Teacher Education Redesign Initiative

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

2. Putting P-12 Students First

3. Key Design Elements 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 • Partnerships • Adaptive Expertise • Performance Assessment

4. Elementary school in negotiation Elementary school in negotiation Elementary school in negotiation High school in negotiation High school in negotiation High school in negotiation Purposeful Partnerships

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

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

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

8. 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 Teacher Performance Assessments

9. Conceptual Design Change Current Program Concept New Program Concept

10. Development Timeline

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

13. 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 KEY Red: Current Blue: Proposed Draft 10-12-11 Class D Class A Class B Class C Class I Class F Class D Class J-online Class E Class B Class A Class C Class G-online Class H 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 F Class D Class E Class B Class A Class C Class G Read and give feedback on TPA special education focus student in Assessment Task Mod 2A Mod 1B Mod 1C Mod 1D Mod 1A Class F Class H Class D Class G Class B Class C Class E Class A Mod 2B Mod 2C Collaboration and Advocacy Workshop with SLC Mod 2D 19 classes of 20 students each offered May, Summer, Fall, Spring in content-specific sections Mod 2: On-line module on language acquisition Mod 4 Field Experience Mod 3A Mod 3B Mod 3C Class B Class A Class C Class D Mod 1A-online ~19 classes of 20 students each offered May, Summer, Fall, Spring in content-specific sections Class B Class A Class C Class E Class D Class F Class A (2 credit) Class B (1 credit) Class A (2 credit) Class A (2 credit) Class B (1 credit) Class B (1 credit) Class A (2 credits) Class B (1 credit) Class A (2 credits) Class A (2 credits) Class B (1 credit) Class B (1 credit)

14. 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

15. EDHD 5010/5020/5030Great Lessons • Competing norms and ideals of U.S. public education • Philosophies of teaching • Humanity & human difference: race, gender, class, & culture • Culture & learning • Race, culture & education • 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

16. EDHD 5010/5020/5030Teacher 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 / 5018Academic 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