Human relation

s)

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

Great 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 & Adoles

cent develop

ment for

teaching and

learning

EDHD5004 (2

credits)Teachin

g students with special needs

in inclusiv

e 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) Academ

ic languag

eand

English Learner

s

Mod 1: 2 on-line sessions availablefor all programs to use whenneeded 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

EDHD500

8(1-2

credits)Readin

g

Summer Fall SpringEDHD5001

EDHD5003

EDHD5004

EDHD5005

EDHD5007

EDHD5009

:CI5644

Not offered

CI 5452

Class C Class D

Mod 1A

Mod 1B

Mod 1C

Mod 1D

Read and give feedback on TPA special education focus student in Assessment TaskMod 2B

Mod 2C

Mod 2D

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

Collaboration and Advocacy Workshop with SLC

Class F

Class B

Class C

Class D

Class A

Class E

Class G

Class B

Class C

Class D

Class A

Class F

Class G-online

Class E

Class I

Class J-online

Class H

Class BClass A

Class B

Class A

Class C

Class D

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)

Class A (2 credit)

Class B (1 credit)

Class A (2 credit)

Class B (1 credit)

Class A (2 credit)

Class B

Class C

Class A

Class E

Class F

Class D

19 classes of 20 students each offered May, Summer, Fall, Spring in content-specific sections

Class B

Class A

Class D

Class E

Class F

Class C

Class H

Class G

Mod 2A

~19 classes of 20 students each offered May, Summer, Fall, Spring in content-specific sections

Mod 3A

Mod 3B

Mod 3CMod 1A-

online

Mod 2: On-line module on language acquisition

Mod 4 Field Experience

Initial Licensure Common ContentProposed Changes in 2012-13 for:1. Art Education2. English Education3. Family & Consumer Sciences Education4. Physical Education5. Science education6. Second Languages and Cultures Education7. Social Studies Education8. Mathematics Education

KEYRed: CurrentBlue: Proposed Draft 10-12-11

EDHD 5010/5020/5030Design

• 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 Lessons1. Competing norms and

ideals of U.S. public education

2. Philosophies of teaching

3. Humanity & human difference: race, gender, class, & culture

4. Culture & learning

5. Race, culture & education

6. Gender diversity in education

7. Family & community partnerships that support learning

8. Culturally relevant pedagogy

9. Working in schools: the roles and functions of school personnel

10.Professionalism, teacher leadership & adaptive expertise

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-MayGreat Lessons: Schools, Cultures, and Communities

Professional Rotations (Field Assignments) Assessment: Teacher Identity Self Study

Common content courses 1. Child & Adolescent Development2.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 courses1. Content area methods2. Content specializations3. Reading within content areas4. Technology integration in content area teaching