Partnership Plan 2011-2012
Partnership Update 2011-2012
College of Saint Benedict/Saint John's University (CSB/SJU) Education Department
The Education Department strives to provide meaningful, relevant, and effective field experience opportunities for pre-service teachers. To offer this important aspect of the teacher preparation program requires ongoing collaborative efforts with cooperating and partnership schools. Cooperating schools are those with whom we have informal relationships that allow for flexibility and participation based on year-to-year needs of the schools and the college/university. Partner schools are those with whom we have developed intentional relationships based on a foundation of trust, understanding, and shared vision, and with whom we have significant field experience programs. These cooperative relationships and intentional partnerships provide a range of opportunities intended to benefit pre-service students, cooperating teachers and their students, and administrators in K-12 settings. The following narrative describes some of the cooperative and partnership efforts and activities that took place during the 2011-2012 academic year.
Apollo High School:
One of two large (1300+ students) public high schools in St. Cloud, Apollo provides a diverse student population and multiple teachers in most subject areas. This year, CSB/SJU students did field work in this setting at the tier-one, tier-two and tier-three levels of experience (see attached School Placements 2011-12, p. 1). Two students completed their tier-one EDUC 213 Urban Diversity Immersion experience at Apollo. At the tier-two level, four methods course faculty worked with Apollo teachers. Both EDUC 355 English Pedagogy 9-12 and EDUC 355 Social Science Pedagogy 9-12 have long histories of several students doing field work at Apollo. Also, a student from EDUC 322 observed and taught in music classes at Apollo; a student from EDUC 304 worked with ESL teachers; and a student from EDUC 340 completed a practicum in Art. At the tier-three level, nine CSB/SJU students did part of their semester student teaching experience at Apollo.
Cathedral High School:
Cathedral High School/Middle School in St. Cloud has been an ongoing and supportive partner for many years. Tier-two pedagogy faculty had students complete practicums in Social Science, Language Arts, and Science here this year. Three CSB/SJU students completed part of their tier-three student teaching experiences at Cathedral this year as well.
Community Agencies/Schools and Service Learning:
The Education Department, through CSB/SJU Service Learning, partnered with 19 community agencies and schools to provide 169 placements for service work (see School Placements attachment) in those settings. CSB/SJU education students provided approximately 4,225 hours of service to the people and communities represented by these agencies/schools.
Diversity Immersion Urban and Local experiences for elementary candidates (EDUC 212):
The Urban Immersion Diversity experience works primarily with EXPO for Excellence Magnet Elementary School in St. Paul. All visits this year were supervised by Lynn Schnettler (Fall) and Lanie Odette (Spring). Thirty-eight CSB/SJU students spent a full week working as teacher assistants at this school with its highly diverse population.
Students in the Elementary BLOCK also have a three-week half-day Local Immersion Diversity experience in schools as teacher assistants. This year six schools partnered with us to provide this opportunity: Lincoln Elementary, Discovery Community School, Oak Hill Community School, Madison Elementary, Westwood Elementary, and Talahi Community School. In both the urban and local immersion experiences, pre-service teachers from CSB/SJU worked in K-6 classrooms to provide assistance by working one-on-one and in small groups with students.
Diversity Immersion for K-12 and 5-12 candidates (EDUC 213):
The Diversity Immersion experience for students seeking K-12 and 5-12 licensures utilized ten participating partner schools this year. Forty-five teacher candidates spent one week of full-length school days observing, assisting teachers, and working directly with K-12 students. Roxanne Hand supervised students in the following schools from the Twin Cities area to provide this experience: Osseo Junior High, De LaSalle High School, Richfield High School, Park Center High School, Hopkins High School, Brooklyn Junior High School, Roosevelt High School, Robbinsdale Spanish Immersion School, and Apollo High School in St. Cloud. These schools all have highly diverse ethnic and socio-economic student populations.
Intentional Environmental Experiences Community Partnerships: St John's Arboretum.
EDUC 334 teacher candidates worked on a field trip education project in conjunction with the Arboretum's K-12 field program. The 334 students used the existing volunteer process (weekly emails from the Arboretum notifying volunteers of the dates, times, grades and subject matter of the next week's field trips) to participate as a volunteer small group leader for a K-6 class, usually from District 742 (St. Cloud). The students analyzed the organization and safety aspects of the field trip, as well as clues to tie-backs to the classroom curriculum while actively guiding the elementary students during the small group activities. This has been an ongoing and very successful partnership with the Arboretum, and some students volunteer to do more than one trip.
EDUC 335 Environmental Education Pedagogy was also offered in Fall 2011 after a two-year hiatus. As an Education Department elective, the credit assignment was made flexible to address students' full schedules. Sarah Gainey, Assistant Director of Environmental Education, helped coordinate presentations about environmental issues by paired students in the course to area elementary school classrooms.
International Teaching Externship:
Nine graduates of the CSB/SJU Education Department participated in a four-week externship in Germany this year. Five went in January and were assigned to schools in Essen, Velbert, Oberhausen, and Duisburg. These licensed teachers participated in classroom activities and gained an international perspective on education.
In May, four additional students spent their externships in schools in Oberhausen, Essen, Bottrop, and Gelsenkirchen. Del Brobst and Janet Grochowski accompanied the students on the respective trips. Continuation of this opportunity is contingent upon student interest and participation.
Kennedy Community School: A Neighborhood K-8 Partner:
Kennedy Community School, our nearest public school neighbor, has a longstanding relationship with the Education Department. This past year Kennedy provided numerous mentor teachers and school site opportunities for CSB/SJU teacher candidates.
There was significant activity at the tier-two level (see attached School Placements 2011-2012). Kennedy faculty hosted CSB/SJU teacher candidates from numerous tier-two courses in music, science, mid-level literacy, language arts, social science, mathematics, and art. Tier-three level experiences consisted of six teacher candidates doing part of their student teaching semester at Kennedy.
We also initiated an exciting new connection with Kennedy this year, offering an after-school STEM program in the fall and spring that involved ten CSB/SJU EDUC 334 Science Pedagogy students and approximately 100 Kennedy students in Grades 3, 4, and 5. We hope to continue this initiative with our neighbor in Fall 2012.
Literacy Skills Partnerships:
In 2011-2012, Dr. Michael Borka collaborated with teachers at Discovery Community School, Madison Elementary School, and the St. Joseph Catholic School for the EDUC 347 Reading Writing Language Growth course. CSB/SJU students worked with teachers for purposes of observing, planning lessons, teaching lessons, and receiving valuable critiques.
Teachers working in partnership with EDUC 347 teacher candidates were invited to the annual writing conference, Writing Central: 5th Annual Writing and Restorative Conference featuring author Joyce Sidman on Friday, November 11, 2011(see description below).
Mathematics Middle Level Collaboration:
Shannon Essler-Petty continued partnership endeavors with elementary and middle schools to provide opportunities for EDUC 358 Mathematics Pedagogy 5-8 students to practice teach in middle level classrooms. Essler-Petty worked with 21 cooperating teachers during the 2011-2012 school year. She conferenced with each teacher to go over the expectations for the two-week practicum. Every middle level mathematics teacher candidate planned and engaged in a teaching practicum with one of these host teachers in their classrooms. Essler-Petty visited all the partner schools and observed teacher candidates during their practicums. The following schools participated: South Junior High, Sartell Middle School, Monticello Middle School, Kennedy Community School, Melrose Junior High, Westwood Elementary, Albany Elementary, and Holy Family School in Albany.
St. Boniface: A K-6 Partnership:
In 2011-2012, Shannon Essler-Petty continued the Mathematics Education partnership with St. Boniface School. Twenty-eight EDUC 325 Mathematics Pedagogy K-6 teacher candidates did practicum work at St. Boniface Elementary for a total of 168 visits to St. Boniface. St. Boniface host teachers work with the teacher candidates for up to five weeks total over the year. Each teacher opens her/his classroom for those five weeks to CSB/SJU students. Essler-Petty visits the school classrooms as her students are teaching during their field experience; she also meets with the faculty each semester to review the program and consider any proposed changes. Essler-Petty attends two meeting yearly with the St. Boniface faculty at large; she brings coffee and rolls to one staff meeting at the beginning of the school year to talk about goals/objective for the year's practicum, and she brings pizza at the end of the year to receive reactions and suggestions for changes in the practicum.
St. John's Preparatory School: An On-Campus Partner:
This year, twenty-two CSB/SJU students fulfilled their 25 hours of Service Learning at the Prep School.
Four students completed practicums for their ESL courses (EDUC 319 and EDUC 304) at the high school level. Three students were able to complete their Science pedagogy practicums (one in EDUC 334 and two in EDUC 358) at the middle school level. Two students also completed part of their tier-three student teaching semester in the middle school setting.
St. Joseph Catholic School: An Art and Literacy Partnership:
Partnership activities at tier-one, tier-two, and tier-three levels took place at the St. Joseph Catholic School. At the tier-one level, thirty CSB/SJU students fulfilled their service learning requirement of 25 hours. At the tier-two level in the 2011-2012 academic year fourty-four CSB/SJU teacher candidates in EDUC 315 Art Pedagogy K-6 did field experience work at the school, including observation and practice teaching. Eight students from EDUC 347 Reading, Writing Language Growth observed and taught there. In addition, four students completed their EDUC 334 Science Pedagogy K-6 practicums as well as one mid-level Literacy/Pedagogy student in Language Arts. At the tier-three level, one student teacher completed part of the spring semester at the school.
The art partnership with the St. Joseph Catholic School has been a longstanding and valuable partnership. The teachers are experienced, treat art as a serious academic discipline, and do a very good job mentoring teacher candidates. The faculty person most involved in the partnership this year, Janine Bunkowski, continued the important partnership established by Sandy Bot-Miller.
We also initiated an exciting new connection with this school involving two EDUC 334 Science Pedagogy students and an after-school STEM program for about twenty-five students in Grades 4, 5, and 6. We hope to continue that initiative this fall as well.
St. Mary Help of Christians School: Social Studies:
Dr. Terry Johnson continued the Social Studies partnership with St. Mary Help of Christians School. The students in EDUC 318 Social Studies Pedagogy K-6 had the opportunity to observe students in their daily classes, work with teachers, create lesson plans, get critiques on their lesson plans, and teach the lessons to elementary students. In the 2011-2012 academic year, thirty-nine EDUC 318 students observed and taught at St. Mary Help of Christians.
Also, one student at the tier-three level student taught at the school during part of spring semester.
South Junior High: A Middle School Partnership:
South continues to be a very important partner with the CSB/SJU Education Department. With Grades 6-8 at the school, the opportunities for tier-two pedagogy practicums are multiple. Forty-three of our students completed practicums in ESL, Science, and mid-level pedagogy in Language Arts, Science, Math, and Social Studies. In addition to those content areas, several K-12 majors in Art and Music were also able to work with experienced mentors in those areas.
At the tier-three level, four students seeking K-8 licensure completed part of their student teaching experience at South as did two 5-12 licensure candidates and two seeking K-12 licensure.
Writing Central: A Day for Literacy at CSB/SJU:
The 5th Annual Writing and Restorative Conference for teachers and students was held on Friday, November 11, 2011 in the Gorecki Dining and Conference Center. Author Joyce Sidman (Dark Emperor & Other Poems of the Night; Meow Ruff: A Story in Concrete Poetry; Song of the Water Boatman & Other Pond Poems; Red Sings from Treetops: A Year in Colors; Ubiquitous: Celebrating Nature's Survivors; Just Us Two: Poems About Animal Dads; The World According to Dog: Poems and Teen Voices; Butterfly Eyes and Other Secrets of the Meadows; This is Just to Say: Poems of Apology and Forgiveness; Eureka! Poems About Inventors; and Swirl by Swirl: Spirals by Nature) was the delightful and inspirational keynote speaker. In addition to Sidman's remarks, eight breakout sessions were also offered: "This is Just to Say: Poems from the Heart," "The Personal and the Political: Critical Writing Pedagogy in the Secondary Classroom," "Making Writing Workshop Work (Yes, Even in Kindergarten!)," "Multigenre Writing: The Writing Portfolio Assignment," "First Grade-Poetry in Motion," "The Writing Roundtable," "A Life in Poetry," and "Tell Your Story: Using the Internet to Create Multi-Media Narratives." The conference was open to teachers from the area, CSB/SJU faculty, staff, and community members as well as CSB/SJU students. The conference is offered as a staff development opportunity for all participating partnership K-12 schools. Approximately sixty-nine teachers from partner schools attended as well as many CSB/SJU students and faculty.
Resource Training and Solutions:
Resource Training and Solutions is a local organization providing resource and professional development to P-12 schools. In addition to partnering with this organization to sponsor the Young Artist/Young Authors Conference (see below), the Education Department supports endeavors by Resource Training and Solutions to build and support connections with administrators, principals, teachers and local community people.
Young Authors/Young Artists (YAYA) Conference: May 16 and 17, 2012:
The Education Department and Resource Training and Solutions sponsored the annual YAYA Conference once again this year. The theme was "All Aboard the Write Train" with featured author David Malmberg. This event was held on the College of Saint Benedict campus. Several departments assisted with the event including Events, Gorecki Conference and Dining Center, and the Education Department.
The conference this year welcomed 1,195 Grade 3-6 students from 46 schools, 106 adult chaperones, 21 Red Shirt Volunteers, and 44 presenters.
Additional Events of Note:
The Education Department also hosted several successful early dinner events at the Gorecki Center. On January 18, 2012, about 24 administrators from District 742 Community Schools representing District Administration, elementary, middle level, and high schools met to discuss the partnership between CSB/SJU and this largest local public school district. It was an opportunity to affirm a longstanding connection that benefits both entities with CSB/SJU students contributing their talents, role models, and enthusiasm to classrooms, and their cooperating host teachers contributing invaluable experience, mentoring, and craft-knowledge to our students.
The dinner gave attendees the chance to affirm what works well and to suggest procedures/protocols that might improve the experiences for all involved. We received numerous expressions of appreciation and gratitude from our guests for hosting the event and providing this opportunity.
Similar events were hosted at Gorecki for area Art, ESL, and Math teachers. The format was much the same: an opportunity to affirm our connections with schools and teachers who host our CSB/SJU students for practicums and student teaching experiences and to solicit suggestions for making those experiences even better.
The meeting with local ESL teachers from elementary, middle, and high school levels, for example, will greatly benefit our newly approved Teaching English as a Second Language (TESL) minor, in that our students will complete practicums and teacher internships in many of the classrooms represented by those teachers.
See Attachment A for a description of Tier Levels and Related activities by Tier.
Partnership Update Report prepared by Mark Mortrude, June 2012.
OBJECTIVE: To demonstrate a synthesis of professional standards in practice.
Candidates are provided an intensive full-semester experience in at least two licensure appropriate levels that integrates practice across disciplines and addresses all aspects of professional practice; to provide intentional experience applying tier one and tier two experiences and theoretical learning with youth in the classroom; to provide opportunities for student assessment based on holistic application; to support a transition from role of student to that of reflective practitioner with related professional responsibilities including attention to diversity in community and classroom contexts.
Courses with field experience at this tier: EDUC 361, EDUC 362, EDUC 363
Supportive academic course at this tier: EDUC 359, EDUC 390
OBJECTIVE: To provide candidates with immersion in discipline-specific professional practice at appropriate licensure levels.
Candidates are provided with the following opportunities: focused observation and analysis of diverse student needs; collaborative planning, implementation, assessment and reflection guided by instruction, research, and by professional and content standards; application of technology and teaching and assessment opportunities.
Courses with field experience at this tier: EDUC 313,EDUC 315, EDUC 318,EDUC 325, EDUC 333, EDUC 334, EDUC 336, EDUC 340, EDUC 341, EDUC 342, EDUC 346, EDUC 347, EDUC 354, EDUC 355/English, EDUC 355/Math, EDUC 355/Social Studies, EDUC 355/World Language, EDUC 355/Natural Science, EDUC 356, EDUC 357, EDUC 358
Supportive academic course at this tier: EDUC 216
OBJECTIVE: For prospective candidates to have immediate practical experiences - some with at-risk students - in a variety of settings to discern their commitment to this professional program.
This includes reflection on standards based learning outcomes. All experiences provide scaffolding for Tier II practicums.
1B. This level of the tier provides a sustained guided classroom experience including a full week experience in a diverse urban setting with structured reflection on diversity model theories as seen in practice.
Courses with field experience at this level of tier one: EDUC 203, EDUC 212, EDUC 213, EDUC 215, and EDUC 310.
1A. This level provides experience in two settings, including one with at-risk populations to see if direct service to school age youth might be a fitting choice for prospective candidates.
Courses with field experience at this level of tier one: EDUC 111
Supporting academic courses at this tier: EDUC 109, EDUC 150, EDUC 151
Samples of Related Activities by Tier:
- Final checkpoint for writing
- Management plan
- Preparing for the profession: rules and regulations, job hunting
- Introduction to Sleeter and Grant, Beverly Tatum, Janet Helms, Sonia Nieto
- Multicultural contributions and issues in education
- Management paper that integrates one or more diversity models
- Achievement gap
- Diversity curriculum analysis
- Intensive reflection
- Teacher conferencing
- Faculty meetings
- Team teaching
- Lesson planning
- Differentiated learning
- Classroom management
- Parent conferencing
- Work with paraprofessionals
- Varied assessments
- Portfolio development that addresses inclusion, special services, demographic profile, two-week unit addressing diverse groups, post unit reflections, management skills
- Lesson planning and delivery
- Focused observation
- Professional content standards
- National and state standards
- SIOP method for ESL
- Communicative competence teaching theory
- Gender issues in the classroom
- Special needs
- Poverty awareness
- Rural issues
- Learning styles
- Differentiated instruction
- Content based instruction
- Application of technology
- Assessment opportunities
- Exposure to cultural issues
- Various and multiple functioning of the middle schools
- Unique structural component to elementary, middle and secondary schools
- Authentic assessment, performance assessments
- Rural, suburban and urban
- Private and public
- Technology and teaching
- Interdisciplinary lessons
- Culture fair
- Linguistic diversity, working with ELLS
- Immersion schools
- Techniques for accommodating diversity
- Collaboration with classroom teachers
- One-on-one work with K-12 students
- Group work with K-12 students
- Enduring understandings and backward design
- School demographics
- Awareness of issues and sensitivity toward working with diverse student populations
- Achievement gap
- Reflection on one week sustained experience (thirty hours urban diversity immersion for all licensure levels)
- Three week extended experience (thirty hours) in classroom for elementary licensure level
- Awareness of theories of learning
- Awareness of diversity models: Banks and McIntosh
- Kao Kalia Yang, a Hmong American experience
- Recognize use of motivation techniques
- Analysis of teacher practice as it relates to theory
- Classroom techniques, teaching strategies for diversity
- Standards based awareness
- Scaffolding for Tier II
- Demands for increased critical thinking
- Challenging prospective candidates stereotypes about learners
- 25 hours with at-risk youth (service learning) with reflections on SEP based learning outcomes
- Exposure to Ruby Payne, Banks, McIntosh, Julie Landsman, and linguistic differences
- One full week teacher shadow experience
- Introduction to Standards of Effective Practice (SEPs)
- History of education and current events, including poverty, gender, and diversity issues.
Data/Field Placement Data/ Tier levels flow chart attachment
Please follow the link below to Attachment B.