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Arizona State University’s Mary Lou Fulton Teachers College,
The College of Liberal Arts and Sciences,
The Office of the Vice President for Education Partnerships,
The Rodel Foundation of Arizona, and
Urban and Rural Partner K-12 Districts in Arizona
U.S. Department of Education
Five-year Teacher Quality Partnership Grant
$ 33.8 million
Prerequisite Objective: Collaborating with the Arizona Department of Education, create the state’s first teacher tracking data system, which will be used to measure the quality and impact of teachers (including ASU grads) on K-12 student achievement
Objective One:Strengthen the subject-area competency of ASU-prepared teachers
Objective Two: Strengthen the clinical competency of ASU-prepared teachers
Objective Three: Collaborating with partner districts, strengthen student achievement and school functioning in 25 historically failing schools
Content and Pedagogy Experts
from ASU, AZ community colleges, and K-12 schools
Representing the Arts, English Language Arts, Math, Social Studies, and the Sciences
Creating, reforming, and piloting
new coursework
in the academic disciplines
for future elementary teachers
Objective 1:
The Teaching Foundations Project
iTeachAZ Vision
To develop effective and reflective
teachers who make instructional decisions based on student needs, local and
state data, and research-based best practices.
Objective 2
The ASU Mary Lou Fulton Teachers College (MLFTC) has an eleven-year track record of nationally award-winning teacher education program partnerships with high-poverty school districts.The district-based PDS Teacher Education Programs are now called iTeach and they are the model for all undergraduate elementary (and related programs) in the MLF Teachers College
TAP System for Teacher and
Student Advancement
School-Specific Support for Comprehensive Reform
Leadership and Teacher Teams
School-Specific Support for Comprehensive Reform
Leadership and Teacher Teams
Induction, Mentoring, Coaching Professional Development Induction, Mentoring, Coaching Professional Development
BESTBuilding Educator
Support Teams
Comprehensive Reform of High-Needs Schools
Administrator Support Leadership Coaching Administrator Professional
Development
Leadership Coaching Administrator Professional
Development
Objective 3Objective 3
Evaluation of Impact on Student Achievement
Evaluation of Impact on Student Achievement
Data Services On-Demand
Data Services On-Demand
Evaluation and Data Services
PORTAL
PORTAL - Partnership Office for Research on Teaching,
Assessment, and Learning
This is how we know if our reforms make a difference
The Teaching Foundations Project:Rigorous, Inquiry-Based, Content-Rich Lower-Division/General Studies Courses for Future Teachers
Partnerships are essential between ASU and all Arizona community colleges
The Teaching Foundations Project
The Arts ConsortiumLeader: Sandra Stauffer ASU Co-Leader: Marjorie Schiller, Central Arizona College
The Social Studies ConsortiumLeader: Ron Dorn, ASU Co-Leader: Nora Reyes, Mesa Community College The Math ConsortiumLeader: Fabio Milner, ASUCo-Leader: Jessica Knapp, Pima Community College
The Science ConsortiumLeader: Robert Culbertson, ASU Co-Leader: David Morris, Eastern Arizona College The English Language Arts ConsortiumLeader: Jim Blasingame, ASUCo-Leader: Sharon Fagan, Chandler-Gilbert Community College
Each of these groups has an active online
community and invite participation
The Teaching Foundations Project has developed a rubric to guide course reform
Higher-Order Thinking Skills:
The course challenges students to think and act intentionally
The course is highly relevant to students and other stakeholders because of the authentic and creative application of academic learning to important day-to-day realities
The course is rich in connections, within and/or outside the content area of the course
Instruction and content-rigor
Course instruction is highly student-engaging; students think, communicate, and participate at an uncommonly high level on topics that challenge them to apply knowledge, reason, perform skills, and/or create products
Disciplinary knowledge is central to the course; while metacognitive strategies should be required and supported, these courses should not be thought of as “methods” courses.
Assessments and Communication Skills
Course assessments move beyond basic knowledge-level multiple-choice formats alone to measure students’ mastery of reasoning, skill performance, and/or the creation of products
Extensive writing for learning, reflection and demonstration of understanding
Elaborate and ongoing oral communication of knowledge, reasoning, skill, process
Technology Integration
Use of digital research tools to find, organize, create, manipulate, analyze, and share information
Use of digital tools and media to create, to express and explore ideas, to enhance presentations, and to participate in Web 2.0 activities and communities
The Teaching Foundations Project
How will these courses better prepare future elementary teachers in terms of their content-area knowledge?
NEXT steps:Guaranteeing RigorInstitutionalizing the Courses Preliminary Syllabi due in February Institutional approvals at the university and
community college levels (general studies, instructional councils, etc.) – the way prepared for piloting
Mid-design external review of courses and sample lessons with extensive feedback
On-going on-line review by ASU faculty and members of our partner communities
Final external review and affirmation for scheduling
HOW ELSE CAN YOU BECOME INVOLVED? Join a content-area consortium and the on-line
conversations about the courses as they are developed
Pilot a course, or join the on-line community that will support the pioneering faculty who do
Serve as an external evaluator, helping us to insure that the courses are rigorous
Consider a research project that would measure the impact of these courses – perhaps on the K-8 students who our interns, student teachers, and graduates impact
Online Resource Center
We N
eed Your F
eedback
1. Overview content areas
2. Rationale: the needs that the courses must meet
3. Sequence for developing the courses
4. Examples of content lectures
5. Examples of student activities
6. Vision for online resources
7. Piloting and professional development for self-perpetuation of courses
Social Studies Consortia Report
1. Overview content areas
2. Rationale: the needs that the courses must meet
3. Sequence for developing the courses
4. Examples of content lectures
5. Examples of student activities
6. Vision for online resources
7. Piloting and professional development for self-perpetuation of courses
Overview Content Areas
Overview Content Areas
This consortium has the official name of social studiesin recognition of the general field of knowledge as it isconstructed in K-12 schools. We realize that history isconsidered in the humanities at ASU, but for thepurposes of K-12 organization, the consortiumconcerns the fields of:
HistoryPolitical Science/GovernmentEconomicsGeography
1. Overview content areas
2. Rationale: the needs that the courses must meet
3. Sequence for developing the courses
4. Examples of content lectures
5. Examples of student activities
6. Vision for online resources
7. Piloting and professional development for self-perpetuation of courses
Rationale: the needs that the courses must meet
Rationale: the needs that the courses must meet
2 courses must serve multiple functions:• be scalable to meet the needs of over athousand students;• be accessible to methods courses as referencematerial for those aspiring teachers whocompleted the same requirement through adifferent course;• be accessible as background material forupper division methods course and for stateteacher certification exam preparation;• be accessible as background material for in-service teachers who require additional contentbackground knowledge in the social sciences;• be built in a sequence of courses that buildupon one another in a way that prior courseslay down background information that allowsany “signature” upper division courses to betaught with greater depth;• contain elements that integrate across theelementary courses developed in otherconsortia; and
• incorporate U.S. and Arizona constitutionrequirements for teacher certification
Current System:Isolated islands ofRigor & RelevanceIn a sea of mediocre& mis-aimed courses
1. Overview content areas
2. Rationale: the needs that the courses must meet
3. Sequence for developing the courses
4. Examples of content lectures
5. Examples of student activities
6. Vision for online resources
7. Piloting and professional development for self-perpetuation of courses
Sequence for developing the courses
Sequence for developing courses
PermanentCorse will meetH and SB
1. Overview content areas
2. Rationale: the needs that the courses must meet
3. Sequence for developing the courses
4. Examples of content lectures
5. Examples of student activities
6. Vision for online resources
7. Piloting and professional development for self-perpetuation of courses
Examples of content lectures
Example of Government Content Lecture
Logon: socialPassword: studies
Example of Geography Lecture
Logon: socialPassword: studies
1. Overview content areas
2. Rationale: the needs that the courses must meet
3. Sequence for developing the courses
4. Examples of content lectures
5. Examples of student activities
6. Vision for online resources
7. Piloting and professional development for self-perpetuation of courses
Examples of student activities
Example of 1st Course Vision
Example of Student Activity in Geography
Assignment guiding students in acquiring resources related to the 18 geography standards
• Students will use an exciting grading program
• The grading program can be shared ASU & CC
http://socialstudies.courseassign.com/
http://socialstudies.courseassign.com/
1. Overview content areas
2. Rationale: the needs that the courses must meet
3. Sequence for developing the courses
4. Examples of content lectures
5. Examples of student activities
6. Vision for online resources
7. Piloting and professional development for self-perpetuation of courses
Vision for online resources
1. Overview content areas
2. Rationale: the needs that the courses must meet
3. Sequence for developing the courses
4. Examples of content lectures
5. Examples of student activities
6. Vision for online resources
7. Piloting and professional development for self-perpetuation of courses
Spring 2011: Jeff Bass
Summer 2011: Brian Dille and Jeff Bass (online), Faculty Associates at ASU (hybrid)
Fall 2011: Academic Success Cluster with ENG 101 - Jeff Bass
Piloting and professional development for self-perpetuation of courses
1. Do students feel prepared for methods courses?
2. Do methods teachers see a big difference in the rigor of their students?
3. Do students feel prepared for enriched student teaching?
4. Do student-teaching evaluators feel students bring rigor to the table?
5. Do students pass AEPA middle school social studies test with flying colors?
6. Do districts see a difference in the content knowledge of ASU hires?
7. Do these courses grow and adapt?
Ultimate tests of Rigor & Relevance