Meeting+Minutes

//Saturday, April 24th, 2010; Fargo Public Library //
 * Bush Teacher Education Initiative Course Revision English 481/482Team Meeting **
 * Agenda and Minutes **

**Dave, Aaron, Kelly, Nancy, Crystal, Dan, Kaylie**
 * Members Absent: Deb, Mary**

1. Kelly began the meeting by introducing us to several texts – many of which she has used in her methods classes and others that she is interesting in using. We will be discussing which books we feel will be most beneficial. 2. We will also look at course descriptions, rubrics, and young adult novels. 3. Kelly said that she attended a Young Adult Professional Development Session yesterday. She shared the document that she received—we will be discussing young adult novels later today. 4. Group discussion regarding field experience began. Kelly provided an overview that she created based on previous meeting notes. It covered general observations and recommendations, as well as etiquette and logistics. a. In terms of logistics, Aaron suggested the possibility of using Outlook Meeting Requests as a means of better communicating the time of the observation. b. Kelly also discussed the issue (brought by the Bush Foundation) of how to identify the highly qualified teachers who will take student teachers. Traditionally, universities have relied heavily on principal recommendations, which may or may not be an effective means. i. Point of discussion – How often, if ever, should a cooperating teacher be in the classroom while the student teacher leads the class? What are the legalities? ii. Perhaps we could use MULTIPLE mechanisms to find the highly qualified teachers (student teacher feedback forms, advanced degrees, principal recommendations,  iii.  A point of frustration – There seems to be a disconnect between how much “experience”   iv.  Kelly talked about having students lead a meeting with cooperating teacher and university supervisor   v.  Aaron proposed the possibility of offering free graduate credit(s) (of the Distance Learning variety) during the semester in which the serve as the cooperating teacher. It would provide an extra incentive for the cooperating teacher, it would improve communication between cooperating teacher and university supervisor, and it would help alleviate new state requirements for graduate classes for license renewal. This class could be a prescriptive way of connecting the supervising teacher and the cooperating teacher with what the student teacher is or is not doing. vi. In terms of practicum experience and student teaching experience, a major hurdle is the amount of time students work part-time jobs during these semesters. Kaylie said that perhaps increasing the practicum experience to 4 credits would make students place a higher priority on that class. We brainstormed methods of relieving financial strains on students who are in this situation. vii. Kaylie also suggested moving methods classes into later in the afternoon or early evening. This would alleviate some of the scheduling problems perhaps. Kelly said she would talk to the School of Ed—she thinks there would be many benefits to this as well. viii. Dave proposed that some component of practicum experience be to teach one lesson to a “unique” group (ELL, Developmental, Advanced Placement, Dual Credit, The Academy Program in Fargo Public, Shack at WFHS, Woodrow Wilson / Community High School / Moorhead Alternative Program, Luther Social Servies / Dakota Boys Ranch / Prarie St. John’s, Special Education / Self-Contained Classrooms / EMH/EBD etc). ix. Kaylie suggested that we offer Upward Bound as a potential off-campus experience. x. Nancy wondered if there was an opportunity to help tutor at Juvenile Detention. This may be an experience that MSUM is already using—could we jump in too? 5. The group then discussed and revised the EDUC 481 Unit Plan Rubric. Kelly made the changes per group requests. 6. We then addressed the EDUC 482 Unit Plan Rubric. Kelly again modified the rubric per the group’s requests. 7. Next Meeting – May 8th @ NDSU (9:00-12:00). Exact location TBA. 8. Before next meeting, please look at the revised rubrics. Bring feedback to the group. We will also be looking at the course description as well.

Minutes for 4/10/10

Talked about feedback from staff -More special ed -More info on gifted and talented program and differentiation -Is there a way to have someone in charge of practicum rather than having the students email? -Practicum should be a block of time -Grammar and writing is a problem- where does this need to start and how do we help? -Professional dispositions – speaking as well as interaction -Expectations of “behavior” for a practicum experience

Discussion of standards and purpose statement for 481 -481 purpose statement has been revamped and approved

Critical Assessment for 481 were discussed and reposted on the Wiki

Critical Assessments for 482 were discussed and approved. They are on the Wiki as well.

Is there a way to share the pre-service teachers’ presentations on the resources that they read with current teachers?

Next meeting will be April 24th from 9-12 at the downtown library.


 * Discuss with media specialists which books are most popular with students.**

We need a rubric for at least one critical assessment – share ideas on the Wiki.

Bush Teacher Education Initiative Course Revision English 481/482Team Meeting Agenda and Minutes //Monday, March 22nd, 2010; Discovery Middle School //

Deb, Aaron, Kelly, Mary, Nancy, Crystal, Dan, Kaylie Members Absent: Dave

1. Began by looking at today’s agenda a. Group decided that we would meet as a full group today 2. Held a full-group discussion regarding preliminary draft of EDUC 481 Purpose Statement, Assessments, and Standards a. Held a discussion about mini-lessons—the group seemed to agree that, although imperfect, any opportunities to get in front of a group is helpful b. We discussed ways to incorporate other types of classroom exposure as well c. One of the major hurdles is transportation and work schedules d. Crystal suggested that we look into the possibility of having students from the school of ed teach mini-lessons from the Comp I and Comp II courses offered on campus. We wondered about legal hurdles regarding confidentiality. Should we continue to explore this option? e. Discussed AVID as a possibility of continuing to bridge the gap between high school and college training. As the program evolves and expands, the opportunities would likely grow as well. f. Kelly would like to receive additional information regarding AVID—Deb said she would send that to her. g. Mary again brought up the importance of attending a meeting (and writing a paper) and composing a letter regarding a potentially controversial book. We wondered whether or not attending the board meeting would fit in this class or in a general ed class. h. We discussed the importance of understanding license renewal procedures. Kelly thought this might fit really well into the Phase 4 – Support. i. The 14-hour practicum was also discussed. We want to make it fit into a student’s schedule without making mini-lessons feel like a “drive-by” instruction. Kelly said that at her conference last week she learned that many states seem to have many more hours of practicum experience. It seems we all feel that this is a valuable experience but a scheduling nightmare in our current format. i. Could this be scheduled as similar to “lab” time? ii. Would be easier to have the student and supervising teacher set a consistent, negotiated time? Kelly said that Michigan did this and it was difficult to manage. iii. In the tri-college area, NDSU seems to have far less practicum experience. iv. Mary suggested that we could also cut down the Tue/Thur class contact time in order to have a third hour actually be the practicum hour. j. Kelly asked Dan and Kaylie what practicum experiences they would have preferred. i. Dan would have liked to have been exposed to a greater variety of teaching styles. ii. Kaylie agreed and added that she would have liked to have been able to stay a full day—seeing the planning, the running, etc. She was surprised by the exhausting experience of teaching. iii. Kelly shared an observation experience where she was asked to follow a student for a full day. Kaylie also did this at Enderlin, and both thought this provided a provocative insight. k. Kelly also discussed the possibilities of the interactive classrooms becoming a part of the observation/practicum experience. l. Mary mentioned the possibility of working with adult education programs. She also brought up Sylvan as a possibility. 3. We are asked to align these to ESPB, NCATE, and INTASC standards. 4. We grabbed the ESPB standards out of our folders. Kelly shared how she divided these standards into the two courses, as these are part of the evaluation of the accreditation process of the University. Kelly decided to put the speech standard in the Literature Course (481), and she put the Media standard in the Writing Course (482) and the Reading Course (481). 5. Crystal wondered if there was an objective in the 481 course that applied the Developmental Reading standard specifically enough. She thought that the performance assessments highlight a gap in our document (with regard to developing questioning strategies). 6. Mary wondered if the ESPB requirements are covered by classes outside of the EDUC curriculum. For example, the speech standard is met by COMM 110, and the purpose of the methods courses is to learn how to teach these concepts, not perform them as a student. 7. The unevenness of purpose/audience of the ESPB standards seems to complicate our understanding of the document. We plan to err on the side of caution and interpret them as how they apply to BOTH prospective teachers AND as current students. 8. For 481, we identified two holes in the NCATE standards – 4b (Experience working with Diverse Faculty) and 4c (Experiences Working With Diverse Candidates). This, we found, is a challenge given our lack of ethnically and racially diversity in area teachers. a. One suggestion was to consider making certain NDSU faculty or the Native American school in Wahpeton as liaisons. b. Mary wondered if we could do an interactive blog to fulfill this standard. 9. Kelly commented that the preliminary document seemed to do a thorough job of covering the standards. The next big step is to develop unit plans and rubrics for the courses. 10. As a group, we plan to create the CRITICAL assessments for the courses. 11. As far as the task of writing a philosophy, we discussed how to make it feel transformative. Kaylie suggested that the philosophy piece be done prior to and after student teaching, given that it is likely to change dramatically after actually getting in the classroom. a. Kelly suggested that this process seem more akin to the professional developmental plan many districts use for the teacher review process. This would lead students to set their own goals and grow in differentiated ways. a. The critical assessments for the course under which they are working i. Come to consensus on these through e-mail ii. They will then be downloaded to the Wiki iii. Kelly will provide a rubric template for the groups, and we will use these at the upcoming meeting in order to write the critical rubrics b. Share your ideas for assessments and field experience with co-workers at your buildings. Ask for feedback on these items. ** Determined that the next meeting time is: April 10th, Fargo Public Library, 9:00am-12:00pm
 * 12. __Before the next meeting, each group will determine:__

Bush Teacher Education Initiative Course Revision English 481/482Team Meeting // Monday, March 1st, 2010; West Fargo High School //
 * Agenda and Minutes **

**Deb Tietz, Aaron, Kelly, Mary, Dave, Nancy, Crystal, Dan**
 * Members Absent: Kaylie,**

1. Feedback from teachers (re: purpose and objectives of the methods courses) a. Dave shared Nancy both shared concerns regarding the preparedness of the teaching of writing b. Nancy shared that there was a concern regarding professionalism of student teachers (language and attire) c. Aaron talked about getting this question addressed through the NDCTE Newsletter. d. Nancy and Crystal discussed with concerns regarding oral reading fluency, use of proper grammar by student teachers, and incorporating speech units. Their group also addressed the concern regarding lost wages while student teaching (being prohibited from working while student teaching). Also, there was an issue regarding emergency protocol and how student teachers will be able to respond to these. e. We discussed simulating the “unexpected” situations that occur while teaching (eg fire/tornado drills, lock downs, etc). f. We discussed g. Dan indicated that he felt the need for more practicum experiences, getting them in the front rather than just watching. Also, he shared the need to improve each of the following: communication skills, six traits, and confidence in professional dialogue. h. We discussed the difference between recommendation and requirements regarding professional dispositions. 2. Report of Friday’s Teacher Education Curricular Mapping Meeting at NDSU a. Kelly shared how the education department is looking to scaffold curriculum maps. 3. Go over Purpose and Objectives for 481 and 482—looked to revise, if needed. a. EDUC 481--Added to “problem-solving” objective to include adaptation of lessons b. EDUC 481--Plan to add something about disposition c. EDUC 482—we discussed the need for inserting something regarding intellectual property issues d. EDUC 482—should it address grading programs or should this be incorporated in general ed classes? Is this a “grading” software issue or a “gradebook” software issue? 4. What kinds of field experiences and or/units would help students meet these objectives? a. EDUC 482 i. Kelly thought the following units to be covered might include: Introduction to Course, Writing Process, Research Writing, Writing Assessment, Differentiated Writing Instruction, Teaching Grammar in Context, Writing Unit Plan ii. Create a toolbox by having each student bring in a different type of assessment/activity, collect on Blackboard iii. Interview local educators about their most valuable writing assignments iv. Differentiated plan/activity for a certain group v. Creating rubrics for different purposes vi. Assign different groups different genres in order to build the toolbox

b. EDUC 481 i. Some projects—2-3 units based on different genres and different grade levels ii. Incorporate many, if not all, of the objectives iii. Read a book and discuss current research iv. Understand the need for intervention for at-risk students (look at IEP and/or test scores and adapt instruction—eg use MAP scores and DeCartes Tool to reflect or create a lesson) v. Mock school board issue for censorship OR letter to parents regarding a controversial book/movie vi. Find out what books are taught at a particular school vii. A reflection paper after attending a professional organizational meeting viii. Practicum 1. Avid Program—Service Learning 2. 14 Hours (seven days, 2 hours a time) Observe the first hour, participate in the second 3. Deb mentioned that it is not the number of hours that makes a practicum experience valuable—it is the idea of getting them away from observation into the realm of teaching. Maybe 2 or 3 experiences is preferable if it actually requires participation. 5. Next meeting, Monday, March 22nd @ 4-6, Discovery School, Main Office Conference Room 6. Upcoming Tasks: a. Each of us will post to wiki b. Nancy will look at NCTE standards c. Crystal has ESPB d. Deb has INTASC e. Mary has NCATE

Bush Teacher Education Initiative Course Revision English 481/482Team Meeting // Saturday, February 20, 2010; NDSU, Center for Writers //
 * Agenda and Minutes **

**Kaylie, Dan, Crystal, Aaron, Kelly, Mary, Nancy, Dave**
 * Members Absent: Deb Tietz**



1. Re-introductions, bring new members up to speed, report out on tasks 2. Aaron and Crystal to go over findings about teaching speech a. After having met with his department and a few new teachers individually, Aaron discussed the following issues regarding the teaching of speech: i. As practicum students, few teachers felt that they ever saw a teacher actually doing a speech unit. (agreed, an area I feel completely unprepared for) ii. Some areas where my colleagues felt unprepared: teaching platform movement, verbal citations, visual aids iii. Aaron’s colleagues discussed how it would have been nice to be able to have practice norming speeches—using videos with sample speeches, the class could grade the speeches with a rubric and discuss differences/disparities. Colleagues mentioned the need for teaching how to provide qualitative feedback. They felt that they knew in their gut but couldn’t always articulate it. iv. WFHS teachers said they would have liked to have looked at speech textbooks being used in the area before being in the classroom. v. Some general comments from Aaron’s peers were that they felt they weren’t fully prepared to teach “reading” but they felt they knew how to teach literature. They also emphasized the importance of “practical” experience instead of just theory. Finally, they said they would have liked to understand some of the outside of the classroom stuff (e.g. school boards, meetings, procedures, etc.) (West Fargo is looking into a program called Read Right to teach reading in the upper grades 7-12. A teacher would be trained in the program methods.) b. We discussed as a group whether or not the new “highly qualified” definitions pose a problem for new teachers. Will they be able to teach certain electives if they are called to do so? (I was suprised at hom many things that I can teach under highly qualified that I don't feel adequately prepared for.) c. Mary discussed how there is room for another methods class requirement within the current curriculum (Communication option has more requirements than the English Option does). d. Mary also brought up the possibility of turning one of the methods classes into a four credit class in order to e. We wondered about what some of the other districts in the area are doing as well f. Crystal shared with us some of the information she gathered regarding how to teach speech. Both Nancy and Crystal have collected a variety of documents that will be sharing with us at some point. Crystal also brought several great resource books—we would like to take some time later to review these (and others). (Here are three of the articles I found on speech pedagogy)-- 3. Mary reviewed our norms. Group agreed that these looked pretty swell! 4. Kelly reiterated the importance of logging your work hours outside of the meeting (REGARDLESS OF WHETHER OR NOT IT IS FUN!) 5. Dan looked at NDCTE student standards and provided a handout. Kelly said she will send a link with the NDCTE teacher standards. It is large document and will not likely be printed. Kelly added that teacher standards are a way of referencing for accrediting teachers and modifying teacher training. 6. Kelly split the group in order to focus on each of the two methods classes. Each group will determine a purpose for the course. 7. Mary provided us with curriculum guides before breaking into the groups. 8. The two groups reconvened and shared their statements. a. EDUC 481 Statement: “The purpose of EDUC 481 is to prepare pre-service teachers to utilize best practices for teaching genres of literature and effective reading strategies.” b. EDUC 482 Statement: “The purpose of this course is to prepare English education students to teach the process of writing academically and rhetorically, with emphasis on but not limited to research writing and how to prepare students for state assessments. Students will learn how to norm and assess a variety of genres of writing, with an emphasis on rubric creation and 6-traits which addresses ideas/content organization, voice, sentence structure, word choice grammar, and writing conventions. Students will be trained in current methods of research and media’s effect on writing.” 9. We noticed that one group’s statement was more specific and explicated than the other. 10. As a group, we realized that neither group addressed the speech component. 11. Kaylie said that she felt that teaching speech could easily be tied into the Methods of Teaching Writing. 12. Crystal and Kaylie both shared how they feel the speech component best fits into the writing methods classes, since the emphasis is often on outlining, drafting, etc. 13. Mary and Kelly suggested that maybe it could be incorporated in both. Kelly suggested that we could incorporate the writing component into EDUC 482 and the actually speaking portion could be incorporated into EDUC 481. 14. We divided up into our 2 groups again to work on objectives. 15. Aaron discussed an article he read this week. Dave and Kelly requested the link—here you go! [] 16. We reconvened and discussed that we needed more time to compose our objectives for each course. 17. Next meeting will be in Aaron’s classroom, 212H, West Fargo High School, on Monday, March 1st. 18. Kelly will create a Wiki for our group to share resources. 19. Main task for everyone is to go back to schools and share the purpose statement and get feedback. Also, ask informally, “What do you think should be covered in a method’s course?” 20. Aaron will contact the NDCTE regarding this question as well. 21. Another main task will be to add objectives to the wiki. We will post as many as possible and narrow later. 22. Mary wondered whether or not the objectives should be broad or specific. Kelly thought it would best to align objectives to skills rather than assessments. 23. Kelly was wondering if we would be able to have more observation opportunities for both staff and students of NDSU. 24. We scheduled another meeting for Monday, March 22nd at Crystal’s school – Discovery, conference room from 4:00-6:00. 25. We scheduled another meeting for Saturday, April 10th at Downtown Public Library in Fargo from 9:00-12:00. (I will be at Bethel University foer a volleyball tournament.)