January 16, 2007Emporia Model – Planning Committee Meeting11:00 Room 814

Present: Bauserman, Leinenbach, Liu, Miller, Nail, Quatroche and Whitaker

After much discussion, it was decided that the department should plan a day long retreat off campus.

A day long event would prevent having to spend much of the meeting catching people up who were not at the previous meeting.

Those in attendance were in fair agreement that a timeline needed to be established. With everyone in attendance, one could be created. After the timeline is finished, everyone could break into small groups.

It was suggested that we invite a faculty member from Emporia State as well as a representative from VCSC to the retreat.

A notebook (provided by Melissa Nail) of the Emporia State Model will be in the office for faculty members to look at before the retreat. Please keep it in the office.

Diana is going to check on the availability of the TH Country Club for the retreat.

We will look into PRE paying for the expense of the retreat.

Members in charge of planning the retreat: Kathy, Marylin, Karen, Melissa and Beth.

January 23, 2007Emporia Model – Planning Committee Meeting11:00 Room 814

Present: Bauserman, Bolinger Burden, Liu, Nail, Watkins, and WhitakerGuest: Dr. Rebecca Liber

Kathy Bauserman handed out pages 32-35 of the Emporia State Handbook. These pages addressed what the semester would look like for the student/intern, starting with first year freshman.

Students are required to interview for program Students would be required to complete 100 hours of volunteer work.

o Perhaps 25 hours per semester prior to being admitted to Block I.o Could use or own programs SMART, EESE Rdg Corps, Early Childhood Education

Centero Contact Nancy Rogers in the office of Community Engagement and Public Service

(suggested by Dr. Libler) Students would know disposition and expectations

Student would be responsible for his/her program.

Timeline Retreat – February 16th at this time Would like to see in place by Fall 2008 When do we initiate talks with PDS – ASAP (Dr. Libler and PRE Directors) When do we initiate talks with Science Education – ASAP (Dr. Libler) Train mentor teachers Community College Collaboration – at a later date Community college collaboration – at a later date.

Retreat Who

o EESE Facultyo Becky Libler, Director of PREo Karen Goehler, Deputy Superintendent VCSC, and Camilla Correll, Exec.

Director/Elementary Education at VCSCo Representative(s) from Emporia State

When – February 16th at this time. Where – TH Country Club – at this time Why

o To set a time lineo To explain to VCSC what we would like to do, and see how we could work together to

make this beneficial for our students and the PDS schools.o To hear from representatives for Emporia State. To explain what they have done, and

help guide us with our program.

Enrollment, this model should help boost enrollment figures. Reaches out to the student earlier Would be able to accommodate T2T much easier

Financial Support - needs investigation.

Next Meeting: 11:00, January 30th in room 814.

January 30, 2007Emporia Model – Planning Committee Meeting11:00 Room 814

Present: Bauserman, Burden Liu, Miller, Nail, Quatroche, Watkins, Wheeler, and WhitakerGuest: Dr. Rebecca Liber

Retreat: Date has been changed to February 15th. Dr. Libler will be contacting Karen Goehler with the VCSC. Dr. Libler has contacted Dee Homes and Jean Morrow from Emporia State to visit during the

retreat to share their program and the things the learned in the process. Faculty homework for the retreat – read front matter of notebook and Levine report which will be

provided by the PRE office. A.M. – An overview of Emporia’s program – 9:30 – 11:30

o Challenges and phasingo PDS transitiono School faculty at the university level

o Questions and Answers Lunch 11:30 – 12:30 12:30 – 4:00 Brainstorm and use Emporia State representatives as resource

Brainstorming Session: Continuous contact with students during the first 2 years Same school for a year Curriculum questions Supervision and staffing Scheduling questions Impact on faculty questions Training mentor teachers Screening and placement

Review of Task Force Recommendations - Not needed because of PRE’s two major goals:

Clinical and field based Clinical faculty

Model: Program of Distinction Money for clinical faculty from schools 1-2 year commitment Complete Masters

Discussion on training mentors and ISU faculty Key piece – we need to develop around our needs

o Ten models of co-teachingo Evaluation and assessmento Coaching techniques

Next Meeting: 11:00, February 6th in room 814.

February 15, 2007Elementary, Early and Special Education Program Planning RetreatTerre Haute Country Club

Members present: Bauserman, Bolinger, Burden, Cutter, Gottschling, Jacobs, Liu, Miller, Nail, Quatroche, Watkins, Wheeler and Whitaker

Guest Present: Jean Morrow and Dee Holmes from Emporia State University; Rebecca Libler, Ann Rider, and Linnea Rademaker from the office of PRE; Meredith Bielfuss and Susan Berta from Science Education; Brian Coldren and Judy Sheese from Education Student Services.

Jean Morrow and Dee Holmes give an introduction of the Emporia State model of teacher education.

Phase One of the model which includes Reading I, Reading II and practicum. Phase Two consisted of student teaching then changed to professional hours.

History of beginning Their department received a mandate from their Dean – there will be PDS. Their department given $50,000 line item in their budget if they do the program.

Decision made to start with a pilot program 90 miles from campus with 19 students who had been selected through an interview process.

Meetings had to be held:o Re-configure courses into 5 three hour sessionso Had to meet and have conversations with those who would be doing the mentoring.o Where could faculty have more time with studentso Meetings and negotiations with public schools

Willingnesso New orientation with the school districts. The students would be treated as staff (with

exception to pay and benefits). The students follow the same schedule as the school they would be working in. Including after school meetings and activities.

o Students would be pulled from the classroom for their course work, but the time is spread out during the week. Some schools offered classrooms and office space.

o A $1,000 stipend (per school year) was offered to the principals, mentor teachers and liaisons. Money was also awarded for faculty travel.

Some courses moved to different blockso Some courses needed to be moved; they stopped calling it Phase I and II and started to

call them Blocks. Block I was the first semester in the public school and consisted of reading I, language arts and science ed. Block II consisted of math, reading II, practicum, social studies and language arts – 16 hours. Block III was student teaching, PRT, seminar – 19 hours.

o Classroom management was changed from Block II to Block I. Faculty not happy with this move because students did not get the experience. So they moved Social Studies to Block I and Classroom Management back to Block II.

Addition of PDS schools as more students requested PDS experience. Other schools were beginning to request being a PDS school. Because the school would not provide anymore money, the mentors agreed to take a cut in their stipends so more could be included. No one complained of the cut in pay because it was such a great benefit to the student and mentor. Schools were not accepted until they were current with Best Reading Practices. They partnered with some schools to write a grant that would assist the teachers in becoming current with Best Reading Practices.

At this time the school is running 2 tracks, one in the PDS schools and one on the main campus. Students who interview and are not chosen as a candidate in the PDS schools will take the traditional track.

Changeo Schools and mentors are encouraged to take breaks.o Mentors must be trainedo Retention rate 20% higher than others. At the end of 3 years, 90% retention rate, due to

very real grounding experience in the PDS schools.o Delivery of courseso Schedulingo Curriculum – faculty member works with mentor teacher, shows mentor teacher syllabus

and book used for course, and ask the mentor teacher what she/he would like to teach. The mentor teacher treated as a clinical faculty.

o Central office (Supt/Ass’t Supt), principal, teacher and liaison are all part of the system. Emporia State met with principals and explained the system. Principals, Dean of School, and faculty members met with teachers to explain

what they would like to do in the classroom/school. After the presentation, the teachers/school takes a vote to decide if they want to

become a PDS school. At lease 50 % of the school must agree as well as your Provost and College

Dean.

The student is a client of the school. The mentor should be seen as a partner. The site coordinator should not be a teacher; they may be seen as having or taking the side of the teacher/school. The site coordinator should be a faculty member, someone who would protect the program.

o Start small – do a pilot!o Collaborate, collaborate, collaborate… with folks in Liberal Arts, with school districts, with

yourselves in on-going meetings. Questions and Answers

o Majority of students switch buildings between Block II and III. It gives them a chance to see a different environment/school culture. If they do stay in the same school, they will be in a different grade

o Some placements do not work. Before removing student from placement, there is a conference – regardless to who identifies the problem. Before a student is removed, communication is made between the placement director, site coordinator, assistant superintendent, principal, teacher, student and department chair.

o If a student is removed, a contract is made with the student and the new school (if needed). The new school can request the student be interviewed if they decide to take the student,

o A ratio of 18 students to 1 site coordinator.o Dispositions – really need to make notes on students constantly. Dee requires weekly

reports on her students – what are their strengths and what do they need to work on. Can’t place the student without knowing something about them.

o There have been some challenges with integrating transfer students. They do lose some of their transfer students, but at least 40% of their enrollment comes from transfer students from the community colleges. The community colleges need to have performance agreements.

o Early Childhood faculty will teach courses in the earlier hours, and then focus on the courses at the graduate levels.

o Students do graduate in 4 years.o Co-horts are not intentional, but do seem to happen.

Break for lunch

Questions Training – how do you go about training mentors?

o Two day training session. Pay mentors $100 per day to attend. Break the 2 days into quarters. Half day methods, section on conferring with students, etc

o Advanced one day intensive training for those with experience.o Mentors must have 3 years teaching experience and approved by principal.o There will be training once in June and once in August.

Ever vetoed a teacher?o Yes, discreetly. Sometimes the principals try to accommodate teachers, and sometimes

this does not work. Curriculum – why less content classes?

o Less content delivered in the traditional way (sitting in the classroom), but actually more content learned with mentor teacher. Student receives more actual experience in the classroom and hands on experience. A different mode of delivery.

o Sequence of activities to be prepared for mentor teacher so mentor knows what student is prepared to teach.

o Once instructor met with faculty, they are given the mentor teacher a schedule so they know when assignments are due. Teacher can work with student to meet deadlines for assignments.

What does faculty do after they teach their 5 three hour sessions?

o They have time to work on service (which is not hard to do with this model), write grants, and/or work on scholarly activity. Many also go to the school to observe students teaching the particular content area.

How many faculty members at Emporia State Elementary/Early Childhood Education?o Thirty. Not all faculty are tenure track. There are 4-5 non-tenured track faculty who are

working on doctorates. Others are not expected to work on doctorate and will remain as instructor.

Advising?o Emporia State has a centralized advising office. Faculty are to busy to advise

undergraduates. They do advise graduate students. With advising being done in a central office, all records are in one place. Placement director can go and ask how many will be ready to do Block I, II or III at any given time. Every department is responsible for keeping information updated.

o Weekly conference forms on each student. Areas of growth, areas of strength are part of due process, part of NCATE, part of assessment and dispositions. Principals also read these records before interviewing student candidates.

Guiding Question Session

How do we envision dual major in plan? Endorsements, minors – how can they fit? How can we be assured things that are researched based are being taught in the school? Mentor training – required. Dean has provided some money, students pay $125 lab fees, and

there is some soft money. Will we have administrative support? Check with ISU administration and the school district

support. Start with school board and make sure we have their support, What are the benefits of the program? What are the greatest obstacles? Identify facilitators. University governance systems – we are just changing the delivery method, not the curriculum. Timeline – task analysis with dates. Goals. Marketing – to be PDS is to be elite. Emphasize the interview process. Resources may need to be re-aligned. Look at big picture. What do we already have, what could

we anticipate in way of new resources? PDS Coordinator should not be a member of the school faculty. Could be perceived by our

students as being to close to mentor teacher(s).

Start of our Plan – Prioritize Steps Do we need an outline plan to take to administrators? Not an issue as we were told we need

more clinical experience. What we do need to do, is to develop a plan together with the PDS and department faculty (along with other players on campus). VCSC representatives were invited to the retreat but other items on their calendars and could not attend this retreat.

o Becky Libler and Diana Quatroche will make a presentation tomorrow (Friday) morning to some of the VCSC administrators.

o Will then need to present to the school principals to get them on board and then to the teachers. Need to follow the chain of command.

Curriculum Tracks, we would need to run 2 tracks at one time, one at PDS and the other on campus. Those students not chosen by the PDS school (via interview process), would be placed in the traditional setting

o Identify number of students willing to work in a pilot program. Curriculum outcome/mapping

o What do we want our students to know Benefits of the PDS program (Dee and Jean)

o Putting out a first year teacher with experience of a second year teacher.o Faculty – professional development – more hands on experienceo Authentic Assessment

o Recruiting (while numbers did not increase drastically for Emporia State, enrollment did increase – there is a greater need for teachers in Kansas than in Indiana).

Foreseen as major obstacles (Dee and Jean)o Relinquishing roles – faculty must weigh the benefitso Scheduling

Do not overload the student with assignments Integration of schedule with faculty and the school. Spread out assignments

o Curriculum alignmento Resources/Moneyo When people refuse to listen and changeo Faculty time – after their class time as concluded, the have time to do research, write

grants, continue to monitor progress of students in the schools, do general housekeeping.

Mistakes to avoid (Dee and Jean)o Trying to start to largeo Coming into the program with all of the answerso Willing to give it a shot, even if you don’t know if you are capable.o Be very careful with site supervisor selection.o Sell it to parent after the school is selected. Talk at the parent/teacher meetings.

Marketing (Dee and Jean)o Start with current students, advertise with posters, o Talk to parents through school board meetings, newsletters, newspapers, parent teacher

meetings etc…o Place banners in the schools at entrances so the public can see them.o Come up with a catchy name and logo (logo would need to be approved here on

campus)o Post info on website and on literature for prospective students.o End of year celebration dinner or picnic.

The interview processo DP (Director of Placement) gets a list of interested and qualifying teaching candidates.o Director of Placement will set up days for interviewing with the schools participating.o DP sets interviewing date, schedules room for interview, send out list for teaching

candidates to sign up for interview time.o Teaching candidates are told to come dressed for interview (no jeans, no halter tops, no

midriff tops, etc…o List of protocol questions made ahead of time (not to be given to the students before the

interview).o Interviewers will not hold side bars ( TC already nervous without them talking)o Schools can say “no” to any candidate, and the “department” can say no to a school.o Principal will have an opportunity to review the student’s record before the interview.o Teachers and principals leave and later give their requests or comments to the DP at a

later.o Recommendation forms sent to both the mentors and the teaching candidate.o The mentor will call the teaching candidate and set a time and date for meeting.o After meeting with the teaching candidate, the mentor teacher will make an agreement

and recommendations with the student.o The principal will see everything, the teacher comments, the recommendations, etc, and

has the right to veto any student.’

Misc. All seniors are required to do TWS (teacher work sample); these are scored by at least 2 faculty

members

Orientation for all 3 blocks. Micro teaching can be done with Block II or Block III student in the classroom. Don’t be afraid to say this may not be working. Teaching is 50% of the load for promotion and tenure. The service part should not be a problem. Mentors are paid $100 a day for 2 days for training. A limit of $200 per teacher during each

semester. They are not paid until May. Teachers are paid individually and mailed to the home address.

Summer training money can be paid during the fall.

February 20th, 2007Emporia Model – Planning Committee Meeting11:00 Room 814

Present: Bauserman, Bolinger, Burden, Nail, Watkins, Wheeler and Whitaker

Kevin was asked to make his presentation at the next department meeting which is scheduled for March 13th (re-scheduled due to Spring Break).

Diana will ask the Dean, Brad Balch to attend our next department meeting if it fits into his schedule. Brad will also be attending when Diana and Becky present to the VSCS on March 28th.

There is a concern about the money to keep the program alive after the PRE money is gone. The main thing we need start up money for is training cost. PDS

Items that we need to focus on are: Curriculum alignment (would include adding credit hours to lab time). Establishment of a timeline; may not be able to offer anything until next spring. Will also need to

identify student volunteers. Contacting Residential Life to coordinate for the beginning of the school district calendar. There

are already major floors in the dorms, maybe they can open a week early to accommodate our students.

A decision would need to be made on which courses would be added to the professional semester. Faculty would need to locate any redundancies in the course work.

Time line Need to establish our own name instead of referring the Emporia Model. Determine what courses need to be included and when they would be taught. At this point, it

looks like Monday/Friday would be good meeting days for class. The schools recognize most holidays on Mondays and have teacher meetings on Fridays.

o 3 days out – 2 days ino 3 hr seminar once a weeko Need to make sure the student has content before they teach (pedagogy – can learn to

teach spelling in the schools etc.) o Require volunteer work be done with EESE Reading Corps and the SMART programs. o Key is to be flexible.

We need to ask ESS to compile a list of students who will be ready for Blk 3 & 4 with their general education completed.

PATH and SPED – SPED students could take Sped at the same time the PATH students are taking their courses. SPED 315 and 316 do not need to go out if going out with the professional semester. SPED

315/316 has an extra service component; perhaps it could be worked with the SMART program. The library is in need of SPED tutors.

ELED 272 could be changed to a 2 credit hour course.

Start with Kevin’s proposal, work with it and find where the redundancies are.

February 27th, 2007Emporia Model – Planning Committee Meeting11:00 Room 814

Present: Burden, Bolinger, Burden, Nail and Watkins

Members attending this meeting decided this fall would be too soon to start a pilot program. The aim will be for Spring 08. Talk then centered around the selection process for students. Students would need to be advised ASAP. Students would be advised to create 2 schedules, one traditional, the other for the pilot. Students would need to have completed general education requirements before starting the pilot. It was also decided that the Block II faculty members would need to be on the selection committee.

Robin voiced concern with the SPED students not being able to do an uninterrupted professional semester.

To summarize: Create an interview process Application process –

o Outline scheduleo Students will need to show how they will have their coursework completed by Spring 08

Design method of notifying students What factors will lead to student exclusion to the pilot program

o Low disposition scoreso Block II facultyo GPAo Limit of 15 students in pilot program

Next meeting after Spring Break: March 20th at 11:00.

DUE MONDAY, MARCH 26, 2007, BY 4:00 PM IN COE 810

Application for AdmissionClinical Teaching Model Pilot Program

Indiana State University

Intern Name: _____________________________________ 991_________________

Address:________________________________________________________________

Home Phone:__________________________ Cell Phone:____________________

Campus Email Address:____________________________________________________

What is your current GPA?______ ISEA Membership Number (required):___________

Which semester are you applying for? (circle one) Fall Spring Year___________

*Number of Completed Service/Volunteer hours:_________(documentation must be attached)Not Required for Fall Semester 2007 or Spring Semester 2008

To be completed by EESE DepartmentHost School:_____________________________________________________________

Host Teacher:_________________________________ Grade:__________________

1. List your experiences working with children.

2. Why are you interested in participating in the Clinical Teaching Model Pilot? What strengths do you bring to the Clinical Teaching Model?

3.. List the courses that you still need to complete prior to graduation (excluding the Student Teaching Semester)

STATEMENT OF COMMITMENT

PLEASE RESPOND TO EACH STATEMENT OF COMMITMENT YES NOIf selected, I understand that I will be required to participate as a teacher by attending all school inservice and professional development activities on days I am scheduled to be at my host school.I understand that I am responsible for completing all required coursework in addition to participating in the field placement.I agree to maintain professional dress at all times. (Professional dress is defined as modest and no jeans. I understand I will be asked to go home and change if my dress is not professional or modest.) I agree to meet teacher requirements for arriving and leaving the host school on my assigned days. I understand that lesson plans will be turned in to my host teacher by Friday before the week lessons are being taught and should be available to any EESE faculty who observe in my classroom.I agree to abide by the professional dispositions as described in the EESE “Becoming a Complete Professional” dispositions document.

Signature:___________________________________________ Date:_____________

Application is not complete until the department has received 2 reference forms. One must be from EESE faculty. One may be from a professor outside the EESE department.

Clinical Teaching Model Pilot ProgramIndiana State University

Reference Form

Name of Intern__________________________________________________Date__________

Please rank the intern applicant on the following traits, characteristics, or criteria:Low Middle High

Work Ethic 1 2 3 4 5

Trustworthiness 1 2 3 4 5

Sense of Responsibility 1 2 3 4 5

Cooperation 1 2 3 4 5Works well with others

Ability to Write 1 2 3 4 5Uses correct grammar

Oral Communication 1 2 3 4 5 Uses correct grammar

Punctuality 1 2 3 4 5

Personable/Friendly 1 2 3 4 5

Creative 1 2 3 4 5

Flexibility 1 2 3 4 5

Please comment on the strengths of the intern. ______________________________________

______________________________________________________________________________

______________________________________________________________________________

Please comment on any areas of concern. __________________________________________

______________________________________________________________________________

Signature______________________________________________ Date__________________

Printed Name________________________________________________ Department_______

Clinical Teaching Model Pilot ProgramIndiana State University

Reference Form

Name of Intern__________________________________________________Date__________

Please rank the intern applicant on the following traits, characteristics, or criteria:Low Middle High

Work Ethic 1 2 3 4 5

Trustworthiness 1 2 3 4 5

Sense of Responsibility 1 2 3 4 5

Cooperation 1 2 3 4 5Works well with others

Ability to Write 1 2 3 4 5Uses correct grammar

Oral Communication 1 2 3 4 5 Uses correct grammar

Punctuality 1 2 3 4 5

Personable/Friendly 1 2 3 4 5

Creative 1 2 3 4 5

Flexibility 1 2 3 4 5

Please comment on the strengths of the intern. ______________________________________

______________________________________________________________________________

______________________________________________________________________________

Please comment on any areas of concern. __________________________________________

______________________________________________________________________________

Signature______________________________________________ Date__________________

Printed Name________________________________________________ Department_______

March 13th, 2007Emporia Model – Planning Committee Meeting11:00 Room 814

Present: Bauserman, Bolinger, Burden, Leinenbach, Nail, Quatroche, Watkins and guest Rebecca Libler.

Dr. Libler confirmed a positive meeting with VCSC administrative members: Mr. Tanoos, Mr. Orr, Dr. Goeller, and Ms. Correll. There are issues that will need to be addressed in regards to the teachers union. Some concerns could be pay, training, time beyond the school day, etc. At this point the district does not want to be involved in the planning.

It was agreed that there would be a pilot at some school this coming fall (does not have to be VCSC). We do not need to be thinking big at this time; we could start with 10 students if needed. The students would be taking ELED 392, 397, 394, and 398. They could also take a night course to get their hours up.

The VCSC would be happy to support the mentor training as long as teachers would not be pulled from the classroom. Dr. Libler suggested training as many teachers as possible. We need to hurry to get the word out to the VCTA, they only have a few more meetings before the end of the school year.

Pay for mentor teachers was discussed. One needs to take into consideration the teacher would be gaining an aid in the classroom, so this would be a benefit to the teacher as well as any monetary reward. There should not be any additional work for the classroom teacher other than evaluating the student at the end of the year. We also want to make sure we do not upset those who are being paid to take on a student teacher or practicum class.

There was some discussion on distribution of work load, appropriate credit for courses, budget, and requiring students to join ISEA (for insurance benefit)

In regards to if we have students available and ready, Kevin and Melissa will be doing a survey in their 259 classes. Sharron will work on developing a seminar to discuss the program with our students. Kathy and Robin will work on the application. Diana and Jan will work on the course reference numbers and registration for the students.

Before we ended the meeting, Dr. Libler asked those in attendance, which schools they believe would be their choices for the pilot. They replied with: DeVaney, Meadows, Fuqua, Deming and West Vigo.

Next meeting will be March 27th at 11:00.

March 20th, 2007Emporia Model – Planning Committee Meeting11:00 Room 814

Present: Bauserman, Bolinger, Burden, Leinenbach, Nail, Quatroche, and Watkins

Fall pilot participants. After surveying his ELED 259 class, Kevin had 24 students who believed they would be ready for the fall pilot program. Melissa will be surveying her class on Wednesday (March 21). Kevin and Melissa will be asking for Fall and Spring volunteers.

Student Applications (see attached)

Kathy and Robin had the application for committee review. With the exception of minor changes, it was agreed the application should be handed out to interested students ASAP. Students will need to have their applications turned in by 4:00, March 26, 2007, into the EESE office. Selection of pilot students will be held during the Planning meeting on March 27th. Students will be notified that afternoon. There will be an advising meeting for those selected for the Fall 07 and Spring 08.

Susan Powers shared some concerns with Diana: Will need to run a dual program until 2011 Will have excess hours, perhaps we could eliminate World Authors; look at general education What if a student does well in the class, but not in the practicum? How will we handle switching from a pilot program to involving everyone? Will we be holding group advising sessions? What about students who work?

Information from School DistrictThe school district will need a flyer with some basic information:

Abstract – brief description Number of days student in the classroom (3 initially and then 5 days a week, with a 10

day teach at the end of the semester. Number of additional hours teacher expected to put in – should not be a strain on the

teacher Training Pay

Robin and Kathy volunteered to work on the flyer and have it ready ASAP. All contact with VCSC will be through Becky Libler or Brad Balch.

A meeting with Brad Balch, Becky Liber, Susan Powers, Judy Sheese, Brian Coldren, Diana Quatroche, Kevin Bolinger and Robin Burden will be set for a later date by the Dean’s office.

Next meeting will be March 27th at 11:00.

EESE Professional SemesterIndiana State University, 2007-08

What: The purpose of this program is to allow preservice teacher interns an extra semester of classroom experiences before student teaching as well as give mentor teachers an extra pair of hands in their classroom.

Who: Elementary Classroom Teachers (willing to be Mentor Teachers)

Mentor teachers should be willing to open their classroom to an ISU intern for one semester by providing the intern with opportunities of

increasing responsibility in working with individuals, small groups, and the whole class (Interns will be in classrooms for a minimum of 3 full days per week.)

How: Mentor Teachers are expected to: Participate in a mentor training workshop to learn about expected

outcomes for interns in the program Schedule learning activities in the classroom to assist interns in

meeting expected outcomes Model effective teaching for interns Hold weekly conferences with the intern to provide specific

feedback on intern performance, including reinforcement of areas of strength and appropriate suggestions for improvement

Assess the performance of the intern assigned to the mentor

When: Program Implementation Date is Fall, 2007, and Spring 2008.

Summer Mentor Training Workshop: Summer, 2007, dates to be determined

Mentor Teachers will receive the same stipend as Cooperating Teachers.

April 3, 2007Program Change - Planning Committee Meeting11:00 Room 814

Agenda:

Sharron and RobinReport on mentor training

Kathy Bauserman Flyer for school corporation

SharronReport on student applications

March 27th, 2007Program Change – Planning Committee Meeting11:00 Room 814

Present: Bauserman, Bolinger, Burden, Leinenbach, Quatroche, Watkins and Wheeler from EESE; Rebecca Libler from PRE.

Brian Coldren from ESS and Meredith Bielfuss from Science Education were also invited but did not attend.

Diana started the meeting by reading the notes from the last meeting. Sharron Watkins was to attend the ELED 259 classes and inform them about the Pilot Program, so both classes would get the same information, then Melissa and Kevin would survey the students.

We are to use the list submitted by Brian, to Kathy (back in late Feb early March), to see what the students are still needing while looking at the applications submitted by the students.

Robin stated that Susan Rasely, a dual major, wants to participate in the pilot program, but first she needs to speak with Della Thacker.

Diana said we should probably not take any more that 10 students. Kevin was concerned that less than 15 would mess up faculty credit hours. Diana used Marylin as an example:

ELED 394.001 ELED 394.002 PDS buyout Student Teachers (5) – she would have 2 student teachers + students from buyout. No overload

Science Education, will this be added to the professional semester? We will need to speak with Science Ed to see if this is possible. Diana will call Sue Berta. We need to work through the schedule

Kevin again suggested we design labs with “real” credit hours. To do this would require doing a program change. Why add lab hrs – intense supervision. If a faculty member actually needs a buyout, we could pay an adjunct to teach. Faculty members need to remember, we will be relying on the classroom mentor to observe the student in the content area(s). Faculty members will need to “let go” of some their “ownership”.

Diana, Sharron and Brian (ESS), will be reviewing the applications. They will be meeting Wednesday morning at a 9:00.

It was suggested we start talking to Block I now in regards to seeing what students might be eligible for the spring pilot. Robin would like this group to include pre-sped students as well.

Becky stated we should have information to go to the teachers union in May. John Orr would need to take it to the union to make it more forma. This is a discussion item, not a bargaining them. Talks will start with the PDS principals.

Once a school is selected (and it must be a PDS school), it will not be eligible for practicum use. The school should also be a volunteer school. Becky does not believe we will have trouble recruiting a school. Principals will want to know how the student(s) would be integrated into the classroom, issues in the classroom, what will be different for the teacher, etc

Robin would like to make sure that the dual majors get to spend time in a sped setting as well as the general education classroom.

Pat Wheeler questioned when should start requiring students to have the volunteer hours needed to be accepted into the program. This requirement would require a program change and would start with the 2008 freshmen, however, we would need to start the process this summer.

Next meeting: April 3rd at 11:00.

April 3, 2007Program Change – Planning Committee Meeting11:00 Room 814

EESE faculty members present: Kathy Bauserman, Robin Burden, Marylin Leinenbach, Karen Liu, Melissa Nail, Sharron Watkins, and Pat Wheeler.

Guests: Rebeccl Libler, Associate Dean and Director of Pre, Susan Powers, Associate Dean

Robin and Sharron – Mentor Training Day One – a.m.

o Brad/Becky o Brainstorming on how mentor teacher could use student intern.

Day One – p.m. o Block III context faculty

Day Two – a.m.o Block IV context faculty

Day Two – p.m.o Paperworko Practice assessing student o Role playo Answer questions

Sharron and Robin had tried to set dates for the mentor training, but will need to visit the Pre-Workshop calendar as well as our content faculty member’s calendars. It was recommended by Becky we check the VCSC calendar. It is possible we may need to offer another training session in the fall semester during the evenings. The Sarah Scott Middle school will be the site of many of the Pre workshops, we may want to consider having the mentor training there.

We need to determine the terminology to be used to be sure we are consistent in all of our documentation. It would also be very beneficial to come up with a name as soon as possible.

Becky says she attended the National PDS Conference and picked up some valuable information she will pass on to the department. She also said the 2008 (Apr 10 -13th, Orlando, FL) conference would be an excellent place to present. PDS also has a new journal which would be a good place for publications.

Some of the terminology being used by schools attending the PDS Conference: Clinical Adjunct – PDS rep, attend meetings Coaching Teacher – classroom teacher University PDS Liaison – could be full time tenure track faculty member, but more likely part-time

adjunct with teaching experience. Could also be a Grad Student. This person would spend 15 hours per week in the school.

Kathy Bauserman - FlyerKathy handed out a copy of the flyer she had created for VCSC. Some of the suggested changes included:

A name for the program needs to be established and used in the place of Pilot Program Terminology needs to be established; and used on all documents Include dates of training Stipend - $25.00 per hour Add ”teachers will be in the classroom” to the “Who” section

The next step would be to meet with the elementary teachers and then to the union. After the union, it would be time to schedule a meeting with those interested in May. After know those who would be interested, we would also need to select a school. We would need to train enough teachers so they could have a semester off.

Mentors and interns are common language – perhaps we should continue with this terminology.

Sharron Watkins – student meetingSharron met with 8 students who were interested in the Pilot Program. Four of the 8 gave firm commitments to the pilot. The other students need to let Sharron know by Friday, Apr 6 th of their intent. Some of the students were concerned about the 18 hour course load for the semester, however, the number of credit hours would only by 12. The additional 5 hours could have been attributed to SCED which will not be included at this time. Students would also be able to take a 3 hour evening course should they choose to do so.

Sharron also told the students this one time – the could do the professional semester, finish gen-ed in the Fall and student teach the following Fall.

Sharron and Diana have been working with Brian on the Dars, checking to make sure the students do qualify without adding an additional semester.

Anyone she did not see on Apr 3 (after the last meeting today) who was interested, Sharron will contact at a later date.

Robin Burden – Recommended Courses Sequence for SPED majorsRobin gave everyone a handout with the list of recommended courses for Sped majors. Susan Powers made a correction, the removal of ELAF 200 - starting with the freshmen entering fall 2007 - and also stated anything over 18 hours a semester needed to be approved by the Dean’s Office (ESS).

MISC Discussion – Service will still need to be completed by the student on their own on time. It must be supervised.

o SMART programo EESE Reading Programo Camp Counseloro Ryvves Hallo Boys/Girls Clubs

Our program is lacking in the following areas and need to be built up:o Classroom managemento Behavior managemento Opportunity to work with diversity

Health 327 – could we ask that they shape it to our needs?

Next Meeting: Tuesday, April 10th, at 11:00.

May 8, 2007TOTAL – Planning Committee Meeting11:00 Room 807

Present: Burden, Leinenbach, Nail, Quatroche, Watkins and Whitaker

In order for Becky Libler to have an estimate on how much we would be spending on training and planning, members present set the following estimates of time and people. All times mentioned below should be considered flexible.

Coaching Teacher Trainingo Robin and Sharron

2 days presentation – 8 hrs per day (may be shorter) Planning - 5 days – 6 hrs per day

o Content Area Teachers Beth, Kathy, Pat Marylin, Melissa and Kevin 1.5 hrs each

o Coaching Teachers – to be determined Course planning time

o Beth, Kathy, Pat, Marylin, Melissa and Kevin 5 days at 6 hrs per day.

Coaching Teacher, University Supervisor and content area teacherso 3 After school meetings for dialogue

First meeting – 4 weeks into the semester Second meeting – 10 weeks into the semester Third meeting – End of semester perhaps a luncheon.

Second formal training session in November for the Spring semester.o Would possibly be 2 Saturdays or perhaps a Friday evening and a Saturday.

Diana reported the VCSC Administrators will be talking with the principals of DeVaney and Fuquay. The VCSC will be making the final decision.

Next we need to figure out a course schedule for the students. Marlylin has worked on a rotation with classes on Monday 8:00 a.m. – 8:00 p.m.

Students will be following the VCSC calendar. Students will not be expected to attend the first day of VCSC classes, they would not have

access to the dorms at that time. It should be heavily emphasized that classroom teachers are not to leave the student in the

classroom by themselves with the elementary students.

University Supervisor – it was the general consensus of faculty present, there should be one university supervisor. One supervisor would ensure only 1 message being given to students and coaching teachers. It also was suggested a student teacher supervisor could possibly do the job, it was decided for now, that a faculty member should supervise with possibly someone shadowing for the next semester.

Robin brought a copy of the revised letter of commitment. One slight formatting change was requested.

Melissa met with Brian Coldren to discuss course rotation. Melissa gave everyone a copy of the paper they had worked on. Brian mentioned that perhaps ELED 100 could be offered sooner to allow for the students to start taking some Pathway courses.

NEXT MEETING – May 15th at 11:00 – Design Semester Courses.

Copies of the handouts are part of the “hard copy” minutes.

April 10, 2007Program Change – Planning Committee Meeting11:00 Room 814

Faculty present: Bauserman, Burden, Bolinger, Nail, Wheeler, and WhitakerGuest present: Libler

Sharron sent notice that we would have 5 for the fall and 7 for the spring. There are a couple of other students who still need to let her know of their intent.

Question was raised on course offerings that would allow students to take more than the 12 hrs of block that would also give them practical experience. One of the courses suggested was Sped 215.

Supervision Model for 5 We still need to develop summer training 12-15 VCSC teachers who will be working with out students. Becky will forward the dates of the PRE workshops. We will need to obtain a schedule from VCSC.

MisconceptionsMany of the block students have misconceptions.

The program change is because we lost NCATE accreditation Students would not have to take Math 205 and 305 before the professional semester.

PDS liaison will serve as the supervising faculty member who should have a flexible schedule. It was suggested the PDS liaison would need more than a 3 hour buyout for at least the first year. This issue could then be re-addressed at a later time. The PDS liaison should be a tenured track faculty member. Their teaching part would only be 7-10 meetings during the semester.

Classroom teacher will play a great role as an observer. Part of the student’s experience in this semester is working as a cohort. The classroom teacher will be expected to complete evaluations on the student on a regular basis. What this form should look like is still to be decided. Robin has started adapting Emporia State’s evaluation papers for weekly conferences. Students will also be responsible for filling out their own evaluation papers.

Courses will be listed as arranged at this time for the students registration.

Content courses – faculty should start to put in writing what these courses should look like for the academic semester. Another faculty member or 2 should work on curriculum mapping. Kathy Bausernman will do an evaluation model for the clinical experience, authentic demonstrations for assessment. Faculty will also need to look to see where content information should overlap and where it could be lessened. This needs to be done in May, PRE is willing to pay for planning and training.

Has a site been selected yet? Becky is waiting for the next step. It appears the choices are, at this time, DeVaney, Fuqua, Davis Park and Meadows. We cannot use the same schools for our clinical experiences as those for the professional semester.

Mentor training Robin and Sharron will work on Mentor Teacher training. Before this can be held, they need to know what faculty members want the mentor teacher(s) to teach. The mentor teacher could possibly use the training as course credit. Perhaps we could “brush up some courses” for credit as the mentor teacher continues to develop their own skills. Robin and Sharron are looking for a book to use for the training, Peer Coaching to Another Level.

Need to find another name for “mentor teacher” as it is used to often. There is a need to differentiate from student teacher supervisor and the teacher who mentors first year teachers. Teacher coachers and coaching teacher were suggested. It is believed that Coaching Teacher would be most appropriate. The name Coaching Teacher helps to give identity. Becky volunteered to develop a description of the “Coaching Teacher”.

We still need volunteers to work in May for curriculum alignment.

April 17, 2007Program Change – Planning Committee Meeting11:00 Room 814

Faculty present: Diana, Sharron, Kathy, Kevin and BethGuest present: Becky

At this time it looks like Sharron, Robin and Beth will be running the workshops for 2 days; which will be paid for by PRE. The training should be offered to all interested, even those who have student teachers.

Perhaps ELED 500W could be used for credit. Teachers could be paid for the work, or they could pay for credit hours if they want course credit.

Marilyn and Beth will teach 2 courses for math and reading plus one arranged section. Pat could teach an arranged section of social studies and reading. Melissa could also teach a section of social studies; Kathy could teach an arranged section of reading; maybe we could get Candance McDonnall to teach a section of ELeD 397.

We will need to determine how to register the students interested in the professional semester. We probably need to meet with them all at the same time and register them at one time.

All content faculty members should determine the amount of time that will be needed for them to complete work for coordinating a unit assessment piece.

School schedule for students – TWR in the school, MF in the classroom for course work. Students will teach specific lessons during the semester with a 10 day teach at the end of the semester.

Suggestions for name of program BEST – Building Excellence one Student at a Time BEST – Building Excellent Student Teachers TOT – Teacher of Tomorrow CPS – Collaborating for Professional Success CAPS – Collaboration And Professional Success CAPS – Collaboration Achieves Professional Success TTTC – Teachers of Tomorrow Through Collaboration TOTAL – Teachers of Tomorrow Achieving Learning TTTCE – Teachers of Tomorrow Through Classroom Experience TTAL – Teachers of Tomorrow Accelerated Learning TTAL – Teachers of Tomorrow Advancing Learning

Come up with more suggestions and then decide on one.

Total Semester MeetingJune 19, 2007 - Tuesday

Present: Diana Quatroche, Sharron Watkins, Robin Burden, Pat Wheeler and Melissa Nail

First, it needs to be very clear to the TOTAL students, they will not meet with their coaching teacher before they meet with Beth Whitaker.

Robin presented several forms for use by our students, faculty and coaching teachers. Changes were made and accepted by those in attendance.

Schedule – specific schedules will be distributed to the students – they should not be expected to “toggle” back and forth between the ISU calendar and the VSCS calendar. The entire first week of class will be orientation.

Total Semester – Outcomes for Discussion, Goal Setting, and Assessment (weeks 1-6) Replace mentor with coaching teacher Remove PDS coordinate and replace with Total coordinator – Beth Whitaker Do not use student teaching – just teaching Will we do video taping? How often should student meet with the student – should it be weekly?

Assessment of Unit Teaching Directly related to INTASC standards Good way to track standards, would need to include all standards on one. Will need to use 3, 2,

and 1 for unit assessment

Next Monday –

Planning of the whole semester Last time worked on calendar Look at forms and evaluations at the next meeting

Training workshopPat will present on Thursday evening, Marylin on Friday in the a.m. Will need to check when Beth and Kathy will present.

Coaching teachers will need time to consider weekly focus. During the meeting, take suggestions on Thursday and return to the coaching teachers on Friday.

Will an IRB form need to be completed for data collecting?

Suggested supplies: 1” binder for each participant and student, name tags (2 each – one for each day), post-it notes (2x3), pkg of 8 dividers (1 per participant), sharpies and pens, post-it easels, index cards, sticky arrows (3 arrows and a block sticky)

May 1, 2007TOTAL – Planning Committee Meeting11:00 Room 814

Present: Kathy Bauserman, Robin Burden, Melissa Nail, and Pat Wheeler

Although unable to attend the meeting Diana Quatroche did send the following comments: We have 5 students enrolled/registered in the Fall classes.

o Tricia Craino Samantha Forrest

o Courtney Lillo Maria Delago-McCaugheyo Rebecca Norman

Other studentso Susan Rasley – not eligible for the TOTAL program. Robin stated they were working with

CIMT so she could do the TOTAL semester.o Meghan McFall was advised not to do the TOTAL semester. However, Robin stated

Meghan was in her office yesterday and plans to take it in the Spring. Kevin Bolinger and Melissa Nail should be involved in course planning as all three (Pat, Kevin

and Melissa) will be teaching social studies at one time or another.

Robin Burden drafted a letter of contract called Responsibilities and Expectations. Faculty members present looked over the document and made suggestions:

Change all mentor teacher references to coaching teacher. Create an office only box that would have places for school placement, teacher, grade, criminal

history check and insurance. ISEA number is for insurance purpose, but it was also suggested the student could also use

Kappa Delta Pi or student could have their own professional liability insurance.

Behavior Management was another topic for today. It was mentioned that a course called Perspectives (ELED 495) could be offered for an hour which would cover behavior management as well as other specific areas as needed.

Those present briefly addressed interviews. When will we add the interview process into the program and who will interview?

Becky Libler dropped off another book for the group to look at, The Reflective Educator’s Guide to Mentoring/ Strengthening Practice Through Knowledge, Story, and Metaphor by Diane Yendol-Hoppey and Nancy Fitchman Dana. Melissa took a copy of Cognitive Coaching.

NEXT MEETING – May 8th at 11:00. Please attend – there is much that still needs to be accomplished.

September 25, 2007TOTAL – Planning Committee Meeting11:00 Room 814

Present: Burden, Leinenbach, Nail, Watkins and Wheeler

There were 4 items on the list at the start of the meeting: Science Block Service Learning General Education Special Education

Science Block – do we really need science to have a 5 (including lab) block of time? It would be nice if it could be reallocated into lab time for the TOTAL semester if we include SCED in the TOTAL semester. Members in attendance decided it would be best to wait until Liz Brown could be in attendance for further discussion.

Service Learning – can we incorporate this into ELED 100? The Reading Corps training could take place the first year with the SMART training happening the following year. Melissa reminded other members that the department had talked previously about removing ELED 100 from the block and placing it in the second semester first year or first semester the second year. Not only would moving it allow the service learning to start earlier, it would allow for students to get started in the ELED courses much earlier as well.

General Education – advising needs to be worked out now so students know how to plan for the TOTAL semester. At present, we are allowing students to take the TOTAL semester before having everything completed for student teaching. Marylin is going to see if Brian Coldren can make it to our next meeting (one week from today).

Special Education – Robin handed out a sheet with a recommended course sequence for the SPED majors (handout included in hard copy of minutes). Following this sequence, dual majors (eled/sped) could complete coursework in 4 academic years and 1 semester. Using Robin’s scenario, these dual majors would complete their all grade block before the TOTAL semester and student teaching. It was suggested that this semester (all grade) be taught as the TOTAL semester, with classes on Monday’s and in the field during the week. In order to accomplish this however, would be the willingness of CIMT to cooperate.

At present, the major change to the all grade block is the addition of SPED 315 and 316. The idea here is to get the students more practicum in the middle and highs schools. Robin also suggested a change in SPED 200 which would include a practicum using a resource room.

While looking at the list of courses students had to take, Robin questioned the need for Music 325, PE 345 and Health 327. It was decided that we need to look to see what is being taught in these courses. Other questions/comments were:

Could Music and Art be combined? Could we add cpr certification to Health 327? Can we ask for a syllabus for each of the 3 courses?

After meeting notes:

Diana suggested removal of major world authors Beth would like to be able to talk to the students who are interested in the TOTAL program. She

wants to impress on them the amount of hard work and commitment that will be required of them. Sharron noted that all the students who said they would be interested in the Spring TOTAL

semester, are still interested. There have also been additional students would are now interested. Beth indicated if we could find the extra hours (2), she would like to see a TOTAL lab. This would

include the things she discusses in her regular class that tries to communicate with her students in her regular classroom as well as her e-mail follow-ups.

For the next meeting: Marylin will contact Liz Brown and Brian Coldren to see if they can fit the next meeting into their

schedules. Jan will try to get the requested syllabus for the 3 courses Robin will work up a course sequence for ELED majors, Melissa is going to give her a copy of the

one Brian supplied a year ago.

October 2, 2007TOTAL – Planning Committee Meeting11:00 Room 814

Present: Liz Brown, Robin Burden, Brian Coldren, Marylin Leinenbach, Rebecca Libler, Sharron Watkins and Pat Wheeler.

Becky Libler brought in information on the 2008 Professional Development Conference to be held in Orlando, FL, April 10th-13th. Dr. Libler also stated PRE would support teams to present. Proposal deadline is October 15th. (Hard copy of information on file with minutes)

Robin handed out recommended course sequences for ELED and Dual majors. After looking at the papers and much discussion, it was decided to move on and tweak schedules later. It was also suggested to put together recommended course sequences for each of the “Pathways”. (Hard copies of the course sequences are on file with the minutes.)Discussion items:

By looking at the course sequences, it looks as tough students could get in their Pathway hours. Liz mentioned Math 102 would be eliminated if the students were doing a math endorsement. There was conversation about moving ELED 100 to the second semester freshman year. Conversation about combining Music/Art and Health/PE to reduce hours; Brian reminded

everyone if you do this, you will be taking away hours that the students are using for general education. They will still need to find other courses to replace the “lost” hours. Also need to remember those are 300 and 400 level courses. Students need a minimum of 50 hours at those levels (our students generally fall short in this area).

Looked about where it might be possible to add hours to field experience(s). Modifying ELED 250 into 3 - 1 credit hour modules When looking at courses to be deleted, remember to evaluate the standards.

Liz Brown announced she would like to cut the hours of the SCED 393 lecture by 2 hours, but keep the lab at the same 1 credit hour. This would give SCED 393 and 393L a total of 3 credit hours. It would then be in line with the other method courses. Those in attendance were in agreement.

Consideration was given to adding SCED to the TOTAL semester, question is when? Monday is very full, would really overload students if on Monday. Fridays – students need this time to recup. Could maybe split Monday/Friday Robin would like to use Friday for Sped students to spend in a resource room. Liz stated the present instructor would not have a problem with evenings’

Sharron announced there are 15-20 students interested and ready to go in the Spring. Additional teachers would not need to be trained this Fall. Dr. Libler said Mary Beth Harris is ready to place a TOTAL student in each of her classrooms. Other schools are eagerly waiting their turn for TOTAL students.

Accomplishment for the day: SCED 393 – Liz will start the paperwork to change the credit hours from 4 to 2. We just need to

make sure we accommodate our students who will still need the 5 hrs of SCEC.

October 9, 2007TOTAL – Planning Committee Meeting11:00 Room 814

Present: Kathy Bauserman, Robin Burden, Diana Quatroche, Sharron Watkins, Pat Wheeler and Beth Whitaker

Guests: Brian Coldren, Becky Libler and Susan Powers

At the Oct 2nd meeting, there was some discussion of trying to combine music/art and health/pe, Diana and Ann Rider had tried this once before and was shot down. As Brian stated, the students would still need to find courses/hours at the 300 and 400 levels.

PDS Conference in Orlando, FL. As long as the presentation mentions this project was from the outgrowth of Project Pre/Teacher Quality Enhancement grant, PRE will sponsor the presenters. Kevin intends to write on coaching teacher training, strand 4. Pat and Kathy intend to write on Davis Park, strand 4. Robin is planning on writing about TOTAL as a whole. Please send Becky a copy of your proposals. Please keep in mind also the faculty members in VCSC who might be interested in presenting with you.

Spring Semester, we have approximately 15 students who will be ready. We still need to pull their DAR’s and run them by Brian for final approval. When asked if the schedule should be changed to Monday/Friday for content teaching, Beth stated that Friday is the day the students use to get caught up and catch their breath.

ELED 100, where do we want it, what do we want it to look like? While no decision was reached, Discussion centered on:

If moved to freshman year, difficult for transfer students and those who make up their minds late. Start the volunteer work here

o Is 100 hours doable?o Who documents this work has been done – signed by supervisoro Could just say “work with kids”, not specific about tutoringo A suggested amount of hrs per semestero Reading Corp could train as freshmen (approx 30 per semester)o SMART program sophomore year (approx 25 hrs per semester)o Look at other programs to see what they are requiring

Susan Powers was invited by Robin to discuss curriculum. Do we run a parallel program, if so, how long? Do students entering next fall have to take the TOTAL program if voted on by the faculty? Susan responded it is determined by how we represent it the catalog description. Diana reminded us that the department still needs to make some decisions in regards to the program.

Are pathways in place?o Reading minor should be ready – in processo Early Childhood proposal – starting processo Math – in processo ENL – in process

When does catalog copy need to be submitted? Need by January 2008. How the catalog copy is written depends on how the student would take the pathway courses.

How would advising be done? As students fill out the application and decided on a pathway, advisors could be assigned by licensing areas.

A date can be set when the old program would need to be finished; must keep in mind the student planning process.

Freshman involvement: We need to encourage earlier admission to BCPI Freshman year is the exploratory year, we still need to get students into a major class this first

year. ELED 272 – could this be coupled with something? Outside of ELED 100 – an intro course dealing with general information, advising, volunteer

hours, licensing, etc

October 16, 2007TOTAL – Planning Committee Meeting11:00 Room 814

Present: Kathy Bauserman, Robin Burden, Marylin Leinenbach, Melissa Nail, Sharron Watkins, and Beth Whitaker

Guests: Brian Coldren (ESS), Becky Libler (PRE) and Michael Shriner (PRE Evaluator)

Rebecca Liber introduced the new evaluator for the PRE program, Michael Shriner.

First student teaching observation was made by Kathy Bauserman with Courtney. Courtney had been of some concern do to her shyness. Her coaching teacher said that she has made great strides which showed in her lesson Kathy observed. Kathy stated that Courtney could have suffered problems in student teaching without this program.

Student journaling – we need to ask our students journal regularly. We know they are doing weekly conferences with the coaching teachers and Beth probably has copies.

Spring semester – what needs to be done?Give students a journal and ask them to write and pull out daily highlights.Concern about trying to visit all students at 1 time. It may not always be possible and may need to depend on the University supervisor and coaching teachers.Ask teachers to reflect on their professional growth. (This might have already been built into Linea’s survey, Sharron and Robin had met with her to set up paperwork.)

Informal meeting tomorrow between faculty and coaching teachers. Marylin asked if there were any questions or comments to be directed to the coaching teachers. Melissa wanted to know if the teachers still feel we are overwhelming the students with assignments? Such as is their concern with student teachers.

Marylin stated that she has pulled back on her assignments and quizzes. There are some items that she refuses to cut.Kathy noticed in one of her classes the students did not seem to seem to know assessment, they ran through it in class, and when they turned their assignments in, it was as if it “clicked in”.

Advising – Brian asked if where we stand with SCED, has a firm date been established for them coming on board? This is important for advising students interested in the TOTAL program in Fall of 08. Would it be a problem if the student were to go ahead and take SCED before TOTAL? Would they still be able to take the program if SCED was in the TOTAL semester? The answer is, if the student takes the SCED before the TOTAL semester and it is then in the TOTAL semester, the student would not be penalized. The student would just work around it.

All grade block for SPED students – still have some shuffling around, which may need to include talks with CIMT. We need to be as flexible as possible. Becky suggested it might be time for the chairs of EESE and CIMT to start having some talks. Everyone agreed we need to have it ready for Fall 08.

The question, “Is there a clear criteria for the program?” was raised. Meaning is there anything that would keep a student out of the program if the numbers are to big. No, we will work with any number of students given to us.

Brian mentioned there is also concern for continuous involvement in practicum if a student needs to take a semester to complete general education requirements. Students do not want to miss out

on classroom involvement for a whole semester. It was suggested they spend time with volunteer work.A concern about the volunteer work, at least one student made the comment if she cannot work the TOTAL or student teacher semester, she needs to make enough money before that time to help get through the 2 semesters.

Beth invited Brian to visit with our 5 TOTAL students on any Monday to ask them any question(s) he may have, that would help students interested in the TOTAL semester. Robin mentioned she would like to make a DVD for the PDS Conference in which students and coaching teachers could answer many questions prospective students might have.

Paperwork/forms – question for Beth, has this been working for you. The form Kathy used for her first observation looked good, except commented that “goals for growth” be tabbed over.

Question was raised about the number of students and Beth’s responsibilities to cover her classes and the TOTAL students. It may be time for to look at her responsibilities again. May be time to add another “Beth”!

Marylin suggested we make a list of the items we need to work on and prioritize. Some items being:Fall catalog informationSCED date for coming on board – contact Liz Brown (Marylin)Advising – inform all advisors on TOTALAll grade block for student teachingSPED 315/316 – move to all grade blockContinuous practicum experience in the schoolRotating content teaching weeksPathwaysPrioritize listELED 100 – where will it bePraxis

o Could have adjunct teacho Has not been advertised to content teacher candidates

Marylin will have a complete list for the next meeting – October 23rd.

Special populations (student athletes, band majors, etc) – would they excluded from the program due to the amount of travel they are expected to do? Response was, we would try to accommodate them as it is this is also part of their college experience.

Faculty encouraged to look at evaluation data – what do we want that we don’t have.

Six or seven proposals have gone forward for the PDS Conference in Orlando, FL., hopefully we’ll be well represented.

NEXT MEETING – October 23rd.

Could we have a mandatory 2-3 hour workshop and have student apply for BCPI at the end of the workshop? Since there would be no credit for this workshop, it could be spread among the faculty.

Beth - finals week Do we still want to do the gathering for students, teachers and faculty?

o Would need to notify teachers (will need release for the whole day).o Would like teacher feed-back on program

What do teachers need to know that was not covered in the training?o Would there be a stipend? Becky said a stipend could be built in for a meeting as well as

fund the meeting.o We would also need to talk to the new teachers for spring.

Suggested we have the 5 present teachers and students for the morning meeting, then a luncheon for the 5 present teachers, students, EESE faculty, and VCSC administrators (principals of the 2 schools, Karen, Camilla and Danny Tanoos. In the afternoon, invite teacher for next spring for a meeting

October 23, 2007TOTAL – Planning Committee Meeting11:00 Room 814

Present: Kathy Bauserman, Robin Burden, Marylin Leinenbach, Melissa Nail, Sharron Watkins, and Pat Wheeler

Guests: Brian Coldren (ESS), Becky Libler (PRE) and Michael Shriner (PRE Evaluator)

Marylin passed out TOTAL program Priorities to everyone present. These are items the committee should be looking at and addressing before anything else. (Copy attached to the hard copy of meeting minutes.)

There was conversation about those who had applied for the Spring semester.Is there policy to say who is eligible?

o Must be accepted to BCPIo Math requirements completedo Dispositions – fuzzy area

What if they are sliding once in the program? o Would they need to go back to the traditional program?o Would method courses receive an incomplete?o Why would we treat them differently than those on the traditional program? Make the

practicum worth 33% of the grade.o Can a student be remediated the following semester in the content area?o If students are struggling, is it usually in one area of the block, are all areas – usually

both. In student teaching it is mailing classroom management.

Science Education should be ready to go for fall.Is this for everybody? Will they be offering traditional and the one with the new hours?

SPED 315 and 316 will both be added to the all grade block, hopefully. SPED faculty will be meeting with the CIMT faculty members tomorrow. This should help sped students to complete their gen ed and sped before the TOTAL semester.

CIMT pilot meets 8-10 daily. CIMT is now putting our sped students in content rooms rather than a resource room.Eliminate Cimt 410? Add class differentiated instruction, add elementary resource, use heavy practicum.If drop cimt 410 would this cover the licensing level?Also need to know how to cover inclusive area.Catalog language would need to be changed including prerequisites or permission of department.

What catalog changes need to be made:Permission of professorCan’t just change course description, also need to change preceding areaELED 100 – discussion about putting in freshman year. Will need to be voted on by department.

o Praxis needed why? Didn’t want students taking the course who would never be able to pass Praxis I. It gives some level of control as to who is in the class.

Intro to Elementary education – Plant the seed of volunteerismOverall intro to educationCover general courses. Introduce student organizations (ISEA, KDP, and SCEC)Work with kids and parentsCould be taught by anyone with some knowledge of education.Would be best if a 2 hr course.

o Make ELED 2 hr course and intro course a 1 hour creditWhat would be done with transfer students?

o Would be treated individually based on petitions.

Behavior Management – where should it go and how should it be treated? TOTAL should help students in this area. They learn in block, but they don’t get a chance to practice until student teaching.

Maybe they don’t need the full course, but a Saturday workshop.Place it in the TOTAL semester and let the coaching teacher handle it through daily experiences. Have online materials to cover the content area. Could even pull in the school principal to help.

General Education Task Force – Becky Liber. What would you like a new model to look like? There may be fewer choices in the same amount of categories. Afraid the number of hours in gen ed, if reduced, would allow some majors to bloom out of proportion. Reduction of gen ed hrs good for our pathways.

Next meeting:Day long meeting needs to be set up for brainstorming (Becky would be willing to bring someone in to help us, or assist in any way )Invite classroom teacher(s) for ½ the daySome groups need to meet prior to the day long retreat to get feedback, add to and/or delete.

NEXT MEETING – October 30th.

TOTAL AgendaOctober 30, 2007COE Room 814

Learning Community Course

Intro – first semester freshman year – second semester freshman year, ELED 100

How structured? What to include? Need someone to write the course proposal and syllabus

Day long retreat Set date (Diana and Sharron) Find location (Sharron and Diana) Set agenda (Diana and Sharron) Do we need an outside facilitator? (Becky/PRE can help with this) Set committees Invite coaching teachers

October 30, 2007TOTAL – Planning Committee Meeting11:00 Room 814

Present: Robin Burden, Marylin Leinenbach, Melissa Nail, Sharron Watkins, Pat Wheeler and Beth Whitaker

Guests: Brian Coldren (ESS)

Suggestions: Marylin Leinenbach started the meeting asking if she should make a motion to form the following committees: catalog changes, advising, brochure, and course flow.

o Since the catalog changes need to come from the department, Pat will help Diana.o Robin, Melissa and Marylin will work on putting together a brochure to promote the

program. It was decided we need to start “tooting our own horn” and get this information out to prospective students.

o Advising tool and course flow chart would be good to have for advising students, for faculty members who are advising, but have not been involved with the program.

Do we need to get permission for photographing the children?

Another suggestion was the need for a leader, a director of TOTAL program who would need to have their traditional responsibilities taken away.

Administration needs to make a decision to support the program. Perhaps this could be a discussion for the retreat.

Questions:

Will we be running dual programs until traditional students cycle through? How would we differentiate between the two?

o Add a letter behind the number?o If the course is the same, but just delivered differently, it does not need to be a new

course.

Brian suggested those present, that we build the front end first (decide on pre-reqs), look at the language in these areas, etc. Then work on the details. Try to include Susan Powers in the paper work to make sure we are covering all the needed areas.

Celebration Day – set right now for December 12th.Sharron volunteered to work on the Celebration Day schedule

Day Long RetreatNeed committees to set things up for the meetingWould we invite someone from Emporia State to help answer, or let us know how they handled certain situations?

o Robin suggested: instead of bringing someone in, perhaps we could use technology, and set up a video conference to save time and expense.

Instead of having the teachers in on the retreat, glean whatever information we may need from them at the Celebration meeting/luncheon.

Brian wanted to know if we have firm commitment from the Dean’s office in way of funding. If not, what would happen to the schools if we have to go back to the traditional way of presenting the program? Faculty present questioned the protocol in speaking with the Dean. It was decided to wait until Diana returns to ask her.

Is the program worth the support? What is it costing us? What does PRE pay for? Do the benefits outweigh any negatives?What data do we have to support the program?

o Material that Beth as been collecting as well as notes from the coaching teachersHave the coaching teachers had student teachers, how do they compare? What are the expectations?

Research – do we need to create a blanket IRB for collection of data? Beth said she had already started to work with Michael (in PRE) on data collection.

Retreat Day – December 13th?May only need a half day if talking with the coaching teachers the day before.Perhaps we should select 2 dates for the retreat, one for later this semester and one for early next semester.

Will we need to start branching outside of VCSC? Perhaps to Rosedale or Staunton? It was decided that Becky Libler would be the person to take the lead on this.

Robin asked Beth if she would consider dropping some o courses and allow an adjunct to teach her courses to take on additional responsibilities. Beth responded by saying she could do one more semester like this, but not the Fall 08 with the greater numbers expected. With the individualized attention we give each student, can we hand 30 + students?

Brian met with the Fall 07 TOTAL students and gave the following feedback:Students feel they have gained a lot of confidence in teaching abilities.The semester should be worth more than 12 hours.

o Comment on this was perhaps we could take a lab with 0 hrs to a course called school culture for credit hours.

Don’t feel they are getting less content information

They definitely understand the school culture better.Received more behavior management.They don’t mind being overwhelmed, but it is not for everyone.They have contact with the school administration.What if the student decides that teaching isn’t for them?

o This would help before the student gets into student teaching, and decides teaching is not for them.

Learning CommunitySharron and Pat will work on the new course together.

Misc – Will need more notebooks for the spring students

TOTAL AgendaNovember 6, 2007COE Room 814

Learning Community Course Sharron Watkins and Pat Wheeler

Report on Spring Students Sharron Watkins

Retreat Select date Define Committees

December Celebration Select date Define Committees

October 30, 2007TOTAL – Planning Committee Meeting11:00 Room 814

Present: Robin Burden, Marylin Leinenbach, Melissa Nail, Sharron Watkins, Pat Wheeler and Beth Whitaker

Guests: Brian Coldren (ESS)

Suggestions: Marylin Leinenbach started the meeting asking if she should make a motion to form the following committees: catalog changes, advising, brochure, and course flow.

o Since the catalog changes need to come from the department, Pat will help Diana.o Robin, Melissa and Marylin will work on putting together a brochure to promote the

program. It was decided we need to start “tooting our own horn” and get this information out to prospective students.

o Advising tool and course flow chart would be good to have for advising students, for faculty members who are advising, but have not been involved with the program.

Do we need to get permission for photographing the children?

Another suggestion was the need for a leader, a director of TOTAL program who would need to have their traditional responsibilities taken away.

Administration needs to make a decision to support the program. Perhaps this could be a discussion for the retreat.

Questions: Will we be running dual programs until traditional students cycle through? How would we differentiate between the two?

o Add a letter behind the number?o If the course is the same, but just delivered differently, it does not need to be a new

course.

Brian suggested those present, that we build the front end first (decide on pre-reqs), look at the language in these areas, etc. Then work on the details. Try to include Susan Powers in the paper work to make sure we are covering all the needed areas.

Celebration Day – set right now for December 12th.Sharron volunteered to work on the Celebration Day schedule

Day Long RetreatNeed committees to set things up for the meetingWould we invite someone from Emporia State to help answer, or let us know how they handled certain situations?

o Robin suggested: instead of bringing someone in, perhaps we could use technology, and set up a video conference to save time and expense.

Instead of having the teachers in on the retreat, glean whatever information we may need from them at the Celebration meeting/luncheon.

Brian wanted to know if we have firm commitment from the Dean’s office in way of funding. If not, what would happen to the schools if we have to go back to the traditional way of presenting the program? Faculty present questioned the protocol in speaking with the Dean. It was decided to wait until Diana returns to ask her.

Is the program worth the support? What is it costing us? What does PRE pay for? Do the benefits outweigh any negatives?What data do we have to support the program?

o Material that Beth as been collecting as well as notes from the coaching teachersHave the coaching teachers had student teachers, how do they compare? What are the expectations?

Research – do we need to create a blanket IRB for collection of data? Beth said she had already started to work with Michael (in PRE) on data collection.

Retreat Day – December 13th?May only need a half day if talking with the coaching teachers the day before.Perhaps we should select 2 dates for the retreat, one for later this semester and one for early next semester.

Will we need to start branching outside of VCSC? Perhaps to Rosedale or Staunton? It was decided that Becky Libler would be the person to take the lead on this.

Robin asked Beth if she would consider dropping some o courses and allow an adjunct to teach her courses to take on additional responsibilities. Beth responded by saying she could do one more semester like this, but not the Fall 08 with the greater numbers expected. With the individualized attention we give each student, can we hand 30 + students?

Brian met with the Fall 07 TOTAL students and gave the following feedback:Students feel they have gained a lot of confidence in teaching abilities.The semester should be worth more than 12 hours.

o Comment on this was perhaps we could take a lab with 0 hrs to a course called school culture for credit hours.

Don’t feel they are getting less content informationThey definitely understand the school culture better.Received more behavior management.They don’t mind being overwhelmed, but it is not for everyone.They have contact with the school administration.What if the student decides that teaching isn’t for them?

o This would help before the student gets into student teaching, and decides teaching is not for them.

Learning CommunitySharron and Pat will work on the new course together.

Misc – Will need more notebooks for the spring students

November 13, 2007TOTAL – Planning Committee Meeting11:00 Room 814

Present: Bauserman, Burden, Quatroche, Watkins and Wheeler

Guests: Rebecca Libler

From Pat’s meeting with Brian Coldren – suggestion that we create a new course ELED 101, which would be required of the new students entering on the TOTAL program. It would help to identify those in the old and new programs.

As laid on the sheet provided by Pat and Sharron, ELED 100 would be a 1 hour course with a 1 hour lab. ELED 200 would be a 1 or 2 hour course with a 1 hour lab. A one hour lab would also be added to the TOTAL semester.

Diana mentioned it would be hard to justify a 1 hour lab when not meeting the full 45 contact hours. Faculty meet with students approx 16 hours in class, the rest for supervision. Any liaison would also me supervising.

Could have a 2 hour behavior management class if we don’t add an extra hour as a lab in the TOTAL program.

Could add a 2 hour course which would be comprised of workshops dealing with various topics. This would be something fun and helpful to the students, not additional course work.

o Could have the same time as the TOTAL semester.o Could engage the coaching teachero Invite different speakers to cover different topicso Develop a list of common stumbling blocks that could be used as topics

Do we continue to use the terminology of lab, or do we want to name it something else. If name other than a lab, you might get back the credit hours.

o Immersive Learningo Experiential Learning

Memos of concern to students First student heard that we were meeting to day to determine if the science block would be part of

the total semester. The second student wants to take the TOTAL semester in the spring, but she may be giving one

of her kidneys to her father. If she does, she would need to miss at least 2 weeks of classes. Would this be a reasonable request? Most of the faculty members agreed she should probably not take the TOTAL semester unless she finds she is not a suitable donor for her father.

Faculty members who will be teaching the TOTAL class for spring should be meeting soon so they can get things organized. They could look at not all content areas being taught at the same time. For example, since social studies comes later in the semester, perhaps it could be taught later in the semester, after Marylin is done with her math instruction.

We should start writing a course for the Immersive Learning and/or Immersive Learning Experience in Education.

ELeD 101 would meet for 10 hours with 30 hours in the community doing volunteer work. This would be an introduction to volunteer work.

o How would the hours be recorded? Students would need to be responsible for obtaining a signature from agency supervisor.

ELED 200 – students would be trained for the EESE Reading Tutoring program – at least 30 hours in the field.

ELED 250 – students would train with the SMART program as a volunteer. Students would be able to work in other areas, not just EESE Reading Corps and SMART.

MINUTESTOTAL Program MeetingDecember 4, 2007

In attendanceFaculty: Burden, Leinenbach, Quatroche, Watkins, Wheeler and WhitakerGuests: Coldren

Retreat – January 10th, 2007, 8:30 – 4:00 (8:30 – 9:00 coffee; 9:00 – 11:30 work; 11:30 – 12:30 lunch; 12:30 – 4:00 work)

Overviewo Where we have been

o Where we areo Where we are going

Plans for SPED, what they are talking about doing for SPED students in the TOTAL program.

Program flow – charts to use in assisting with advising. It would not apply to students currently in the program.

o Need to create paperwork for 101 and 200o Issues in Education workshop(s)o Unblock courses in TOTAL program

Pathways – we need to decide if we are going to require students to take a pathways, minor or concentration, or let them make it an objection:

o Special Education, dual major (existing)o Reading minor (existing)o ENL (in process)o Math – jr high, middle school (in process)o EC (in process)

Location – we will be looking at a room in HMSU, Clabber Girl and/or Hilton. Invites to:

o Science Edu – Lizo Susan Powerso Brad Balcho Becky Liblero Brian Coldren

Fall 2009 date for switching completely over to the TOTAL program.

Lisa Akers- ...emailed the content faculty in the TOTAL program in regards to her ability to participate in the TOTAL program. Sharron will speak with the school principals to get their feedback.

MINUTESTOTAL Program RetreatMarriott- Hilton, Mayflower RoomJanuary 10th, 2008

In attendanceFaculty: Bauserman, Burden, Cutter, Gottschling, Hinshaw, Leinenbach, Liu, Miller, Nail, Quatroche, Watkins, Wheeler, and Whitaker

Non Department Faculty: E. Brown, Coldren, Krackenberger, Libler, Shriner

Handouts attached to hard copy of minutes: agenda, pathway chart, ballot for sped motion, proposed changes to SPED course catalog copy, TOTAL 2007 calendar, TOTAL program Fall 2008 calendar, draft of proposed 4 year TOTAL program, recommended course sequence for SPED majors.

Our Current ProgramsWhere have we been – Diana Quatroche

5 Block system – controlled and specific.

o Block One included a lab with 20 hrs field observation, handwriting was added in recent years.

o Block II included 250 and 259 with Epsy graduate assistant teaching the course, Since 250 has been traveling to the schools more often, causing 259 to cancel classes, the 2 courses and now being taught on different days.

o Block III consisted of 392 and 397 both are now 3 cr hr courses, 397 was a 4hr course. ELED 397 focuses on reading and should be reading and language arts. These classes carry a 2 week teaching assignment.

o Block IV consist of 394 and 398 – even though the content is not linked, the courses work well together.

Special Education was added approx 5 years ago.Where are we presently – Elementary, Early and Special Education? In recent years we have been in flux with faculty coming and going. Courses have been changed to meet the faculty’s needs and needs of the public schools creating course drift. Which Brian commented, makes it very difficult for advising.

ELED 100 – Debra and Melissa - 10-16 hrs field experience in classroom, ELED has not been taught by tenured track faculty for years, class is now taught by adjunct and

a graduate assistant. They are teaching 3 different kinds of lesson planning. ELED 259 – Melissa - Issues with students who know what is happening. Because few

students have background in this area, they are lacking they needed vocabulary as well as other items. They are now assessing lesson plans they are using in 250. Would like to see this moved to a 3 cr hr course. Even the teachers are asking we give our students more in the area of assessment.

Block IV - Beth – structure remains very consistent – but they are in the field much more 2 weeks.

SPED – Robin – Sped has found there is a big disconnect in regards to CIMT being the only ones teaching secondary to our Sped students. There have not been many practicums attached to the Sped courses. Sped faculty has tried to parallel the Eled block courses. An advisory board has been established and helps guide Sped faculty in areas of need. They have learned that our students need more law in their courses. Sped is also surveying their students to see what works for them and what does not. For example, students felt Sped 102 and 200 carried much the same information, Maury has changed the

Early Childhood – Gail – started with a pre-school major and a kindergarten endorsement. At present we are trying to get the last of the Early Childhood majors graduated. The center continues to serve a variety of departments on campus (Family Consumer Science classes, nursing classes, etc)

From listening to everyone, the main thing we hear everyone say, is there needs to be more practicum, because we realize it is the right thing to do.

Since last January, on Tuesday mornings, meetings take place to talk and plan the pilot – everyone is welcome to attend. It has been determined that the students have one consistent voice who delivers the TOTAL information. To this date, Sharron Watkins has been visiting our ELED 100 and 250 classrooms to inform students of the TOTAL semester. It has also been very helpful to have Dr. Libler and Dean Balch to work with VCSC with a bottom down approach in the school district. This has improved the relationship with the school corporation as well as involving them in some of the planning and training.

What has lead to the Pilot of TOTALWe knew that changes had to be made, so we started looking. Beth saw an article on Emporia State University and their work. Some research was done, and a visit with members of our faculty and Dr. Libler was set-up. Our faculty came back really fired up on what they had seen and heard from faculty and students. Then the work started. Members from Emporia were invited to a day long retreat to help answer questions and give advice. The result: we had 5 students enrolled last semester in a TOTAL pilot. These students set a very high standard for those to follow. The feedback from teachers and principals was tremendous.

Student Qualifications – Brian Coldren, ESS Basically, who is almost ready to student teach Most of the students in the first 2 groups were either transfer students, or students who

already have a degree. Looked at what they already and had, and what they still needed. We do need a more systemic way to start advising students to prepare students for this time.

Sharron is presently speaking to Block I and II students. Will need to create some form of hybrid, to be ready to get ready - there will be gaps in the

practicum experiences, which students do not like. Many of our students are concerned if the program will last, if they might be caught in the

middle of the creek without a paddle. Students must fill out an application, in addition, they must have a recommendation from 4

faculty members. Students are assigned a teacher in the school (the schools were decided by VCSC).

Eventually, we would like an interview session to be added with the student, coaching teacher, and faculty.

Students have this passion to the in the classroom setting. Eventually, there will be stricter requirements for students.

Emporia State is highly organized, they have the teachers and principals form the school at the interview sessions with the students. They determine if a student is right for the building; the teacher can determine if the student and him/herself have any personality conflicts.

Becky noted the PDS programs at Emporia State started with the new professional semester. For several years, Emporia State ran a parallel program. Data showed they could not morally or ethically continue with the traditional program.

Diana thanked PRE for allowing us to visit the campus of Emporia State; to see how someone else’s program looks and runs. Every semester we have students who us “flop” in student teaching due to dispositions. Beth continued by saying those students needed full immersion before they did their student teaching. Some of our weaker/meeker students have usually dealt w/groups of 3, with other students supporting them. When they weaker student reaches student teaching, there is no longer another student their to bale them out.

Becky stated when dealing with the VCSC, you must remember they are very hierarchical, plus this time, they had started out with an already damaged relationship. The COE team talked to VCSC about what was coming forward according to what had come of the talks with teachers and principals and put forth the TOTAL professional semester as a suggestion. Also considered was VCSC’s position with teacher contracts. Now, administers and teachers of VCSC think this is the most wonderful thing ever.

Becky took a film crew to the schools. The principals, now believe this was their idea, which is fine.

Meetings continue to take place on Tuesday mornings at 11:00 with everyone welcome to attend, especially since eventually, most everyone will be involved.

Training of coaching teachers - Robin Coaching teachers spent a day and a half learning how to coach students They were told they would need to demonstrate behavior Their attitude, willingness and excitement to work with students would need to show Each faculty member talked briefly about their course Forms were ready for coaching teachers Hopefully, no surprises when they got their student interns Teachers became anxious to meet their interns Principals from the schools were involved in the training

Principals have the final decision as to who has a student (of those who had been trained). The school corporation decides which schools actually will receive the interns from a list suggested by our faculty. If a teacher used an intern, they could not repeat the teacher. The two schools selected, it was determined, would continue to take student teachers, put not practicum classes.

Training went well; the feedback from the teachers was very good.

Schedules – Pat (handout)The students are taking 4 methods classes on Monday, 2 ½ hr period each, in the filed all day on TWR, with Friday off the first half of the semester, Then students have focus weeks such as spelling, math, reading, language arts and social studies. (Focus weeks are M-F) Students are also participating in parent-teacher conferences, faculty meetings and other day to day school activities. Kathy mentioned by the time she taught at the end of the day on Monday, the students were pretty well frazzled and frustrated.

The TOTAL faculty suggested 2 method classes on Monday, in the field that afternoon In the field again during the week Coming back to campus for class during the week Back to their school after class

Students did not like the flip-flopping back and forth. They preferred to stick to one day of classes. The school also preferred the one day of campus work. The less coming and going the students did, the better, according to the schools. The faculty looked at the needs of the students, the schools and their own teaching needs. Marylin and Beth decided they needed more front end time, while Kathy and Pat decided they could use more time at the end of the semester. This modification of scheduling, actually gives the students 45 more minutes of instruction.

Science Ed is scheduled to join us in the fall. They are modifying there course from 5 to 3 hrs. They could possibly be delivering their course during the evening.

We need to take what we have learned from this and last semester and think progressively, especially for students who are in band, sports, who need to work because of finances, non-traditional student with a family, etc.

Results for debriefing – Mike ShrinerMike noted there were some limitations with only 5 students in the study. It did show, the students did see themselves as changing with a positive development. The fall semester students done the testing on the dame day, in the Spring, students will take the testing 2-4 times during the semester. Because this is the final year of PRE, they want to beef up data collection. If you know other ways of evaluating let Becky or Mike know. Also using student teacher evals, hopefully show the impact of TOTAL. We are trying to establish a baseline as we make other program changes.

Guiding Principals Deeper, richer clinical experiences Early and continuous contact with program Better prepared teacher candidates for the classroom and job market.

Pathways – as a department we need to decide if we want to require or present Pathways as an option. Do we want to require students to have a minor? At present the following are already in the books, or are in the works for a Path way:

SPED Early Childhood ENL Reading minor Math

ScienceMany of the courses required for Pathway, are already required in the major. ENL would require extra hours. How would it affect transfer students

Pathways requirement; Pathways or not a requirement

Pro’s Con’sOversupply of students in elementary only Student may need to get through school as

soon as possibleNote on licensure a big deal It could add hrs past the 124 hrsThere is room in ELED program for some additional hours

Will these need time in student teaching?

Not taking random courses with no meaning

Students hate to be told they have to do something; they would rather choose and have ownership.

Improve marketability Historically – got rid of it because we didn’t understand how they worked.Would rather see students pursue a passion.

Choosing a pathway or minor Could take a hodge-podge of classes – would add more interest in other areas. Some interested in coaching, music, etc Could everything be accomplished through advising Wrinkle – gen ed task force considering all students having a minor, 50/50 it may go through,

would need to seek an exception in ELED. Others in the state require students to choose a concentration, nothing changes licenses or adds

to their degree.

Motion by Melissa Nail: Make pathways an option. Motion seconded by Marylin Leinenbach. Robin Burden called the question. Amendment to motion: Request advisors promote pathways but not to make it a requirement.VOTE: Yes: 13 No: 0 Abstain: 0It was suggested a script be made available for the advisors when advising as well as being in the catalog description.

Break for Lunch

Draft of 4 year TOTAL Program – Sharron Watkins (handout)One thing NCATE looks for is technology, we probably need to add more, or have more infused to

our courses. It is a heavy burden to meet all standards during student teaching.

Purpose of TOTAL, is immediately into education. Create a learning community with Eled 101 and 272, plus gen ed. Eled 101 – licensure, teacher expectations, work with kids in community (not the schools),

learn about pathways, career center etc. Learn if students have the passion to teach Only need to declare they want to major in our department Criminal history required Institutional things such as DARS Speakers on programs Faculty may be required to take 1 or 2 classes then someone else would teach

Gail would like to add 110 to 100.

Spring semester ELED 200 plus lab. Need to discuss lab credit, change lecture to 2 hr course – could teach

course as you wanted, meet one day a week in class with 1 day as lab. Could give letter grade to lab if assigned hrs. Pathways could be started a this time or gen ed. Transfer students could be placed here rather than 101.

Phase II (soph.-jr. years)o ELED 250 need more behavior management – teach as a module along with, learning

styles, civic engagemento Need to pass praxis Io Gail questioned if students were getting foundations, philosophy, theory etco EPSY teaches foundations, theories, etc. We can call to get a copy of their syllabus or

invite them to a meeting.o Lesson plans, teach in class but not school. Could develop an assessment with the

SMART program. Some of these things will be infused and learned in TOTAL. o Sped 226 and Eled 324 and 335 have not been blocked so students having trouble

passing praxis , could go ahead and take these courses. It would allow students to keep that contact with the department.

o Eled 259 could be separated out also, closer to the TOTAL semester. Principles of assessment have modules later, would be infused in to everything

Brin someone in who could help us teach a module, methods of observation as a module as well as testing.

o Science Education – The lab is an actual lab not a practicum. Perhaps it could be done on Fridays.

o The most enriching experience could get the least amount of credit.o Could make reflective seminar course during student teachers and add 3 credit hrs.o Capstone could possibly go away.

Need to talk about lab hours, so when PRE goes, we could use this as a part of the teaching load. Liaison may take part of this – liaison position may go away , this may be part of the teaching load. Students would have to enroll in a section with the liaison, if giving faculty credit.

Sped course sequence – Robin Burden (handout)Sped will have an extra semester, regardless. The handout is a suggestion of how Sped students could possibly get their courses done in prep for TOTAL. It would be difficult to do if continuing as imbedded into Eled blocks.

Proposed catalog changes (handout) 315 – Reading and Language arts were separated out, now the same with math in 316. 320 – added law segment – title changed, wanted to reflect change in the title 400 – copy same, pre req BCPI and 320.

There was a handout with a motion form Robin that stated:

I move that the proposed catalog changes for SPED 315, 316, 320, and 400 be accepted. Seconded by Rebecca.Vote: Yes motion approved: 13

Robin – I further move that SPED 320 be removed for the current block IV and configuration, and that SPED 315 and 316 be scheduled to be taken concurrently with all Grade Teaching SemesterSeconded by RebeccaVote: Yes Approve the second motion: 12; No – do not approve motion 1; Abstain 0

Pluses and challenges were discussed after meeting in small groups.

Robin Burden moved that the department move forward with the TOTAL program for all students at the quickest available time. Seconded by Beth Whitaker.Vote: Yes 11; No 0; Abstain: 0

The vote to eliminate Early Childhood major had the vote reversed, Diana moved for permission to correct the vote on the paperwork. Seconded by Lisa Cutter. All members present were in favor of the vote being corrected on the paperwork. (11 yes).

MINUTESTOTAL Program RetreatCollege of Education, Room 814January 15th, 2008

In attendanceFaculty: Bauserman, Burden, Hinshaw, Leinenbach, Quatroche, Watkins, Whitaker, Wheeler

Guest: Libler

Need and action plan. What do we need to do and what order? The best plan is to put everything through together, we need to get started on the pieces. After some discussion, the following assignments were made

ELED 101 – Sharron and Pat will write syllabus, course description and catalog copy ELED 200 – Sharron and Pat will write syllabus, course description and catalog copy ELED 250 – Pat, Beth, Diana, Debra and Millie – will work on modules, description etc ELED 259 – Melissa – this needs to be tweaked, main difference is disconnect with ELED 259

and delivery. Description sheet for pathways – Marylin, Diana, Robin – will create something that faculty will be

able to use in advising. It will note what is presently available, what is in the works, and what might be coming.

Robin and Rebecca will work on the Sped paperwork (course description, program changes Banked courses – Jan will send a list of banked courses we might be able to use for the new

seminar course.

Creation of a 3 hour seminar/supervision course was discussed. It could be very open and flexible. Could be used for discussion time from classes, could involve time for coaching teachers, etc – leave open ended.

Robin suggested perhaps instead of moving a student teacher after 8 weeks to another teacher, they should stay with the same teacher for a more consistent flow of classroom work. At the same time, requesting Sped student teachers gain more experience in a resource room of self contained room. Sharron replied the 2 different assignments give the student experience with the higher and lower grades.

Can/should we train the co-operating teachers who will be receiving TOTAL student teachers in regards to what they already know and can do?

Dr. Libler suggested a program, she had just read about (and will share the article with our faculty) which involves a number of different models for co-teaching. All models are expected to be used sometime during the year. Becky suggested it might be nice to visit an institution where this is already in practice.

Summary – Diana will send everyone a list of who is working on what and what needs to be done first.`

Next meeting: January 22 at 11:00 a.m.

MINUTESTOTAL Program RetreatCollege of Education, Room 814January 22nd, 2008

In attendanceFaculty: Burden, Leinenbach, Nail, Quatroche, Watkins, Whitaker, Wheeler

Guest: Coldern, Libler, and Shriner; GA Debra Knabel

Diana opened the meeting wit a request - the TOTAL committee speak with one voice. If there is a disagreement, please bring it before the committee in the regular Tuesday morning meetings; please do not air dissatisfaction in public areas.

Discussion took place on why Sped students had more hours in their student teaching than elementary students. The committee will look into making an adjustment on these hours. More discussion will also take place in student teaching hours in general.

Brian cautioned, if the current capstone goes away, we might want to make 451 a 12 hr course. Perhaps each placement should have a letter grade. If TOTAL experience is complete, do they (student) need separate placements? Example, they

do a primary in TOTAL, could they just do one assignment in intermediate? Should students do only a 12 week placement?

What should be done with the student who does not have a successful TOTAL semester? Suggested the student spend 3 days a week in the classroom the following semester. Have student sign an individualized contract to work on areas they were weak in . We do need to have a written policy on what to do with students who are not doing well.

How restrictive do we make our requirements? Need to respond to supply and demand The more restrictive, the harder people try to meet requirements/standards. If our numbers increase, we might need to raise our requirements/standards to get into the

program. Where do our standards stand in regards to other schools in the state?

The need of seminar or lab for TOTAL semester. Could be assigned to multiple instructors (as in student teaching) or to PDS liaison. Could support modules on blackboard Assign as a course, would have credit/load. Cost wise, it would not make a difference to the students to do 18 hours. If the student(s) know

ahead of time, they could plan for the financial stress.

ELED 259 – should this be a 3 hour course? Should the name be changed to include assessment? Could this be enough to justify the additional hour? Would 259 need to be “hooked” with 250.

ELED 250 – students seem to be focused on themselves during this semester, rather than themselves, do to first time teaching.

Could do micro teaching, take the student out of the public classroom; then TOTAL would be the first time student would be teaching.

The addition of 101 and 200 would help eliminate some of the problems of first time teaching.

Volunteer hours – we may need to re-think the number of required hours – what is actually doable.

Position requests – this department should start looking at a 3 year vision plan in regards to faculty positions, to present to the Dean and department chairs. We are presently using 3 GA’s and 2 adjuncts for teaching, plus our student teacher supervisor adjuncts.

Next meeting: January 29, 2008

MINUTESTOTAL Program RetreatCollege of Education, Room 814January 29th, 2008

In attendanceFaculty: Bauserman, Bolinger, Burden, Hinshaw, Quatroche, Watkins, Wheeler and Whitaker. GA Debra Knabel

Guest: Coldern, Libler

ELED 101 reported by Pat and Sharron – see handout for catalog information. Brief Summary – Need to add experiential learning, or community engagement. Possible titles:

Introduction to the Teaching Profession. Introduction to Teaching as a Career Exploring Teaching as a Career

Department needs to decide how many hours, and volunteer hours would be accepted. Also suggested instead of volunteer - 24 hours of community service working with children be required.

Who will decide if the hours qualify? Could we give the students an approved list of community agencies? We want to encourage

diverse populations of children. The work should be completed within the semester of ELED 101.

ELED 200 – Sharron and Pat – see handout for catalog information.We could make this a 2 hour course without a lab. Faculty would not be responsible for overseeing students working with the EESE Reading Corps, which students would be doing in this course.

It might be easier to change ELED 100 to 200 rather than create a new course.

Phase II – 250 and 259. Students must have passed Praxis I before taking Phase II courses (250 and 259). Students who have not passed Praxis I, can still take 324 and 335, enabling them to keep in

touch with ELED faculty and pracitcums.

Becky asked that we have Eled and Sped faculty available on March 25th to teach and meet with visiting students.

Next meeting: work on 250 and 259. February 5th, 2008

MINUTESTOTAL Program RetreatCollege of Education, Room 814February 5, 2008

In attendanceFaculty: Bauserman, Bolinger, Burden, Leinenbach, Nail, Watkins, Wheeler and Whitaker. GA Debra Knabel

Guest: Coldern, Powers

Pat Wheeler had hand outs for the faculty with the changes that were suggested in the last meeting in regards to ELED 101 and 200.

Eled 101- Exploring Teaching as a Career Brief summary – after the work encourage add, “...exploration of teaching as a career choice

through...” Student Learning – We should not put because mandated by NCATE, but as a reflection of the

data collected. We are doing this because o Lack of retention with diverse populationso A need to get our students in our classrooms earlier.

Proposed catalog copyo Need to add course title and number of hourso Delete the number of hours

ELED 200 – Best Practices in Teaching Student Learning – need to state how data we have collected shows the need for this course. Proposed Catalog copy – change INTASC standards to Best Practices Delete the number of hours, put number of hours required in the syllabus. Add required field work Drop ELED 101 and 272 as a pre-req Remove verb age referring to the reading program, replace with “participation in field work.” State in syllabus that the lab (field work) is a large portion of the grade

Susan, Brian and Kevin suggested looking at the credit hours of our courses. If there are any that need to be changed, they should be changed now.

Next meeting: work on 250 and 259. February 12th, 2008

MINUTESTOTAL Program RetreatCollege of Education, Room 814February 12, 2008

In attendanceFaculty: Bauserman, Bolinger, Burden, Leinenbach, Nail, Watkins, Wheeler and Whitaker. GA Debra Knabel

Guest: Coldern,

Marylin handed out information on Pathways: Math will be a minor or an endorsement Reading Minor – 15 hrs Early Childhood – 21 hrs (minus ELED 324 and 335) Middle School Math – not official ENL Special Education

We should notate what would be on the license for each Pathway Special Education/K-12 Mild Intervention Reading Minor/Reaching Teacher

To keep students teacher hours in line for ELED and SPED students, Diana asked if the following sounded reasonable. If agreeable, this will be presented to the full department faculty.

Make Sped 405 6 hrs Make Eled 453 6 hrs (for Sped students – remove from ELED students) Make Eled 451 12 hrs If capstone goes away – change 457 to seminar

Brian mentioned that the term phasing was confusing, is there a better terminology?

In writing the program changes, we will need to list the additional subject matter as well as everything that is part of the program. This would need to be listed above the phases. Additional notation would need to be added to Phase III that all courses need to be taken concurrently.

Seminar Class –Integrating Theory into Practice - should this be a 300 or 400 level course? We need a catalog description. The following was suggested: Theoretical scaffolding for practical experience.

How should we handle the student who fails? What do we do if a student fails 392, but passes everything else? Would they sign up for that course alone and have a different field experience? The problem today is in the field work which this should help strengthen. Do we have a contact that students sign? Some faculty said they would be attending the PDS workshop in Orlando which deals with this topic.

If we add the interview element, we might be able to front end the importance of the professional phase of the TOTAL program. This is a different phase in their learning. Hopefully, this will raise the bar for student teaching.

MINUTESTOTAL Program RetreatCollege of Education, Room 814February 19, 2008

In attendanceFaculty: Bauserman, Burden, Leinenbach, Quatroche, Wheeler and Whitaker. GA Debra Knabel

Guest: Coldern,

Communication continued in regards to what needed to be listed on the side-by-side comparisons for the program changes. The answer, pretty much everything the student takes, general education, additional subjects and content courses.

There was more discussion on alternate terminology for “Phases”. Nothing was determined.

Praxis. Can a student go forward and take ELED 324 and 335 before passing the Praxis? Consensus was they needed to pass the praxis before taking 324 & 335, especially since they need to know how to read before taking the courses.

Brain will look into how many students are out there who are pre-eled majors at the jr/sr level who have not passed the praxis. ISEA is trying to get together some workshops for students who have taken the test and passed and students who are struggling with passing the test. Robin suggested we have enough first generation students to write a grant and get some help for these students.

The library now has a database that stimulates the praxis test, however, there are only 2 versions of the test available.

Can we look at SAT scores and Praxis to see if there is any correlation? Diana mentioned that a presentation given at AATCE stated that an average student can make a great student. Just because a person has a high SAT score, it does not mean they will be a successful teacher.

Program proposal work. Diana asked everyone to help with 1) the summary, 2) student learning

Brief Summary/Abstract: This new program restructures the sequencing of courses and establishes a professional semester prior to student teaching. This affords the student early and continuous immersion into educational settings and schools cultures. Students will graduate with a substantial increase in the number of meaningful and practical field experiences.

Student Learning. Gives the students a sustained semester experience in the schools prior to student teaching.

o Provides opportunity to develop professional dispositions prior to student teaching to avoid remediation.

o Affords the opportunity theory to practice connection prior to student teaching.o Offers the opportunity to strengthen for classroom/behavior management skills as a result

of the close relationship between the intern and the coaching teacher.o Allows faculty to establish & maintain immediate contact with students interested in

education.

Next meeting – February 26.

MINUTESTOTAL Program MeetingCollege of Education, Room 814February 26, 2008

In attendanceFaculty: Bauserman, Bolinger, Burden, Gottschling, Hinshaw, Leinenbach, Nail, Quatroche, and Wheeler. GA Debra Knabel

Guest: Coldern and Libler

Committee continued their work on the program proposal; listed below is the latest revision of each area:

Brief SummaryThis new program restructures the sequencing of courses and establishes a professional semester

prior to student teaching. These changes afford the student early and continuous immersion into

school cultures through working with children in educational and community settings. Students will

graduate with a substantial increase in the number of meaningful and practical field experiences.

Student Learning Allows faculty to establish and maintain immediate contact with students interested in

education

Gives students a sustained semester-long internship in the schools prior to student teaching

Provides the opportunity to enhance successful professional dispositions prior to student

teaching

Affords the opportunity to develop the theory to practice connection prior to student teaching

Offers the opportunity to strengthen classroom/behavior management skills as a result of the

close relationship between the Intern and the Coaching Teacher

Proposed Catalog CopyThe Teachers of Tomorrow Advancing Learning (TOTAL) program affords strong academic

preparation and continuous immersion in school cultures through working with children in

educational and community settings. Teacher candidates will graduate with a thorough

understanding of Best Practices in Education through early field experiences, an internship

semester and student teaching.

Next Meeting: March 4th in room 714 – Please note change of meeting room due to Book Fair.

Brief SummaryThis new program restructures the sequencing of courses and establishes a professional semester prior to student teaching. These changes afford the student early and continuous immersion into school cultures through working with children in educational and community settings. Students will graduate with a substantial increase in the number of meaningful and practical field experiences.

Student Learning Allows faculty to establish and maintain immediate contact with students interested in education Gives students a sustained semester-long internship in the schools prior to student teaching Provides the opportunity to enhance successful professional dispositions prior to student teaching Affords the opportunity to develop the theory to practice connection prior to student teaching Offers the opportunity to strengthen classroom/behavior management skills as a result of the

close relationship between the Intern and the Coaching Teacher

Proposed Catalog Copy

Teachers of Tomorrow Advancing Learning (TOTAL)This program affords strong academic preparation and continuous immersion in school cultures through working with children in educational and community settings. Teacher candidates will graduate with a thorough understanding of Best Practices in Education through early field experiences, an internship semester and student teaching.

The Teachers of Tomorrow Advancing Learning (TOTAL) program affords strong academic preparation and continuous immersion in school cultures through working with children in educational and community settings. Teacher candidates will graduate with a thorough understanding of Best Practices in Education through early field experiences, an internship semester and student teaching.

I like the bottom one best because we don’t have any control of whether or not a title will be put in the catalog.

.

Summer Work in TOTAL program.

1. Write courses

a. ELED 100

b. ELED 200

c. Seminar

2. Student teaching

3. Large scale training of coaches (credit, supervisors, faculty)

4. Manual

5. Curriculum for methods classes

6. Role of liaison

7. Special Education – all grade block

MINUTESTOTAL Program MeetingCollege of Education, Room 814April 15, 2008

In attendanceFaculty: Burden, Quatroche, Watkins and Wheeler

Guest:

There will be money this summer to work on TOTAL. Susan suggested we do not put the side-by-side out until all of the other changes have been made.

Need to write 101, 200 and the seminar courses. Re-write student teaching to change hours Would also need to re-write student teaching for TOTAL students – how do we want to work this. More training of coaches

o Bring students together w/teacherso Teachers 1st day, bring in students 2nd day. Have the students introduce themselves.

Coaches trainingo Expand and include students teacher supervisors and faculty.

Sharron said she should be assigning now for the fall. Should there be a meeting with the students now? Maybe at the end of the semester with the TOTAL students.

We also need someone to write a manual of what is happening. Maybe include the coaching teachers and offer them a 3 hour fee waiver. Since we only have 2 buildings, perhaps the schools could write their own appendix.

Do we want teaches to look at our curriculum and give us their input? We could have the methods teachers bring the syllabus and see what suggestions the coaching teacher has. They could give input on what assignments are useful, maybe how to tweak some things, etc. This could be worked as a round-robin setting. Open to all classroom teachers.

The role of the PDS liaison will be changing. The liaison will become the supervisors.

Schools moving to the next step could have 2 liaisons so they can get use to what they would be doing. We will need to have a group decide the role of the liaison. A lot of the supervision load will rest on the classroom teacher.

Items we need to work on, and divide up the work:

Writing courses What changes in regards to student teaching

o Work with Ken Janz to do something for classroom management. Create classroom situations where students are given choices and consequences for their choices.

o The could perhaps be offered as an online summer course. Lagescale training of coaching teachers (with supervisors and faculty) Manual for TOTAL Curriculum for methods courses Role of the liaison

Could the teacher work sample be included in the TOTAL semester? (Meet the same objectives as CIMT). Also, could the parent project be done in the TOTAL semester (example: Writing Night for Parents using technology – PowerPoint)?

What if Sped tool the all-grade and done something like TOTAL for our Sped students? Sped 315 and 316 are already in one block. Maybe we could do our own all-grade block. Work in middle and high schools.

Becky Libler stopped by after the PDS meeting. She wanted everyone to know they had done a great job at conference. Christy Fenton and Dallas Kelsey said they appreciated the way we supported each other.

Next year’s PDS conference is the same as our Spring Break, start thinking ahead. Membership in PDS was included in your conference registration. Also, be thinking of something for AATCE.

Next meeting – April 22nd.

MINUTESTOTAL Program MeetingCollege of Education, Room 814April 22, 2008

In attendance

Faculty: Bauserman, Bolinger, Burden, Hinshaw, Leinenbach, Nail, Quatroche, Watkins and Wheeler.

Guest: Libler

The main purpose of the meeting was to establish assignments of items established at the last meeting.

The committees have committed to having all work completed before the August retreat.

Write courses for ELED 101, 200 and the seminar course in the TOTAL semester. All courses

have been started, but need to be completed. Committee: Kevin, Melissa and Pat.

Student teaching committee: Sharron, Pat, Melissa and Marylin

Training of teacher coaches, student teacher supervisors, university supervisors and faculty,

committee: Sharron, Robin, Beth, Kathy and school principals.

Manual committee: Sharron, Robin and Beth

Curriculum for methods classes committee: Kathy, Pat, Marylin, Beth, Kevin, Melissa and a

coaching teacher

Role of liaison committee: Kevin, Melissa and coaching teacher or principal

Special Education all-grade block committee: Robin and Rebecca

The first and fifth bulleted items, committee members will work together to make sure there is no overlap,

or omittance of information.

Since faculty will be paid for their time spent working on the above items through Project Pre, they are

reminded to document their time spent for PRE payment.

Becky asked if there could be a date given for the training so she could take it back to the VCSC. Sharron

requested they have time to work on it during the summer; therefore, August would be the committee

choice. The training would be 1 ½ days. Becky also asked if data was being collected. Beth has done 2

surveys and will do a third before the end of the semester.

Sharron shared that there will be 13 TOTAL students for the fall semester. At this time, we are not sure

how many of this semester’s (or last semester) TOTAL students will be student teaching in the fall. Two

students from last fall are presently student teaching.

NEXT MEETING: SMALL COMMITTEES WILL MEET!!!!

MINUTESTOTAL Program MeetingCollege of Education, Room 814July 15, 2008

In attendance

Faculty: Bauserman, Bolinger, Leinenbach, Quatroche, Watkins, Wheeler and Whitaker

Guest:

The main purpose of the meeting had been accomplished by each assigned committee thus far.

I. Write courses

a. Committee: Pat Wheeler (chair), Melissa Nail, Kevin Bolinger and Melissa Nail

b. Members reported at this time drafts are ready for ELED 200 and 400. The full NCATE

syllabus is ready and will be brought before the department for approval.

II. Student Teaching

a. Committee: Sharron Watkins (chair), Melissa Nail, Marylin Leinenbach, and Pat Wheeler

b. Sharron reported she had been going through the handbooks making changes and

connection to the TOTAL program. A new form had been added that can be used for

TOTAL and student teacher assessment.

c. We need to have our cooperating teachers re-think about what our student teachers are

to do. This may be accomplished by having an onsite mini workshop on the expectations

of the cooperating teacher.

III. Large scale training of coaches

a. Committee: Robin Burden (chair), Sharron Watkins, Beth Whitaker, Kathy Bauserman,

and Marilyn Shaffer (VCSC teacher).

b. An August 4th training date as been set and invitations have been sent to cooperating

teachers, student teacher supervisors and EESE faculty members.

c. Coaching Teachers, from the first class, have been invited to take part in a panel

discussion

IV. Manual

a. Committee: Sharron Watkins and Lisa Cutter – co-chairs, Robin Burden, Marylin

Leinenbach, Kathy Bauserman and Beth Whitaker

b. The manual for this fall is ready. There is a goal for the future to have a combined manual

that will include - standards, early field experience, TOTAL and student teaching.

c. Sharron would like to see the technology aspect of student teaching be spread through

out the blocks. It is to much for student teachers to try to accomplish in one semester.

V. Curriculum for methods classes

a. Committee Marylin Leinenbach (chair), Kathy Bauserman, Pat Wheeler, Beth Whitaker,

Kathy Spelman (VCSC teacher), TOTAL teachers and Karen Liu

b. Work has been done on the calendar, assignments have been more evenly spaced.

c. A blog has been created for students, faculty and coaching teachers. This will give

teachers a chance to see what is being said about the entire program and just not what

relates to them and the student in a certain class.

d. Members will be meeting with the SCEDF 393 instructor July 29th, and work on a

schedule for SCED. They would suggest a lab on Thursday evening and class on Friday.

VI. Role of liaison

a. Kevin Bolinger (chair), Melissa Nail, Amy Norris (VCSC teacher), Beth Whitaker, Karen

Liu and Lisa Cutter

b. Kevin has been working on staffing projections, schedule attached to report.

VII. Special Education

a. Rebecca Hinshaw (chair) and Robin Burden

b. Unable to attend – teaching workshop in Indianapolis.

Diana did suggest for consistency, we decide on a term used to refer to our students: pre-service

teachers, teacher candidates, etc.

Beth and Sharron will be meeting on July 21st to put the final touches on the notebooks.

MINUTESTOTAL Program MeetingCollege of Education, Room 814August 22, 2008

In attendance

Faculty: Bauserman, Bolinger, Burden, Leinenbach, Quatroche, Wheeler and Whitaker.

Guest:

Courses that are being written (101, 200 and 400) for TOTAL, need to be finalized.

ELED 200 - the text book listed is no longer the latest edition

o Need to summarize student learning

o How will it increase student learning

ELED 400

o What is the purpose of the course?

o 2 or 3 credit hours – will need to check with Brian Coldren

o Syllabi, we need, for consistency, to use one term to refer to “students”.

How do we proceed with student athletes?

What is the university policy in regards to student athletes?

What time do the practice?

Could they go 4 days instead of 3?

Look at the number of hours required of a TOTAL student and ask them to complete the same

amount.

Beth will contact the Athletic Department to see how other areas on campus handle this.

EFE Manual – ongoing. Robin has it marked with post-it notes.

Curriculum for methods courses should have the same evaluations for TOTAL and traditional courses.

Could use the student teacher evaluation for everyone.

Field evaluations

Do these go into TK 20? Beth believes they do.

BCP I – SPED 226; BCP II ELED 392; and Final at end of student teaching.

Lesson Plan would give you content and INTASC

Role of the liaison (handout) – dual liaison faculty.

4 hours per week, allow for travel time

1 visit per week to site

Would stay with in tune with PDS guidelines

Why not assign students the same as student teachers are handled now and still have 3 hour

protection?

TOTAL concerns

Noticed this last semester, teachers were not giving the face to face conferencing with students.

Need to make sure that somehow this is being done.

ISU supervisors need to work with the teachers on the conferencing.

Can it be informal, or does it need to be a sit down conversation? It gives creditability to the

students teaching efforts.

Should be happening 2 times each focus week.

Teachers are still doing the supervision. They were paid $250 for training and $100 for taking a

student.

MINUTESTOTAL Program MeetingCollege of Education, Room 814September 02 2008

In attendance

Faculty: Bolinger, Quatroche, Wheeler and Whitaker.

Guest: Denise Collins. Rebecca Libler

Curriculum

At this time Diana has some materials for ELED 210 and 400, however, nothing to date on 101.

Kevin had completed the syllabus for 200. Diana made the suggested:

o all ELED faculty be listed as qualified to teach the course

o Check the required textbook

o Send the syllabi to everyone electronically so they can review before the meeting. They

can make suggestions before the meeting.

We need to make sure that these are all aligned together.

ELED 400 will be 3 credit hours and 200 will be 2 credit hours.

o This is a change for the students to get credit for their field work as well as giving the

instructor credit for the load.

MINUTESTOTAL Program MeetingCollege of Education, Room 814September 19 2008

In attendance

Faculty: Cutter, Watkins, Burden, Leinenbach, Bolinger, Wheeler, Krackenberger

Guest: Denise Collins. Rebecca Libler

Lisa Cutter is writing a grant, due Oct 2nd, that would help sustain the TOTAL program after support from

PRE goes away. She queried faculty at the meeting on the following:

1) Mission statement: To provide early and continual immersion so students graduate with a

substantial increase in the number of meaningful and practical field experiences.

2) Scope and sequence of events

3) Reasons for changing our program

a. Allows faculty to establish and maintain immediate contact with students interested in education

b. Gives students a sustained semester-long internship in the schools prior to student teaching

c. Provides the opportunity to enhance successful professional dispositions prior to student teaching

d. Affords the opportunity to develop the theory to practice connection prior to student teaching

e. Offers the opportunity to strengthen classroom/behavior management skills as a result of the close relationship between the Intern and the Coaching Teacher

4) What are the benefits? The reasons listed above are the benefits.

5) Management/team organization

6) Plans for the future – how will it spread

a. Center for Education

i. Share structure

ii. Share insight and contribute to best practices

iii. Education faculty – had to re-think how courses were to be taught

iv. Collaboration in inner city areas

v. Blackboard communication – create site to reflect

b. Education Community

i. Model – co-operating teachers and a clinical faculty associate help strengthen

us (university faculty) and the co-operating teacher’s colleagues. We learn what

does and does not work in the classroom, they (co-operating teachers) teach us

what needs they have that we are not teaching.

ii. Develop a resource team available to other colleges

iii. Host a PDS conference w/TOTAL or tie into Sycamore Educator’s Day.

What are the goals offered to general education?

1) Stronger and better prepared teachers.

2) Long term retention

What is needed to sustain program?

1) Stipends for coaching teachers

2) Student fee for student teaching

3) Director of supervision

4) Training for coaching teacher and administrators.

What comes next?

1) Fold in Sped and science education

2) Expand availability

3) Liaisons for schools

Where do we see ourselves 5 years from now? Implementation and revision stages.

How will your role change?

1) The PDS liaison will be supervising interns and student teachers in their building.

2) Need to set standards high – need to put some importance to field work.

The TOTAL semester will evolve into the TOTAL program; will have a Total internship before professional

semester.

Coaching teacher fees – the extra $100 dollars will not be paid by PRE after this year.

1) Charge a $25 fee for each 392 394 397 and 398 or

2) Charge $100 fee for ELED 400.

MINUTESTOTAL Program MeetingCollege of Education, Room 814October 07 2008

In attendance

Faculty: Kevin Bolinger, Robin Burden, Marilyn Leinenbach, Melissa Nail, Diana Quatroche, Melissa Nail,

Sharron Watkins and Krackenberger

Guest: Rebecca Libler

Diana received a notice about an October 16th advising meeting to be held on the 11th floor. She invited

anyone who would be interested answering questions about the TOTAL program. Kevin, Robin, Sharron

and Diana all agreed to be in attendance.

Diana e-mailed Liz Brown to see where the SCED 393 and lab paperwork was. She is waiting for a reply.

Marilyn will follow up with Liz.

The ELED 400 syllabus, according to the F1 form, needs to have the title shortened to 30

characters/spacings. One suggestion was Theory into Practice.

What policy/plan do we have, or want to implement for athletes? Beth spoke to a representative of the

Athletic Dept. who reported that most practices were in the early and later in the afternoon. The problem

comes when their sport is in “season, and some sports carry across semesters”. We will probably need

to work on an individual basis. Some suggestions were 1) have the student take TOTAL, gen ed and then

student teaching semester, and/or 2) re-schedule practicum dates to be made up around Fall Break,

Winter Recess and/or Spring Break. The student will have a schedule before the semester starts as to

his/her practice and game schedule.

Part-time students: could be an issue if students need to work in the morning or afternoon. With

appropriate warning, students should be able to prepare for the TOTAL semester.

The SPED faculty and Beth met last week to talk about what the dual major TOTAL semester would look

like. Suggestions were:

During the first 8 weeks, students would spend ½ day each week in a resource room

When special needs children leave the classroom, the TOTAL student would go with them to

their special ed classroom with the exception of speech therapy.

The student would create a lesson plan that would have deeper expectations to maximize their

experience.

Melissa suggested as the student learned more in the resource room, they could use that knowledge

in setting up centers in the regular classroom; make sure they are placed in a classroom with

inclusion.

Fall 2009 all freshmen will be on the TOTAL program; we should be completely TOTAL by 2011.

PDS contracts will be re-negotiated in 2010 and the schools and set-up could look completely

different, which could affect which schools we work with. We may need to rotate schools every five

years to give the schools a break, since the work is so intense, especially once we start putting more

students in the schools.

Becky mentioned that there could possibly be more grant monies to help support the work we are

presently doing as well as adding to the program, such as T2T.

Next meeting: October 14th.

MINUTESTOTAL Program MeetingCollege of Education, Room 814October 07 2008

In attendance

Faculty: Kathy Bauserman, Kevin Bolinger, Robin Burden, Marilyn Leinenbach, Melissa Nail, Diana

Quatroche, Melissa Nail, Sharron Watkins, Pat Wheeler, Beth Whitaker and Krackenberger

Guest: Denise Collins

Focus of this meeting was on finishing up the syllabus for the new programs and Sped problems.

The new syllabi still need some tweaking, mainly in the justification area. Melissa, Kevin and Pat will make and submit the changes to Jan.

Robin asked to make it clear that Sped students would be taking the all grade bock after the TOTAL semester. This brought was questions from ELED faculty as to why they would want the TOTAL students to schedule TOTAL before they have their pedagogy. After some discussion, Robin invited Diana to attend the Sped meeting on Oct 15th (the following day).

Robin also expressed concern over the experience/placement the SPED students are receiving in the All-grade block. SPED students have been place in content classes and told to teach in areas such as algebra. We need to look in the catalog copy, if course is not covering what the catalog says, then there is a problem. Denise suggested an assessment before we can change this problem. Students are scared to answer honestly on a survey. The Sped faculty should collect data on where they are placed and what expectations are placed on the dual major.

Need to schedule a meeting with CIMT, there must be some other factors as to why 410M and 400L are issues.

ISU is just about the only institution in the state that offers K-12 in SPED.

MINUTESTOTAL Program MeetingCollege of Education, Room 814October 28 2008

In attendanceFaculty: Kathy Bauserman, Rebecca Boehler, Robin Burden, Rebecca Hinshaw, Debra Knaebel, Melissa Nail, Diana Quatroche, Melissa Nail, Sharron Watkins, Pat Wheeler, Beth Whitaker and KrackenbergerGuest: Denise Collins and Rebecca Libler

Last week Denise suggested we have information ready to back our reasoning for a program change.

Enrollment – according to one source of information, Emporia State’s enrollment has dropped since engaging in their new teaching model. We need to look at the bigger

and richer clinical experience. It will create a new opportunity for quality field experiences starting with ELED 101.

Fees – are needed in order to pay the coaching teachers who have been given more responsibilities in training out students.

Athletes – will be handled on an individual basis. Part-Time students – does not appear that we actually have that many in our

program. Assessment plan – needed not for how we are assessing these students now, put

how we plan to assess once the program is started. We will need information that will let us know if the change was the right thing to do. It is dangerous to use pilot data for surveys on how the program is doing because of the on-going changes

How will we bring the rest of the faculty up to speed? o The retreat held last year seemed to be very successful, perhaps another

one? o It would also be helpful to have a written job description. o Another source of training would be job shadowing. o A training video was also suggested as a tool.o Asking the classroom teachers to give their views.

Rebecca Boehler suggested we invite the Dean (Brad Balch) and President Bradley to visit the TOTAL classrooms so they can see first hand what is happening. Diana will speak with the Dean and invite him.

MINUTESTOTAL Program MeetingCollege of Education, Room 814November 4, 2008

In attendance

Faculty: Kathy Bauserman, Rebecca Boehler, Kevin Bolinger, Robin Burden, Marylin Leinenbach, Diana

Quatroche, Sharron Watkins, Pat Wheeler, Beth Whitaker and Jan Krackenberger

Guest: Denise Collins and Rebecca Libler

The book of program and course proposals was handed over to Denise Collins. Denise will review the documents before we send them across campus.

Purpose of the meeting was to work on unit assessment. Adjustments were made to, both ELED and SPED, the matrixes of the Content Specific Assessment report.

Praxis II will continued to be used as it covers curriculum, instruction and instruction in 6 subtests via 18 different types of questions.

Praxis Reading Specialist Test should be removed as it is not designed for undergraduates.

We should also be able to use the PRE Pre/Post test (Impact on Pupil Learning) scores as part of our assessment by adding it to TK20.

Becky Libler talked about the Teachers of a New Era visiting campus next Tuesday. She would like as many individuals (Total students also invited) as possible to attend the 9:00 meeting with the visitors from the Academy for Educational Development. Due to the 9:00 meeting, there will not be a 11:00 meeting. In addition to the 9:00 meeting, faculty members are also invited to a reception after the 4:00 TEC meeting. Becky will also be taking the visitors to the schools as time allows.

Next meeting: November 18th.

MINUTESTOTAL Program MeetingCollege of Education, Room 814January 27, 2009

In attendance

Faculty: Robin Burden, Diana Quatroche, Marylin Leinenbach, Sharron Watkins, Beth Whitaker and Jan

Krackenberger

The big question now is how we get everyone up to speed? How is this going to look on paper?

How does the traditional focus week, differ from TOTAL focus week? ELED 398 the student tutors a student and they have a week of reading instruction. The TOTAL

has already taught some reading before the focus week. They also know the students, which is an advantage over the traditional students focus week.

ELED 397 spends a week on spelling which has that strong connection to reading. It is also a good subject to get the students started teaching in front of the students.

The faculty members present at this meeting came up with a list of issues they felt needed to be looked at:

Who will be assigned to teach other sections of the TOTAL content courses What will the schedule look like on paper? Could we offer classes for one section on Monday

and the other on Thursday? The Monday group would have Sced on Thurs evening, and the Thursday group take SCED on Monday evening.

What about the student athlete? More schools in VCSC – who will decide? Will we have a say in who is a “coaching teacher”? Teacher training – negative teachers – what to do

Program Changes – where do we stand? The changes have been submitted to DAR’s and the Registrar’s Office, both have signed off. The program changes were then submitted to the Dean’s Office, but came back with more changes – fairly small changes.

Recruitment slogan suggestion:

More from day one!

…more experience…more prepared…more confidence…more personal

Join the TOTAL experience!

MINUTES

TOTAL Program MeetingCollege of Education, Room 814February 3, 2009

In attendance

Faculty: Brian Coldren, Sharron Watkins, Pat Wheeler, Beth Whitaker and Jan Krackenberger

Brian shared with everyone feedback he received from last semester’s TOTAL students. Comments were both positive and some negative. Brian felt the students had lots of critiques, but few suggestions to make program better.

Positive: Students felt they had strongly committed faculty. Great experience Being in class all day on Monday very grueling, but would not want to give up Friday. Able to see the school politics. What it is like to work with other teachers, the relationship of the

principal, what a teacher’s life is like in general. Feel much more prepared to start student teaching.

Negative: Students felt there was “muddled communication”. Some instructors used e-mail, some

blackboard, and some both.o Students seem to see the semester as one big class rather than the 4 separate classes.o Beth sent out a weekly focus letter on Friday’s to wrap things up and tie things together.

Once a week meetings to spread out, often could not see how course work tied into the classroom.

Repetitive class work/homework Non-traditional student said the travel was difficult, not able to see family except on weekends.

o Which brought up the question – are our students covered by the university or personal insurance when they travel?

If the desire to have this program in the schools as they say, then why don’t they have better mentor teachers?

o Suggested in the meeting that we do have a coaching teacher evaluation that would involve the school principal. Maybe now we can have a little more input as to who is a coaching teacher. The same evaluation form for teachers hosting student teachers could be used.

Suggestions from students: Even though students were warned about how much work was involved, they still did not know

what to expect. They suggested having some kind of prep class the prior semester. Beth suggested keeping the students on campus a week longer before sending them into the classroom.

The program is at a place where new instructors need to be considered. If running more than on section, it would be to difficult to remain at status quo. How many students could be handled in one section? What would the schedule look like with more than one section? How will SCED handle more than one section?

Athletes have been asking how they can handle the TOTAL semester while participating in their particular sport. Many students have been self self-selecting the reading minor, which may lead to them asking to take ELED 485 with student teaching. Ideally, the dept. would like the student to take 485 online, before student teaching, but believe the request to take during student teaching will cycle through.

Next meeting: February 10th.

MINUTES

TOTAL Program MeetingCollege of Education, Room 814February 17, 2009

In attendance

Faculty: Kathy Bauserman, Rebecca Boehler, Robin Burden, Brian Coldern, Denise Collins, Jan Krackenberger, Marylin Leinenbach, Becky Libler, Diana Quatroche, Sharron Watkins, Pat Wheeler, and Beth Whitaker. The paperwork for the program change has left the office again, and is now awaiting general faculty review. After that, there is Congress Executive Committee and TEC.

Copies of the TOTAL application will be placed in the mailboxes for advisors to hand out during the advising period. This should help remind students to complete the application, or just refresh their memories that it is available.

SCED 393 is now 3 hours, lecture is 2, lab is 1.

Global will be sent to students asking they bring 2 copies of their DARS when seeing advisor for scheduling.

We need to start planning for more faculty supervising and teaching as we add more students to the program. How do we achieve this?

What are we doing differently in respect to expectations as an instructor? Moving more towards practice More field experience to draw from, can see live classroom problems.

How have assignments changed? Every day math is being taught in VCSC, they do not want anything else taught. So other math

strategies need to be given to the student during the content lecture.

Student teacher supervisors have observed SPED students have better classroom management than non SPED students, not because of more knowledge, but because of more confidence. TOTAL students seem to have more maturity than non-TOTAL students. Robin mentioned the Sped faculty talked about moving 215 to a 300 level course, making it more attractive to non dual major students.

Co-Teaching ModelDiana and Becky mentioned we look at a Co-teaching model for our student teachers. They had conversation with people at AACTE from St. Cloud who have developed data on co-teaching. Teachers today hate to give up control of their classroom to a student teacher when the teacher is responsible student outcomes. In a co-teaching model the classroom teacher does not give up control of the classroom and the student teacher sees a master teacher. It is suggested we write a grant and investigate this further.

Co-teaching would also benefit special education students, especially if placed in an inclusion classroom.

Principal Intern Interviews went well. The principals interns said they could tell when they interviewed a TOTAL student.

Sharron will contact students on the print out Brian had on students who would be ready. We need to check to see if they are still interested and have them fill out applications.Brian conveyed that the student teachers are still “ours”, that they will work with the dept on anything that the department needs. The CIMT model was suggested by someone, but it was determined that we need to keep some kind of faculty contact.

Next meeting: February 24th.

MINUTESTOTAL Program MeetingCollege of Education, Room 814February 24th, 2009

In attendance: Rebecca Boehler, Denise Collins, Jan Krackenberger, Rebecca Libler, Marylin

Leinenbach, Melissa Nail, Diana Quatroche, Pat Wheeler and Beth Whitaker

It is time that we can put information about TOTAL on the web; that we are running a pilot program. We

can give the definition of the program, some pictures and an application. Once it is approved, we can

expound on what we have.

Add quotes from principals, coaching teachers, students, faculty

Photos of students working with children.

Representatives from Ball State University and the University of Illinois have contacted members for our

faculty asking questions on how we started this program, so our name and what we are doing is getting

out!!

We realize that we will be making changes as we go along, but we need to start thinking about what we

want to do next. A couple of things were mentioned:

Student Teacher Semester – a good extension from TOTAL

o Look at a co-teaching model.

o There is data out there that we could begin looking at.

Transition to Teaching – would be a good fit with TOTAL. The work could be completed with 18

months (1 summer and 1 academic year).

o They would need the Block II courses

o Work with children on their own

o Do the TOTAL semester and student teaching semester in the same classroom

o Spend 10 weeks student teaching and 6 weeks to cover other classroom things.

ACEI certification

o Program would have national recognition

o NCATE visitation – just hand them the spa report

o We could use the data from what we just proposed. Need 3-5 years of data.

It is time to ask Becky to have conversation with other schools?

Supervision in the Schools

What will this look like when adding new faculty? Kathy stated that it is difficult to “live in both

worlds,” and has volunteered to let someone else take her place. At first, it was thought that the

new person should just do TOTAL, but then decided that it would be good for someone else to

see what it would be like. Faculty will need to live in both worlds while we transition from the

traditional to TOTAL program.

Kathy shared when she set down Mrs. Sutliff at DeVaney to discuss the TOTAL student in her

classroom. Kathy felt comfortable after meeting with the teacher, that she would not have to be

the one observing the student (teaching spelling, reading or math), that the coaching teacher and

building rep could observe just as well.

Principals in these schools are also on top of things and know what is going on in the classroom.

Teaching Internship(s) – the College of Education would offer a course for new teachers to discuss issues

and problems they are facing in the classroom, for which they would earn 6 hours of college credit.

This would act as a support group/cohort.

Continued support from faculty they know.

Could lead to participants to continuing with a Masters Degree.

Problems

o How can we offer this?

o How can we pay for faculty?

Next meeting: March 3rd. Need a paragraph and a couple of pictures for the web

MINUTESTOTAL Program MeetingCollege of Education, Room 814March 17th, 2009

In attendance: Kathy Bauserman, Rebecca Boehler, Robin Burden, Denise Collins, Jan Krackenberger, Sharron Watkins, and Beth Whitaker

Denise reported that the program changes have passed TEC executive and will be brought before TEC this afternoon for full discussion. They will be meeting at 3:30, if Diana cannot attend, someone else from the department will need to attend to answer questions.

Due to the larger number of students interested in the TOTAL program for fall, Meadows Elementary will be joining Fuquay and DeVaney as a TOTAL pilot school. Becky wants to meet with Susan Newton Thursday or Friday to go over some details. Faculty will need to have a little refresher class. This could involve using teachers from DeVaney and/or Fuquay.

Beth wants to start putting down in writing the responsibilities of the school supervisor. Because of the larger number of students in TOTAL, it will be impossible to see all the students during their focus week. Along with this, there is a need to find 2 hour chunks of time (for methods) to keep the students and faculty from going crazy or crazier.

Beth has noticed that students have turned their allegiance to the elementary school. They have “checked out”, they are not respecting things our faculty are doing or saying. They seem to forget they still need to earn a grade and still need to pass the praxis. There is strong agreement in keeping the students on campus for an additional 2 weeks as well as bringing them back before focus week.

Science Ed teacher Eulsun Seung joined us to voice her concern over the amount of time the students are being given for science education. She would like for the students to teach 40-50 minutes sessions for 5 days straight, but the classroom teacher is not allowing the student to spend this much time on science. Rebecca Boehler backed the classroom teacher, saying this was the reality of the classroom teacher, they do not get to teach science. If Eulsun could get 20-30 minutes, over a 2 week period, this would be best. Perhaps 2 lessons one week, and 3 the following. Beth suggested she and Eulsun talk to the classroom teachers to see what could be worked out.

Eulsun also has a concern that students are getting bored that last hour of her teaching schedule. They have been in the schools since early in the morning, and in class until 9:00 in the evening. Eulsun suggested splitting her class between Thursday evening and Friday morning. Another suggestion was, letting the students leave the school early on Thursday’s so they could get to science class earlier, then let out earlier. They would leave school at 2:00, and meet either at 3:00 – 7:00 or 2:30 – 6:30.

It was asked if all the TOTAL sped students could be placed in one school, this would make it easier to supervise sped students. Would it also be possible to place the students with a teacher who has a sped background? As a dual major, their first job will probably be in a resource room.

Beth says pressing issues for her at this time, would be the schedule and the supervision.

MINUTESTOTAL Program MeetingCollege of Education, Room 814April 14th, 2009

In attendance: Rebecca Boehler, Robin Burden, Brian Coldren, Denise Collins, Jan Krackenberger, Becky Libler, Diana Quatroche, and Sharron Watkins

We are still trying to get a handle on the number so students to expect for the Spring and Fall Total classes in 2010. We will be sending out a Global, putting the application on the EESE website and hopefully a link to the ESS website.

Faculty would like for Mike Shriner to come up with a survey for the coaching teachers to complete. Previous information from the teachers was more conversational and there may be some information we can pull from that, but the following information is also needed:

Is there enough ISU supervision, or not enough? Did you feel empowered to do your job as a coaching teacher? Were you comfortable with the schedule? Was there a good balance between district driven needs and the needs of our

students/instructors?

In regards to scheduling, we will need to look at what the schools are doing in regards to assessment. Teachers already have their schedules for next year. Our students should study the classroom assessments and know why they are given. Schools may have more, or less, intervention needs than others. We would have to work with each school and teacher on an individual basis. Schools such as Davis Park, could have more assessments/intervention than other schools we are working with.

Because there is always change in the school district, we need to be in the loop as to what is happening. One of the questions asked, who is the person that should do this? Could it by the liaison/building supervisor?

Training, do we need to pay teachers to attend? There should be some expectation teachers attend meetings for part the $200 payment. Other alternatives are meeting before school is officially over for the day, or after a faculty meeting. Another question was, how often should

we meet? There should be faculty involvement, not just one representative. Becky reported many of the universities have moved away from this practice of paying a teacher for hosting a student.

Brian brought up several questions/concerns. He noticed from the minutes of the last meeting, that we had set deadlines for turning in applications, how are the students going to be made aware of these deadlines. There will be several ways of letting the students know. First, it is on the application, 2) global messages will be sent out, and 3) applications will be put on the web with the deadlines.

Second concern, voiced by Total students, work is competitive. Assignment is also done in the classroom; students are showing/doing the actual work in the classroom. Someone suggested the students may need some more theoretical background. Along the same line, students will show the classroom teacher an assignment which the coaching teacher approves, but then the content instructor does not approve the assignment. Perhaps there needs to be some negotiating on behalf of the students.

Becky is looking at a couple of potential grants at this time.

Ending points… May 11th is set for the meeting with the school principals and ISU faculty. Students feel overloaded and have developed strong feelings about assignments When will we know the coaching teachers? Each semester our faculty has been good about tweaking the schedule and

assignments, we just need to continue tweaking.

MINUTESTOTAL Program MeetingCollege of Education, UH 322September 16, 2009

In attendance: Kathy Bauserman, Melanie Beaver, Robin Burden, Brian Coldren, Denise Collins, Jan Krackenberger, Marylin Leinenbach, Sharron Watkins, Pat Wheeler, and Beth Whitaker

Brian and Jan distributed several sheets of information showing students in relation to Block II, Block III and the TOTAL semester. It is believed at this time, 27 students have been identified has having taken Block II and are in the process of clearing their gen ed to take the TOTAL semester. Eighteen students in block II showed interest in taking TOTAL spring 2010, however, only about 10 of those would possibly be ready. E-mails have been sent to various students; however, because of the low response in returning applications, it was decided to send hard copies to the students through the regular mail. Sharron will create a letter and the office will send out the information. We would like to stress to students, even if they are not sure, it is better to apply for a semester early than a semester late.

Math still seems to be a stumbling block for some of our students; others are taking the courses at another institution.

Notices will also be sent to students making them aware that there will only by 1 traditional section of Block III and Block IV, and that they will be offered in the morning.

Kathy had suggested that traditional classes be ran on a T/Th schedule, allowing for someone like Marylin to have MWF for Total and T/Th for traditional classes. Melanie spoke in favor of running two M-Th classes, stating the majority of curriculum starts on Monday’s. Marylin handed out a schedule to show what it could look like with more than one section. As of now, the schedule 1 section of M-Th and T-F. We have requested on the schedule a room for TOTAL, however, we cannot justify a room sitting empty for half of the semester.

Concerns voiced in favor of having a M-Th schedule in addition to Melanie’s curriculum concern:

Student athletes – week end games and or meets More Friday classes are canceled or are taken up by testing at VCSC.

Could the principal meeting be set up any earlier next semester, maybe the 3rd day? Some of the students did not have a chance to meet with the teacher before they started working in the classroom. This is a good idea and doable.

ESS would like to know the sites we use for TOTAL so they will not place student teachers there. There was some confusion this semester, and TOTAL interns had to be re-assigned.

MINUTESTOTAL Program MeetingCollege of Education, UH 322September 23, 2009

In attendance: Kathy Bauserman, Melanie Beaver, Robin Burden, Jan Krackenberger, Marylin Leinenbach, Diana Quatroche, Sharron Watkins, and Beth Whitaker

We have received 9 applications to date for the Spring 2010 semester. We will now need to review these applications to see where they stand in regards to gen ed courses.

Math 205/305. Diana suggested we remove the Math 205 and 305 prerequisite from the catalog. Students could then take it any time before graduation. They would still need to have a C or better to pass the course(s). Ivy Tech is now re-writing their math courses to be in line with the needs of IU, so their course will no longer work for us. We will make copies of the catalog wording; submit the change to the department on Friday for approval.

Department should also look at standards for elementary teaching and foundational studies (previously general education). If the State Superintendent of schools has his way, students may only need to show evidence of passing a proficiency test.

Should the department try to eliminate one of the math courses? Should we consider writing a course and offering the course within our department? Marylin suggested a meeting with Diana , herself, Liz Brown and Steven Ponitus to look at options.

Another change that could affect our program, is the number of hours spend on pedagogy. Two ways of cutting hours are: 1) change 324 to a phonics content course, 2) consider Eled 101 and 259 as content.

Kathy reported on the meeting with the IN Reading Professors and the State Superintendent of Schools. He reported that the changes were not based on research, but on national trends in education. He has offered to meet with the group at another date for further discussion.

Beth reported that TOTAL had their first seminar of the semester. They seem very strong and impressed her with what they brought to the table. The majority of the group are high achievers.

MINUTESTOTAL Program MeetingCollege of Education, UH 322September 30, 2009

In attendance: Kathy Bauserman, Melanie Beaver, Robin Burden, Brian Coldren, Jan Krackenberger, Marylin Leinenbach, Diana Quatroche, Sharron Watkins, and Beth Whitaker

There was discussion on courses at Vincennes University (EDUC 290), IVY Tech (EDUC 101), and Lake Land Community and Community College (EDU 100). It was decided to accept the curriculum at Vincennes University and IVY Tech, however there was not enough information on the curriculum from Lake Land College to make a decision. Diana will communicate Barb Stafford for more information on the course from Lake Land.

Ivy Tech will be changing their math 141, which is the equivalent to our 305. This change will accommodate the needs of IU and Purdue. The change would involve a 3 course sequence 127 and 129, which would be the equivalent of 305, and, 128 which would be the equivalent of 205. ISU’s math department has been unresponsive. Ivy Tech will continue to offer 141 through spring 10. Now may be the time to make the changes in our program in regards to the math requirements. Do we need to require our students to take 2 courses? Could we ask the math dept to write a course that would consolidate 205 and 305, or, could we write our own? We need to look at the syllabus for 205 and 305. Marylin will be asking her students during the mid-term for a copy of the syllabus as well as a short survey on where they took the math courses and the grades they rec’d. It was even asked if we could have the Dean’s start conversation in regards to changes. Especially since the math students are not even passing their praxis tests.

To relieve some of the problem, Diana had paperwork put forward to remove Math 205 and 305 from the prerequisite for ELED 394. Students still need to pass the math courses to graduate, but it will not delay them entry into Block IV.

Feedback on student teachers who are now student teaching. Sharron reported that student teachers in Indy would like to see a seminar in classroom management. Diana agreed they need more help in that area, she has a student teacher who is over-correcting

her children’s classroom behavior. It was also mentioned that one of the students needs more work on her lesson plans. Perhaps they need to be more scripted. It was also suggested that our faculty members take time to ask our students what part of the lesson plan was just covered as they are teaching. The department could use the micro teaching lab, show videos, etc., in order to show and identify different parts of a lesson plan.

Meeting wrap-up: Diana will contact Barb Stafford about the Lake Land Community College

course Diana will call the math department chair We will check on the math department numbers Work on the department’s website – front page.

MINUTESTOTAL Program MeetingCollege of Education, UH 322October 7, 2009

In attendance: Kathy Bauserman, Brian Coldren, Jan Krackenberger, Marylin Leinenbach, Diana Quatroche, Sharron Watkins, and Pat Wheeler

Diana passed out the math syllabi (102, 205 and 305) sent to her by the math chair, Steven Pontius. However, the syllabi all belonged to Liz Brown and not the present instructors. Diana will try to contact Barb Stafford who is working with Ivy Tech on the math articulation.

If the department can show that the students are passing the math praxis I, math 102 and meeting the standards for eled 394, we would have a good argument for removing math 205 and 305 as a requirement. No one in the dept has taken the math praxis I to date, but Marylin says she has been looking at the Pearson materials that cover that the information. She believes the students are getting the information needed. Marylin will ask Kevin for items covered on the praxis I math test.

If the department did find that it could remove 205 and 305, that would free up 6 hrs for the dept to create our own course, plus allow for another course to be used for behavior

management or interdisciplinary content. Diana said she would be willing to approach the math department, but wanted support from faculty. If the math department did not want to do this, Marylin said she would write the course and teach it within our department.

Brian will check into what the other universities (Purdue, IU etc) are doing and report back next week.

No TOTAL issues at this time.

Assignments for next week:Diana will call the math chairMarylin will check on Praxis IBrian will check on course sequencing at IU, Purdue, USI etc.

MINUTESTOTAL Program MeetingCollege of Education, UH 322November 4, 2009

In attendance: Kathy Bauserman, Melanie Beaver, Jan Krackenberger, Marylin Leinenbach, Diana Quatroche, Sharron Watkins, Pat Wheeler and Beth Whitaker

The paperwork for removing the math requirement for Block IV has been sent forward.

Transition to Teaching Integrated seminars instead of using regular courses with a 3 hour prep course in the

summer. Students could do a course/seminar for 9-10 weeks before student teaching. They

could draw on what they learned from Total and fill in the missing pieces. Secondary T2T has a 3 hour sped course piece, could be done in a 6 week module. Still weighing the pros and cons of grad vs. ug courses.

o If grad credit, would not count towards for grad program. Is there a demand for this type of offering? Courses could look like:

o Seminar I - 6 hours in summer II

3 hours prep 3 hours sped 607

o Seminar II - fall Fall 12 hours – 2 language arts, 2 reading, 2 social studies, 2 math and

2 sci edo Seminar III – fall

3 hours seminar – first 8 wks 6 hrs student teaching the second 8 weeks, or could do 10 weeks.

Would just do one placement for student teaching, the opposite of first placement in Seminar II

o Concerns: Not sure what this would look like with ones course load. What about assessments?

Pat suggested if offered as a grad course, it could be accepted for 660 if there were to be any assessments to

Employers would still want to know a gpaWhat is the next step? Write courses and side by side. Courses would have to go through Grad program rather than CACC. Could we use the language from TOTAL?

TOTAL concerns: ELED 101 starts this spring. Biggest concern for students is their ability to work during this semester. Teachers are feeling free to leave the classroom when the supervisor is in the room. Teachers need to keep coming back for refreshers and give input.

Next Meeting: Can we fit a short seminar Do you have any questions Re-instate the ground rules.

MINUTESTOTAL Program MeetingCollege of Education, UH 322November 11, 2009

In attendance: Kathy Bauserman, Brian Coldren, Jan Krackenberger, Marylin Leinenbach, Becky Libler, Diana Quatroche, Sharron Watkins, and Pat Wheeler

TOTAL issue: pregnant student, who has to date, has not put in one complete week of school. How do we handle this situation?

Student is passing the course work with average work, but not the practicum. Does the student fail all four courses? If she fails, what do we have her sign up for? Can we have her continue her semester until December 18 when VCSC is out of

school? Sharron suggested, not a lot of teaching goes on at the end of the school, and the teachers usually want their classroom back.

Policy to look at: Review syllabi for all classes, make sure the practicum is a large %of the grade Create a contract for students to sign stating they are fully aware of their obligations.

The contract would state they, the student, understands if one part of the course is failed, they must repeat all four classes.

The final grade needs to hinge on more than just the focus week, remove focus week as terminology.

For this student, bring her before ESARC, extend her Total semester through December 18th. She could possibly come back next semester and/or continue her TOTAL semester before starting her student teaching.

We need a handbook for TOTAL like Sharron used for student teaching. We need to set policy now for the future as we get everyone into the new program.

MINUTESTOTAL/T 2 T Program MeetingCollege of Education, UH 215September 3, 2010

In attendance:

Pat presented a remediation plan suggested to share with Education Student Services. Will present to the department.

Beth – create a paper trail (times, date, etc.)

We will produce a letter with a checklist for Vonnie to send to students, letting them know what has been rec’d and what is still needed.

Invite President Bradley and his wife to visit a TOTAL school or seminar. Discuss this with Brad.

Publicity

Marylin and Sharron – pre and post test (survey) results.

MINUTESTOTAL Program MeetingCollege of Education, UH 322January 13th, 2009

In attendance: Kathy Bauserman, Melanie Beaver, Robin Burden, Brian Coldren, Lisa Cutter, Jan Krackenberger, Diana Quatroche, Pat Wheeler, and Beth Whitaker

Announcement: Fall 2010 is the last semester Block III will be offered in the traditional format. Spring 2011 will be the last semester Block IV will be offered in the traditional format.

Questions…answers1. ELED 200 – Pat, Melanie and Sharron working on the syllabus. Please let ESS know

how this course will work. They need to be able to explain it to students.2. We need to have a plan in place for students who are not successful during the

internship semester. For next week, come up with some ideas that would deal with an array of situations. Solutions will then need to be placed on TOTAL application.

a. Student fails a content practicumb. Student becomes pregnant and misses assignments and class timec. Passes coursework, but not practicum portion of semester

3. How will students find out about changes?

a. Class room announcements as well as search old 250 rosters to see who is eligible.

b. Global messages4. Plan for promoting – website5. Do we want students put a school preference on the application? Most believe it

would be opening a Pandora’s box. Best to leave the selection to instructors and principals.

6. Ineffective coaching teachers – how do we work with them or avoid them?a. We need to have regular meetings with faculty and coaching teachers and ask

coaching teachers for their assistance.b. Supervisors are meeting at the beginning of the school year with their

coaching teachers and then 1-on-1 during the semester.c. For the next meeting, come up with 3 dates, 2 for teachers and 1 for

principals.d. Two type of training we should be doing: orientation/general/introduction and

ongoing/refresher.7. Need to be thinking about available classrooms in the schools we already have and

how many interns at a site.8. Deadlines: should we remain firm? Keep the deadlines firm, but also have a

conditional deadline.9. Data collection – what are we collecting and what are we doing with it?

a. Collecting weekly conference sheets, mid-term & final evaluations, dispositions, lesson assessments

10. We need to start breaking down writing areas and ask different individuals to write a page or so and then we can put them all together.

a. Datab. How courses have changed/adoptedc. Collaboration with schoolsd. Student transformation – Bethe. Training coachesf. Differentiation for special education majors – Robing. School selectionh. Job placement / readinessi. Success rate

MINUTESTOTAL Program MeetingCollege of Education, UH 322January 20th, 2009

In attendance: Kathy Bauserman, Robin Burden, Brian Coldren, Jan Krackenberger, Marylin Leinenbach, Sharron Watkins, Pat Wheeler, and Beth Whitaker\

It was reported that there was a very good group of Total students again this semester. This week they are meeting with their home coaching teachers.

Charges for this meeting:1. Come with policy regarding

a. Students who fail practicumb. Students who fail a content areac. Attendance problemsd. Disposition problemse. Anything else that could be a potential problem

2. Come up with 3 dates, 2 for teachers and 1 for principals

Discussion This policy should be in line with student teaching. Fail practicum – need to remediate the following semester, or at the very end of the

semester. How/what would they sign up for if they pass the content area, but not the practicum.

Or if they passed the practicum, but not the content area?o First goal is to get the student remediated at the end of the semester.

If student fails the dispositional part, move the student to another school or just forge ahead.

Final Evals – in the case where the student has “1’s” in a couple of areas, bring the student in, have them articulate on paper what they had done wrong and what they plan to do in the future to prevent happening again. Follow up to be done on student in student teaching.

o 1’s need to be addressed in some way!o TK20 – remediation form made it the student’s responsibility to demonstrate

they do have the skills.o Require 2 meetings with student, the first to explain what the student did

wrong, the second for the student to write and explain.o Need ability to have certain items flagged.o If there is a questionable student, sit down with the student teacher

supervisor and explain what to look for. Final evals are due the last day in the classroom – where will flag be and how will

student teacher super

MINUTESTOTAL Program MeetingCollege of Education, UH 322January 27th, 2010

In attendance: Diana Quatroche, Melanie Beaver, Marylin Leinenbach, Robin Burden, Kathy Bauserman, Brian Coldren, Lisa Cutter, Jan Krackenberger, Rebecca Libler

The paperwork for the transition to teaching program has been started.

ELED 200 will start this fall. Sharron, Pat and Melanie have made changes to the proposed syllabus. Diana recommended we offer the class later in the day to coordinate with the VCSC after school programs which would offer our students service activities. Classroom teachers would create the curriculum.

We need to set some dates for meetings with coaching teachers. Invite present coaching teachers and those we have worked with in the past. The meetings could be divided into content areas creating more dialogue between our faculty and the coaching teachers on what works, what does not, and what might work better. The goal is to have the majority of the observation done by the coaching teacher; which would free our faculty to work on other things. Dates suggested for meeting are: February 16th and March 23rd with the start time being 3:15, on campus. Next semester, we will need to stress the $200 payment the

coaching teacher receives includes attending training meetings. The office will get a letter together, and request parking permits for the meetings.

Our faculty supervisors should also share what works in their individual schools as well as what does not work so well.

ELED 400 will be on the schedule this fall, however, not everyone will have a 400, we need at least 12 students per section.

Coaching teachers, we need to look at who is effective and who is not. Having an intern in the classroom should be reward, not a tool for a poor teacher to use.

We still need to decide what to do with students who fail different parts of the intern semester. What are some reasons they might fail? Everyone needs to identify some reasons and suggestions for remediation.

If student fails one content area, o they should have to take the class againo do they register again or take an incompleteo how is the coaching teacher

Use TK20 for remediation tracking Use ESARC In ELED 200, make it mandatory the students complete the Total application – the

faculty would then meet to discuss each student and their dispositions.

Next meeting: Agenda for meeting with the coaching teachers Meeting room Parking passes Letters to teachers Keep thinking about what to do with problem students, or students with problems

MINUTESTOTAL Program MeetingCollege of Education, UH 322February 3, 2010

In attendance: Kathy Bauserman, Melanie Beaver, Robin Burden, Brian Coldren, Jan Krackenberger, Marylin Leinenbach, Rebecca Libler, Melissa Nail, Diana Quatroche, Pat Wheeler and Beth Whitaker.

Coaching Teacher Meeting Sample was put forth to those attending.

o The letter was approved with the addition of the location and a request that a map be added.

o Parking passes will be included with the letters Principals are not being invited, but if they wish to come, they will not be turned

away.

Applications Changes had been made to the application for Total and distributed to those in

attendance. After some discussion, it was decided to try to put the application on TK20.

o TK 20 could pull most of the criteria we need with the exception of BCPI.o Would show students who needed to be remediated.o Having the reference letter on TK20 would minimize paperwork for faculty

who has been asked to submit a reference for a student. The reference form may also help the Total supervisor identify potential problems.

o An electronic copy will be sent to Melissa to follow up with TK20 consultants

Remediation (possible areas and solutions) Responsibility for remediation should fall back to the student. Once they are made

aware of the area to be remediated, the student needs to let the instructor know o What they are going to do for the remediation via e-mailo Complete the remediation and return the written work to the instructor of

recordo TK20 will allow the instructor to show incomplete until remediation is

completed and accepted. A student may receive 2-3 1’s on evaluation, not enough to fail, but definitely enough

of a concern to be remediate.o Request final evaluations be completed and returned the week before dead

week, if problem, student might have the opportunity to correct during the last 2 weeks.

Absences o Absences - excessiveo Absence due to health/pregnancy

Doctor appointments should be schedule after school hours whenever possible.

o What is excessiveo Athletes

o Contract – interns who miss 3 or more days and have not made them up, will receive incomplete or a failing grade.

o ELED 400 could address some of the problemso ESARC could come in to play with students who have excessive absences.o Attendance at conferences/trips during intern or student teaching semester(s)

Should student get approval from ESARC? Student would need to present a letter from the faculty advisor and reason for attending.

Next meeting: Come back with a list of all these things we talked about (problems/remediation/consequences) and how we should address them, as well as problems in student teaching.

MINUTESTOTAL Program MeetingCollege of Education, UH 322February 10, 2010

In attendance: Kathy Bauserman, Melanie Beaver, Robin Burden, Brian Coldren, Jan Krackenberger, Marylin Leinenbach, Rebecca Libler, Melissa Nail, Diana Quatroche, Pat Wheeler and Beth Whitaker.

In regards to the rule on absences, any absence must be made up, regardless of excused or un-excused. Each case will be determined on an individual basis on how the time is to be made up. The expectation is that you student will be present each and every day. It is possible a student could still fail the course even if the time has been made up.

During the meeting, we should be able to identify the top 10 things an intern needs to know, or learn to be a successful teacher of reading/writing. After compiling this list, we should be able to identify what we coaching teachers can do in the classroom, and what faculty need to beef up in the content area.

We will break the coaching teachers into 2 groups, being sure to divide so the schools are well mixed. One group will do reading, the other writing. Do a carousel walk and them collapse into main ideas.

It was suggested that the outcome be shared with our interns through the Friday focus. Show there is a unity between the coaching teachers and the faculty on behalf of the intern.

Coaching Teachers meeting on Tuesday, Feb 16th Agenda This meeting needs to be very focused and organized in order to show that it is an

important meeting.o 3:15-3:30 - Welcomeo 3:30-3:40 – Introductiono 3:40 – 3:55 – Curricular Brainstormingo 3:55 – 4:05 – Carousel Walko 4:05 – 4:15 – Curriculum Priority Activityo 4:15-4:30 – Closure with course content

Find a small gift for coaching teachers. The next meeting will focus on math, classroom management and/or social studies

Supplies needed for the meeting: sticky chart paper, markers, name tags (4 different colors), dots.

MINUTESTOTAL Program MeetingCollege of Education, UH 322February 17, 2010

In attendance: Kathy Bauserman, Melanie Beaver, Kevin Bolinger, Robin Burden, Brian Coldren, Jan Krackenberger, Rebecca Libler, Melissa Nail, Diana Quatroche, Sharron Watkins, and Beth Whitaker.

This meeting was a de-briefing of the TOTAL faculty and VCSC coaching teachers meeting held Feb 16th. Everyone felt the meeting was a success. There was a lot of good conversation part of which centered on lesson planning and the fact that our interns need to go the extra mile. Melanie Beaver is going to type up the summary of the meeting.

Items that teachers now know they can hold the intern’s “feet to the fire”, include handwriting, thinking aloud, reading aloud and taking what is here, and making the connection to use it somewhere else. We are asking the coaching teacher to help our students see/make the connection(s).

Since this meeting had only partial attendance, it was decided to change the March 23rd, Tuesday, meeting date. Tuesday after school seems to be for school club meetings. It was decided to ask the principals from each of the four schools to see which, March 24th or 25th, would be better for teachers to attend. Principals will be notified via e-mail from Diana.

The next meeting will focus on math and social studies.

Looking ahead…

Fall 2010 could see our largest TOTAL intern class yet with 35. At present we have 4 schools with most of the teachers already trained. Becky said they would talk about adding a 5th school. We should plan on having 2 training sessions during the summer, 1 for review with teachers already trained, and 1 for teachers who have not been trained. It was suggested we have the teachers who have been coaching teachers, help lead the training for those who have not been trained.

S.P.A.R.K.L.E = Sharing Powerful Activities Really Keeps Learners Engaged!

MINUTESTOTAL Program MeetingCollege of Education, UH 322

February 17, 2010

In attendance: Kathy Bauserman, Melanie Beaver, Robin Burden, Brian Coldren, Lisa Cutter, Jan Krackenberger, Marylin Leinenbach, Melissa Nail, Diana Quatroche, Sharron Watkins, Pat Wheeler and Beth Whitaker.

Information and dates for the next coaching teacher meeting discussed. Date - March 24th, Diana will send out a memo to principals. Subject for this meeting is math. This meeting will also include a tour of the math

library. Diana will do the welcome and introduction 2 pluses and 2 minuses Marylin and Beth will come up leading questions Supplies for meeting: flip chart, markers, dots, post-its Menu – will be cared for by Diana and Jan

Fall sections of TOTAL – we have only one room for the fall, but at this point, 36 students. We could run a MTW and a TWR and use the math library and/or micro teaching lab.

TOTAL discussion items: Science Ed – the instructor wants students to teach for 1 hour, plus, she wants EESE

faculty members to supervise her students. Science ed really seems to be too much in the intern semester, need to start advising

students to take it before TOTAL intern semester. We will need to contact science ed to let them know, we will need more traditional offerings in the future.

o Brian voiced that some students can only make their schedule work if they are able to take sci ed with TOTAL.

Pat Wheeler suggested an integrated class with social studies and science. We need to document standards. Pat would even be willing to write the course. Would need to get support of department and the Dean’s Office.

o Suggested the use of REPA for the justification of an integrated class. Could science ed be a minor?

Coaching teacher training – needs to be scheduled. It looks like we will need at least one more school in the fall. Need to identify who needs training, who needs to be re-trained and who will do the training. It was suggested we invite successful coaching teachers to help with the training process for both groups.

Some of our TOTAL supervisors say they have really cut back on the supervision of students in the school s and are putting more on the shoulders of the coaching teacher. By doing this, it frees up more time for supervisors to write about the program. Kathy noted that some students are needier than others, especially since they all are novices. Melissa suggested that if a student really wants an instructor to view the lesson they are teaching, perhaps the student should video tape the lesson.

Transition to Teaching – we still need someone to write the seminarsSummary:

Diana will email the principals that March 24th is the date for the next meeting with coaching teachers.

Think about training sessions – perhaps we could discuss this with teachers when they come on the 24th.

NEXT WEEK…

Discussion on Transition to Teaching

MINUTESTOTAL Program MeetingCollege of Education, UH 215March 03, 2010

In attendance: Kathy Bauserman, Melanie Beaver, Robin Burden, Brian Coldren, Lisa Cutter, Jan Krackenberger, Marylin Leinenbach, Rebecca Libler, Melissa Nail, Diana Quatroche, Sharron Watkins, Pat Wheeler and Beth Whitaker.

Diana asked Becky to go ahead and ask for another school.Diana asked everyone to be looking at dates for the summer coaching teacher’s workshops. We should plan on having a work shop to train new coaching teachers, and another work shop as a refresher for those previously trained. Also start thinking about who should lead the training sessions in regards to present coaching teachers. A couple of names were mentioned (Sarah Kelty, Kathy Jacobs and Laura Hughes) as possible trainers. We would also want our clinical faculty members to assist in the training process.

The 36 students will be assigned faculty/schools (eled 400) and will be broke into 2 sections according the schools they are assigned. The first 2 weeks of classes, students will meet in the assigned room and in the math library. Then the first group will meet on campus Monday, in the classroom on Tues/Wed/Thurs; the second group will be in the classroom Mon/Tues/Wed and on campus on Thursday. There will be 2 other weeks (focus) during the semester that a campus classroom may be a problem.

Diana asked what the coaching teachers feel about the students being pulled back in during the focus weeks and if it was necessary. Marylin stated that she needed the time to make sure the students understood the lesson plans and every day math. Melanie commented that it gives the students a chance to ask “authentic questions.” She also mentioned it keeps the principals from using our students during ISTEP week as proctors while the classroom teacher is elsewhere.

Thirty-one of our thirty-six students will need SCED 393/393L. The office has notified Jim Spear that we will need more traditional classes offered during the academic year. Starting this semester, students will be advised to take SCED before the intern semester. Students from previous semesters, as well as this semester, have stated that it is just too much! We will send Jim an invitation to come to our next meeting to see if we can’t get something worked out. It was suggested that now might be a good time to bring sci ed into our department if they can’t work something out with us.

Draft of March 24th meeting: 3:15-3:30 Welcome – Diana

3:30-3:25 Video snippet – Robin 3:35-3:45 2 +’s and 2 –‘s – Marylin – Everyday math teaching strategies 3:45-3:55 2+’s and 2-“s – Marylin – Math content knowledge 3:55-4:15 Tour math library – Marylin 4:15-4:25 Summary of Coaches input – Melanie 4:25-4:30 Closure

NEXT Meeting: Come up with dates for coach training meetings Becky will check with VCSC about dates Invite Jim Speer to next meeting. Work on T2T

MINUTESTOTAL Program MeetingCollege of Education, UH 215March 17, 2010

In attendance: Kathy Bauserman, Melanie Beaver, Robin Burden, Brian Coldren, Jan Krackenberger, Marylin Leinenbach, Rebecca Libler, Melissa Nail, Diana Quatroche, Sharron Watkins, Pat Wheeler and Beth Whitaker.

Guest: Jim Speer

Diana took a few minutes to explain the Total program for Dr. Jim Speer, Director of Science Education. Jim noted our concerns and was concerned about having talks without Eulsen who teaches the class. He also mentioned the science reform – integrating into other methods classes. It is being piloted in grades 5-8. The focus is not on a textbook, but science kits.

In regards to the number of sections needed, Jim said he had permission to expand the number of sections to accommodate our students, both traditional and Total. They will not be able to continue running sections for traditional and Total. We will need to decide if 393/L will be a part of Total, or if it needs to be taken outside of the Total semester.

Becky brought the award the BCOE won at the PDS Conference held in Orlando. She mentioned we were way ahead of some schools and still far behind some others.

Beth felt that the conference reinforced that we were doing something right. We must continue to train and communicate. Some of our training could involve co-teaching. There were several models given at the conference. We also need to look at creative ways to reward our coaching teachers without money. (Under the new REPA, this may be possible with the awarding of points.)

There were a couple of schools to look at in regards to co-teaching: Penn State and St. Colud. Coaches and interns would need to meet to be trained together before they meet in the classroom. Also take a look a Sandra McGuire’s website.

Need to start thinking about summer training and work on a co-teaching program.

MINUTESTOTAL Program MeetingCollege of Education, UH 215March 31, 2010

In attendance: Kathy Bauserman, Melanie Beaver, Robin Burden, Jan Krackenberger, Marylin Leinenbach, Rebecca Libler, Diana Quatroche, Pat Wheeler and Beth Whitaker.

Becky Libler had a list of dates that would and would not work for the VCSC teachers and the coaches training session. The VCSC central office did not have a preference.

Becky has talked with VCSC, and 3 schools have been mentioned, but nothing definite to date. Items being looked at when considering a school for the TOTAL program are: 1) high diversity, 2) poverty, 3) high risk, 4) GT and 5) Title One. Schools may fit one or more areas.

After seeing the program for a few semesters, VCSC officials are much more receptive and very cooperative when we ask for more schools for the Total inter semester.

Student Problem – one student wants to take student teaching without having passed a sped course. The course could have been re-taken this semester, but the student chose not to. In light of the e-mail Susan Powers sent out earlier (approving exceptions), the student’s request for an independent study will be denied.

This summer we can plan on having a one day workshop, Monday, June 21st, from 9:00-3:00. Think about how to reward the teachers for the training session. Becky will bring samples of certificates that have the dates and times that the teachers can give to the principal for credit. This could count towards their professional growth plan.

Work still needs to go forward for a transition to teaching program. A concrete list of what the students need to do as well as syllabi for each seminar need to be created.

MINUTESTOTAL Program MeetingCollege of Education, UH 215March 31, 2010

In attendance: Kathy Bauserman, Melanie Beaver, Robin Burden, Jan Krackenberger, Marylin Leinenbach, Rebecca Libler, Diana Quatroche, Pat Wheeler and Beth Whitaker.

Becky Libler had a list of dates that would and would not work for the VCSC teachers and the coaches training session. The VCSC central office did not have a preference.

Becky has talked with VCSC, and 3 schools have been mentioned, but nothing definite to date. Items being looked at when considering a school for the TOTAL program are: 1) high diversity, 2) poverty, 3) high risk, 4) GT and 5) Title One. Schools may fit one or more areas.

After seeing the program for a few semesters, VCSC officials are much more receptive and very cooperative when we ask for more schools for the Total inter semester.

Student Problem – one student wants to take student teaching without having passed a sped course. The course could have been re-taken this semester, but the student chose not to. In light of the e-mail Susan Powers sent out earlier (approving exceptions), the student’s request for an independent study will be denied.

This summer we can plan on having a one day workshop, Monday, June 21st, from 9:00-3:00. Think about how to reward the teachers for the training session. Becky will bring samples of certificates that have the dates and times that the teachers can give to the principal for credit. This could count towards their professional growth plan.

Work still needs to go forward for a transition to teaching program. A concrete list of what the students need to do as well as syllabi for each seminar need to be created.

MINUTESTOTAL Program MeetingCollege of Education, UH 215April 14th, 2010

In attendance: Melanie Beaver, Robin Burden, Jan Krackenberger, Melissa Nail, Diana Quatroche, Sharron Watkins Pat Wheeler and Beth Whitaker.

Robin reported the following: One of our non-traditional students, who is also a father, went on a field trip with one of the classes and was caught video recording things he should not have been. The school principal notified Robin that the police wanted ISU to be notified.

Should Total schools be accepting student teachers – no.T 2 T 2 T (Transition to Teaching to Total)

Summer Seminar – 6 hours Sped 607 250 content along with 259 – assign grad #

Fall Seminar – 9 hours Would look much like regular Total semester 2 hrs per content course, use same assessments

Create a new integrated studies course – this would need to be written.Spring – 9 hours

Would look different than traditional student teaching Work with students before an 8-10 week student teacher assignment and then

again after with the capstone.

Using the existing numbers, we need to write a justification for changing the hours. Justification could be, changing hours to comply with state requirements.

Eled 660T – during student teaching, open to interpretation

Eled 583T – combination of 397 and 398

MINUTESTOTAL Program MeetingCollege of Education, UH 215April 21st, 2010

In attendance: Melanie Beaver, Brian Coldren Jan Krackenberger, Marylin Leinenbach, Melissa Nail, Diana Quatroche, Sharron Watkins Pat Wheeler and Beth Whitaker.

To clarify statement made in the April 14th minutes, yes student teachers can be accepted at the schools with TOTAL students. However, practicums are not to use the TOTAL schools.

Diana met with Dean Balch and Judy Sheese in regards to co-teaching in the student teaching semester. Judy and Brad agreed a co-teaching program would be good.

Summer training. Student teacher supervisors (Sandy Kassis and Linda Vickers) will be invited along

with the coaching teachers.o Goals is to pilot co-teaching model in Vigo County in the fall. It was suggested

we start this in the schools we are already using.o Brian will check to see if there are any other student teacher supervisors in

VCSC who could attend. Secondary teachers could attend if they wish to attend (invite opened by Brad Balch). Coaching teacher training will be in the a.m., training for co-teaching will be in the

afternoon. Melanie Beaver and Rebecca Boehler will assist in training. Consider having a Total

student in attendance to talk about what it has meant to them. We will try to reserve Dede I for the June 21st training. Diana and Sharon will talk to Becky before she leaves to see how things were done

for the last meeting.

Total and Student teachers . There have been reported incidences of our Total students being left alone in the

classroom with children, acting as the recess supervisor and student teachers acting as subs.

It was suggested that a meeting with the principals and John Orr be held to make sure that these practices do not take place in the future.

It was also suggested a form be included in the teaching packet, and perhaps a packet for principals, that the teachers signs stating Total students”

o Are not to be left alone with a classroom of studentso Are not to be asked to take over a classroomo Are not to have responsibility of a playground supervisor.

Diana stated perhaps Becky Libler, Judy Sheese and herself have a meeting with John Orr. (Mr. Orr may ask the faculty to “rat out” the teachers who are not following the rules.)

Some student teachers are ready to quit (stop working in the classroom) after they complete their 2 weeks of teaching. In a co-teaching model, the classroom teacher would not have to give up her/his class, and the student teacher would be involved during the entire assignment.

Sharron mentioned that she had Vonnie send out a survey to the new Total students last evening, at this time, over half of the students have already responded.

The next meeting will be held on May 5th – final weeks!

MINUTESTOTAL Program MeetingCollege of Education, UH 215May 5th, 2010

In attendance: Kathy Bauserman, Melanie Beaver, Kevin Bolinger, Robin Burden, Jan Krackenberger, Marylin Leinenbach, Melissa Nail, Diana Quatroche, Sharron Watkins, Pat Wheeler and Beth Whitaker.

T-2-T Summer Seminar (I)

o Sped 607 – Robin already has in placeo 250/259 – content will be writing by Melissa Nail

Fall Seminar (II)o 2 hr per content area, using the same assessment as in the Total program

o Content to be written by Kathy Bauserman and Beth Whitaker Spring Seminar (III)

o Eled 660T (student teaching) will need to be re-written. That assignment has fallen to Kevin Bolinger and Sharron Watkins.

o Will need to include the teacher work sample.

Science Education has requested that 393/Lab be pulled from the Total intern semester. The last time for 393/Lab to be offered with the intern semester will be fall 2010. Kevin suggested that now is the time for us to remove 393/Lab from our program, and create 2 integrated courses (social studies/science methods and social studies content) that would meet the social studies standards under Repa. Other justifications:

Data from students in the program

MINUTESTOTAL/T 2 T Program MeetingCollege of Education, UH 215September 3, 2010

In attendance:

Pat presented a remediation plan suggested to share with Education Student Services. Will present to the department.

Beth – create a paper trail (times, date, etc.)

We will produce a letter with a checklist for Vonnie to send to students, letting them know what has been rec’d and what is still needed.

Invite President Bradley and his wife to visit a TOTAL school or seminar. Discuss this with Brad.

Publicity

Marylin and Sharron – pre and post test (survey) results.

MINUTESTOTAL/T 2 T Program MeetingCollege of Education, UH 215September 29, 2010

In attendance: Kathy Bauserman, Robin Burden, Brian Coldren, Rebecca Hinshaw, Jan Krackenberger, Marylin Leinenbach, Diana Quatroche, Sharron Watkins and Pat Wheeler.

Remediation Plan: Pat has a document ready to present to the faculty and the next faculty meeting. Robin would like to meet first to make sure they have common language.

Eled 400 Syllabus: Robin has been working on the 400 course syllabus and has/will forward copies to everyone.

TOTAL Student/Applications: Sharron has created a letter that is to be sent to the student after they have turned in their application to Vonnie. The letter will state if the student has all the required materials turned in, or let them know what they are still missing.

President Bradley: Diana spoke to Brad about inviting the President to one of the TOTAL schools or seminar. She will continue to work with Brad.

Marylin and Pat are still working on the pre/post test survey(s).

Diana showed the faculty a folder used by the Scott College of Business for their recruitment tool. Maybe we should consider something like that.

Eled 259 and Sped 215 changes have been approved back came back to be part of the program change.

Rebecca & Robin are working on doing away with the all grade block. May some of these hours could be used to beef up some content areas.

Foundational Studies: Sharron is still working on 457. Robin is almost finished with Sped 226.

o If sped majors choose to take 226, there may need to be a dedicated section for sped majors.

o Could consider getting rid of 102 if sped majors choose to use 226 as a foundational studies course.

Transition to Teaching Courses: Sped 607 – Robin has already sent the document to Diana. Diana would also like to

have the assessment and rubric so we have everything at hand when it comes time to write reports.

Eled 550 (? Number) – eled 250 and 259 – Pat and Melissao Is the document along with assessment and rubric ready?

Eled 585T (?) - Kathy has the reading part done, should have assessment and rubric as well.

Eled 591T (?) Beth Eled 661A and 661B (? Numbering) – Integrated Studies

o Eled 661A could be done during the first/fall semestero Eled 661B could be done during the student teaching/spring semester.o Pat is still working on.

Eled 660T – Sharron and Pat are working on. Some of these courses could be beefed up to count towards master program.

Foundational Studies: Brian Coldren It has been decided that all students will be transitioned over to the Foundational

Studies. Students graduating this December, or, May 2010, will not be expected to transfer to

the foundation requirements. Students graduating in December 2011 will be based on individual needs. Brian would like to come to a dept meeting before advising starts to talk about the

upcoming changes.

MINUTES

TOTAL/T 2 T Program MeetingCollege of Education, UH 215October 13th, 2010

In attendance: Kathy Bauserman, Kevin Bolinger, Robin Burden, Rebecca Hinshaw, Jan Krackenberger, Melissa Nail, Diana Quatroche, Sharron Watkins and Pat Wheeler.

Terre Town teachers who attended the summer training will soon be receiving their letters of attendance.

T2T courses are nearing completion. Just a couple of syllabi are still to be completed, they have been handed back to the individuals who are working on them.

Kevin informed the group of a decision made by CACC to discontinue reviewing departmental program changes. This should speed the process immensely.

AT this time, EESE faculty has not been contacted about the Teacher’s of Tomorrow event on November 18th.

Students receiving offensive face book messages from a non-traditional male classmate. The young ladies involved should first remove the individual as a “friend”, and then let the male student know they feel the messages they received were offensive and wish him to stop. The male student needs to understand what he is doing is not appropriate. IF he is to continue, he should be reported. Diana suggested a phone call be made to Public Safety to find out what steps should be taken in such incidences.

TOTAL student problem: student is more or less making her own hours. She and the teacher decided she could attend class on Friday (all day) to make up for taking the afternoon class time off. Robin will speak with the teacher to see what is happening.

TOTAL co-teacher problem: teachers are not following the calendars agreed upon, and/or not letting the students do what has been agreed to during the summer during training. The schedule had been shared with everyone, no one responded to having a problem following it. It was suggested it is now time for the meeting with the principals.

Rebecca mentioned a focus group of TEC is looking at requesting students in the lowers ELED and CIMT classes bring verification of having at least taken the Praxis I test. This could be a problem in ELED 101 as many students are taking it as an elective and do not plan on majoring in ELED or SPED.

Melissa suggested a practicum location could be the Maple Avenue Methodist Church after school program. It is structured and have a lot of children who could be tutored.

Kevin reported his 225 students report the after school program as being nothing but babysitting. He will find out what school(s) this involves and let Diana know.

NEXT Meeting: Find a date for a meeting with the principals Create a list of items that need to be discussed

MINUTES

TOTAL/T 2 T Program MeetingCollege of Education, UH 215October 20th, 2010

In attendance: Kathy Bauserman, Robin Burden, Brian Coldren, Rebecca Hinshaw, Jan Krackenberger, Marylin Leinenbach, Diana Quatroche, Sharron Watkins, Pat Wheeler and Beth Whitaker.

Diana is in need of 2 volunteers for Teachers of Tomorrow.

Student problems brought up at the last meeting have been cared for. Diana spoke with Joe Newport in Public Safety in regards to the students receiving unwanted messages on Facebook a male student in the class. Mr. Newport said the students would need to file a complaint, if they felt uncomfortable about the process, they could meet with Mr. Newport personally. The students need to keep file of all items received and sent to the person involved.

Robin spoke to the student who was trying to arrange her own hours in TOTAL. She reported that the student just needed to know her boundaries.

Rebecca reported she has one teacher who, do to personal reasons, would like to have her intern’s work in advanced so she can have a discussion with her.

Question was raised on whether we need to have regular meetings (maybe every other month) with the coaching teachers and principals.

Meetings with the principals should include such topics as: What is a coaching teacher Who is chose as a coaching teacher Adherence to schedule (ask for coaching teacher for input at the time they receive

their calendars for their intern. Remind them where are students are in their education Teacher Sub/Intern responsibilities when sub is in the classroom. Student athletes – need to be placed with someone who understands their scheduling

needs. Diana will contact Christy to see what dates would be available for the principals meeting before Thanksgiving break. VCS has a holiday on Nov 15th.

The department will start sending out letters to students who are in danger of failing a content area course at midterm. They will receive another letter at the end of the semester if they fail, letting them know they only have one more chance to pass the course.

MINUTESTOTAL/T 2 T Program MeetingCollege of Education, UH 215October 27th, 2010

In attendance: Kathy Bauserman, Robin Burden, Brian Coldren, Rebecca Hinshaw, Jan Krackenberger, Melissa Nail, Diana Quatroche, and Sharron Watkins.

Diana is will waiting to hear from Christy Fenton in regards to the principals meeting.

Diana is having an issue with interns saying they cannot make her 485 class because of school activities. Latest case involved a student who could not make the class due to a PTA meeting. The student could have attended the class and left a little early to attend the PTA meeting.

Need a rubric in TK-20 for the assessment of lesson by the end of the semester. Will also need to add descriptors.

Science Education. Jim Speery has been invited to attend a meeting. Sci Ed is wanting to move SCED 393/L back to 5 hrs. Brian mentioned that our students for fall 2011 are planning on taking SCED with the TOTAL semester.

Info from Brian. Students in Arts and Sciences may be finding a job harder to get with the budget cuts happening across the country. We may want to consider beefing up PE, music, art, etc., if we feel these jobs may be eliminated in the public schools.

First 2 items on the rubric could be eliminated since they have already been done before your observe the student.

Title of rubric “ELED evaluation of teaching experience. To be used for 392, 394, 397 and 398. We do not have a technology rubric, could it be in 335?

Transition 2 teaching – the paperwork is nearly completed, we are just waiting for the last piece.

MINUTESTOTAL/T 2 T Program MeetingCollege of Education, UH 215November 3rd, 2010

In attendance: Kathy Bauserman, Robin Burden, Brian Coldren, Rebecca Hinshaw, Jan Krackenberger, Marylin Leinenbach, Melissa Nail, Diana Quatroche, Sharron Watkins and Beth Whitaker.

Guests: Jim Speer, Eulsun Seung and Dan Clark

Jim Speer and Eulsun attended this meeting to give notice the Science Education department is planning on moving the number of hours back to 5credit hours. They feel with the new foundational studies requirements, our students will need more science. Since it is no longer attached to the TOTAL program, they feel now is a good time to make the change. Jim and Eulsun feel that more time is needed in preparing our students in the area of science. By adding more hours to their 393/lab they could make it broader.

Brian mentioned that students they have been advising in ESS, are planning on taking SCED with the TOTAL program. A change could not be made until after that time. Students who have pre-planned would be forced into a course overload. Brian also asked what the other schools are doing.

Conversation ended with Diana saying that both sides have been heard. Science Education will work with us in offering the course as is through fall 2011.

Principals meeting update, Diana has asked Christy Fenton for a Tuesday after school between November 23rd and December 7th.

Transition 2 TeachingThe paperwork has been completed. Diana added to the admission requirements, “evidence of demonstrated teaching.” This could be accomplished with applicant interview. We can make-up some protocol and ask for recommendations. Background check as an admission requirement as well.

Assessment questions and information: Talk about TWS at the end of TOTAL, and before student teaching. Need to know name of any rubric in TK20 that is not part of the UAS Need rubric for field work. Do not have descriptors for the 1,2 and 3s. Where are we going to access diversity – cannot use 226 because of secondary students taking

the class. Maybe use the same one as student teaching. Is there diversity in TOTAL? Eled 250 also has a diversity piece, could be there last lesson.

Marylin on TOTAL pre and post test. There seems to be a significant difference in lesson planning, and some difference, but not significant in the areas of discipline and collaboration.

Good news: Continuous improvement/clinical experience: Teachers meeting is included in this areas as well as the principals meeting. Need to show the principals our data instruments.

MINUTESTOTAL/T 2 T Program MeetingCollege of Education, UH 215November 17th, 2010

In attendance: Kathy Bauserman, Robin Burden, Brian Coldren, Lisa Cutter, Rebecca Hinshaw, Jan Krackenberger, Marylin Leinenbach, Pat Wheeler and Beth Whitaker.

Rebecca Hinshaw addressed a problem a Sped student is having in CIMT 400. The student is taking all grades block before having her content courses. She believes this could be a problem with other students as we move all students into the TOTAL program. Kevin Bolinger, supported by Kathy Bauserman, feel as though the Sped majors should be doing their all grade work after the intern semester. Others felt all grade scheduling should be done on an individual basis. No decision on when to schedule all grade courses was made.

Lisa Cutter – lesson plan rubric. Lisa requested assistance in creating a lesson plan rubric. Diana sent samples of lesson plan rubrics from other institutions to use as samples in creating one for the

department. After much discussion, the majority agreed to have Lisa write the rubric and they would agree to adhere to what she comes up with.

Principals meeting agenda:

Diana Quatroche: Welcome

Diana Quatroche: Introduction

Marylin Leinenbach: Principal’s Talk

Robin Burden: Open conversation about EESE going totally TOTAL

Pat Wheeler: Kindergarten – is it right for TOTAL?

Beth Whitaker: The Right Choice: Coaching Teacher / TOTAL intern

MINUTESTOTAL Program Meeting

College of Education, UH 217

February 16, 2011

In attendance: Kathy Bauserman, Krackenberger, Marylin Leinenbach, Diana Quatroche, Sharron Watkins, Pat Wheeler and Beth Whitaker.

Announcement: Science Education withdrew their request at TEC to increase the hours in SCED 393.

Spring Teacher Meeting

Who would be invited? Teachers from the spring and fall semesters Christy Fenton

Program Curriculum issues

o Last time you made the following suggestions…o Discussion of science, social studies and language arts/writingo Is the writing on the blackboard better

Think in terms of scenarios for breakout groups to report back on:o How would you help a student who arrives into a rough classroom?o You have a student who uses poor grammar, what do you do?o What do you do when you have an intern giving out wrong information?o How do you handle a student with dispositional problems?

Tardiness, knowing when to jump in and offer assistance, attitude, piercings, etc

Dateso March 29th

o April 19th

o April 26th

Time to start writing and presenting on the TOTAL program Look into possible conferences to present at

o AERA – Pat and Kathyo PDSo Teacher Education

Ask Eric Hampton to start running some data that has already been collected Start reading such things as Phi Delta Kappa to see what guidelines they are using in their

papers. What is the offset of teacher training?

MINUTESTOTAL Program Meeting

College of Education, UH 217

March 16, 2011

Attending: Kathy Bauserman, Diana Quatroche and Pat Wheeler

Diana and Kathy worked on the agenda for the meeting with the co-teachers for this academic year, this spring and last fall. The meeting will be held on Tuesday, March 29th, 3:30-4:30, in UH 110G (Whitaker Conference Room). Refreshments will be provided by the department.

Introduction/Welcome/Purpose

Where are the interns developmentally?

o Writing skills

o Oral grammar

o Dress

o Dispositions

Social Studies & Language Arts

o Expectations of the teachers

o Assignments

Evaluations

Conclusion

MINUTESTOTAL Program Meeting

College of Education, UH 217

March 30, 2011

Attending: Kathy Bauserman, Marylin Leinenbach, Diana Quatroche, Sharron Watkins, Pat Wheeler

March 29th canceled co-teachers meeting.

The meeting was canceled because the majority of teachers could not attend the meeting.

In the future, we will set up the meetings earlier in the year and require attendance of all co-teachers.

We would need to create a contract for the teachers to sign stating they would attend the meetings.

Co-teacher and principal meetings before the teachers receive their students.

Fall principal meeting on Tuesday, August 30

o Opportunity to impress on principals to use their best teachers, not where the need is.

Fall co-teachers meeting on Wednesday, August 31st.

o Would need to be in attendance or not receive a student intern.

Spring principal meeting on Tuesday, January 17th.

Spring co-teachers meeting on Wednesday, January 18th.

Summer training

Look at August 5th. Use ½ day for orientation for new teachers and the last ½ of the day for co-teaching.

(Teacher work day is August 15th)

Clinical faculty talks have been initiated by Dean Balch. VCSC will need to take the next step. There is nothing we

can do at this time. There are already teachers interested in the position.

Robin has been making adjustments to the electronic assessment form for use on the new notebooks rec’d in IRC

for faculty/school liaisons for the TOTAL semester. Although this will be great for students who are doing fine,

without problems, paper copies will still be needed in the case of students who do still have problems.

Marylin asked Diana if she would speak to Dr. Michelle Boyer about adding a CD 413 section. Marylin thought this

would be a good elective for our students to take since they will need more electives.

MINUTESTOTAL Program Meeting

College of Education, UH 217

April 6, 2011

Attending: Kathy Bauserman, Rebecca Hinshaw, Marylin Leinenbach, Diana Quatroche, Sharron Watkins, Pat

Wheeler and Beth Whitaker.

Net-books: Jim Johnson from IRC came to show the instructors how to setup and use their new net-books for

intern supervision. Faculty also downloaded the evaluation template Robin had worked on for use with the Net-

book. Faculty will have a chance to use the net-book for the rest of the semester, see what works and what does

not. During the summer, Jim and the faculty can tweak some items to get the maximum use from the Net-book.

One item to look at is moving the template from a word doc to an excel doc enabling faculty to use formulas in

calculating scores that could possibly be used for other reports.

Summer Training: Nothing has been determined, however there was some discussion on who and how often

teachers should be trained.

Suggested teachers should be re-trained anywhere from 2-5 years after the original training period.

Because there was too much confusion last year in training, it was suggested this summer, it be a whole

day of training.

Suggested teachers be given an option of summer training or end of semester debriefing.

Send out one flyer for those who would like to be considered for an intern

We will need to keep an official record of who has and has not been trained.

Will another school be added? No – not likely! Our enrollment does not show a need of another school at this

time. If we should ever reach 70, then we would need to revisit the idea. Faculty members feel a need to be at the

schools to assist our students.

One of the reason stated, student teachers are not getting the reflection piece needed from the student

teacher supervisor.

Another reason given was the dramatic change in the environment for the students – going from phase 2

with little classroom time and much free time, to a lot of classroom time and very little freedom.

Third was the amount of time a supervisor puts in at the school in order to see each student, especially

during focus week.

In response:

How much responsibility is given to the coaching teacher?

How much difference is there now during focus week compared to the traditional focus week?

Is there another way to do focus week?

Make coaching teacher more responsible – make them own their teaching.

Clinical Faculty Member in the fall? Yes we are in the rotation to have a clinical faculty member for 2011-2012.

Brad has already sent the letter to VCSC. If you know someone who is interested, they need to apply through the

school system.

MINUTESTOTAL Program Meeting

College of Education, UH 217

April 13, 2011

Attending: Kathy Bauserman, Marylin Leinenbach, Diana Quatroche, Sharron Watkins, Pat Wheeler and Beth

Whitaker.

Everyone present agreed the summer training session would be for teachers who have not previously been

trained. The training session in the fall would include everyone (newly trained and previously trained) in a review

in coaching and co-teaching. It was also suggested that after the fall meeting, supervisors could meet with their

teachers and possibly the students.

Drafts of the flyer and contract were reviewed and changes made. There was a question as to when we would have

the teachers sign their TOTAL contracts. The suggestion was to have the teacher sign at the beginning of each

semester.

Training/meeting dates are set as:

August 5th – new coaching teacher training

August 30th – principals meeting correction, should be full meeting with fall coaching teachers.

August 31st – full meeting with fall coaching teachers

At the meeting at the beginning of the semester, we will let the teachers know that they will receive a letter for

them to use for professional growth points, after the semester is over.

Kathy and Pat talked briefly about their findings at the AERA conference. They reported that our program is much

farther ahead than many of the schools presenting their. They feel that we need to start writing and telling about

our story. The deadline is July 1st for submitting an abstract for next year. Faculty agreed to start work on a paper in

June. They also wanted to look for the materials/findings Mike Shriner had done for Becky Libler.

MINUTESTOTAL Program MeetingCollege of Education, UH 217

April 26, 2011

Present: Diana Quatroche, Marylin Leinenbach, Sharron Watkins, Pat Wheeler, Beth Whitaker and Jan Krackenberger.

Beth would like to establish guidelines for the supervisor’s role, so everyone is clear on her/his responsibilities.Beth will be using the 3 hour buyout from the Holstedt Award to work on the TOTAL intern program.

She will be visiting the principals to see how things are going, especially with the new schools; supervisors are invited to go if they wish.

She would like to institutionalize where the students find out about TOTAL, maybe put everything online

Application should be updated Place on our website

o An explanation of TOTALo Checklist/write up steps

The there is the age old problem of CIMT 410M. First our students are told you don’t belong, then later how necessary it is for them to take it. We could create our own course for middle school, making it an option to take the CIMT 410M or the EESE version. Eventually we could drop the CIMT as not be necessary. We already have someone on staff with the middle school experience.There was much discussion as to when the students should/could meet with the building principals. Stress it is important for principals to interview the students.

Students would meet and have the principal interview on the 29th, the day before the teachers meet. Interview all students at the same time.

Students could meet with the principals opposite of their instructional time. On the 31st.

The letter to the teachers has been approved by Christy. You can deal with the principals they way you wish. Send verbiage to Diana on issues to be covered.

MINUTESTOTAL Program Meeting

College of Education, UH 217

September 28th, 2011

Attending: Kathy Bauserman, Kevin Bolinger, Amy Bosley, Rebecca Hinshaw, Marylin Leinenbach, Melissa Nail

Diana Quatroche, and Beth Whitaker.

Guests in attendance: Carolyn Wallace and Eulsun Seung from Science Education.

Science Education. Carolyn and Eulsun wished to discuss some issues of practical concerns and logistics.

Looking ahead science ed currently has 2 sections of SCED 393/L on the books, one traditional and one

with the intern semester. They wanted to know if this would be sufficient. At this time, all we know for

sure is approx 17students presently listed in the intern semester for spring, will need sced 393/L, in the

spring.

They also wanted to know how long we would be requesting a section be offered with the intern

semester. Many students are still planning on taking it with the intern semester. We encourage the

students to take prior to the intern semester due to the amount of work they will need to do.

Non-interns in the intern section of sced. This poses a problem for the sced instructor in securing a

practicum situation for the non-intern students. She asked if it would be possible to keep those students

out of the intern section. She could handle 1 or 2, but very difficult to handle 9, as is the case this

semester. We will work with sced and refer any non-intern student to Carolyn for a decision.

Carolyn also made a request, if sced was going to remain part of the intern semester, sced should not

always be the last class of the day. Faculty members responded by saying it was because sced insisted on

having a 2 hr time period. None of our content teachers are given that time.

Carolyn brought up having some trouble working with students when they are brought back on campus

for seminars for coursework. She as scheduled extra time on T Th to work with the students. Many say

they could not as they already had a work schedule. Beth said there was no reason that they could not

attend the extra sessions scheduled by Carolyn.

Should another section need to be added, perhaps it could be a MW time frame.

Perhaps science ed needs to decide if they want to continue to be part of the intern semester.

Assessment – Melissa Nail.

Working on the NCATE material shows that assessment is one of our students’ weaknesses. Melissa would

like to see formulative assessments in the intern semester if they are going to be successful in eled 457.

Melissa would like to see 3 assessments per week. The intern/student teacher should know before Friday

if their students are “getting it” or not so they can change their delivery if needed. This would also be an

opportunity for the interns to model for their coaches.

Beth suggested there are many ways to assess the children’s progress/understanding, without the detail

Melissa is requesting. Melissa says it is useless unless it is documented.

Some faculty members stated it would be difficult to do in certain areas. Beth said she would be willing to

try during her focus week. Kevin also volunteered to do it in the social studies for a while, but not

continuously, Marylin also volunteered to look in to it.

Melissa also noted that assessment is a weakness nationwide, but we are still ahead of the game by

having an assessment class.

I apologize now for not getting all of the assessment information the way it should be – Jan.

MINUTESTOTAL Program MeetingCollege of Education, UH 217October 5th, 2011

Attending: Kathy Bauserman, Amy Bosley, Marylin Leinenbach, Melissa Nail, Diana Quatroche, Pat

Wheeler and Beth Whitaker.

Assessment – Diana. There is some good news, Eric and Jim are working on cleaning up the UAS assessments and

getting it organized. It should be in good shape to use also for the spa reports. There will be 3 assessments that will need to be completed by the eled 400 supervisor

o Assessment of Lessono Pre-service Teachers Assessment of Diversityo ELED Evaluation of Supervised Teaching Experience

Lesson Planning, keep using the same form when you observe, it is to be completed by the instructor of record – the eled 400 supervisor – as you are the one observing the lesson.

Diana will create a new table with the UAS and Spa responsibilities listed.

Commonality – Beth Content instructors have worked out a common calendar, with a common form, in inform

supervisors as to when the intern will be teaching.

Previously there was a problem in getting the supervisors the lesson plans. Now each supervisor will receive a packet from each intern with their calendar and lesson plan.

There has been a concentrated effort to make the work more consistent for the interns, thus also making it more consistent for the supervisors, coaches and content teachers.

Policy for interns wanting to return to the classroom the weeks they are on campus. Because it is more of a disruption for the classroom teacher and her/his students, ISU students

will be asked not to return to the classroom the weeks they are on campus.

TOTAL Intern semester interviews Beth asked if starting interviews October 31st would be too early. This would give students and

faculty plenty of time to get everyone interviewed in a timely manner.

Data collection Melissa would like to try to gather data on the effectiveness of the intern in the classroom. In order to do this, she would need to compare, for example, a 3rd grade classroom with an intern

with a 3rd grade teacher without an intern. Kathy and Pat responded by saying in their schools, all 3rd and or 2nd grades have interns in the

classroom. This form of data collection may have to wait.

MINUTESTOTAL Program MeetingCollege of Education, UH 217October 12th, 2011

Attending: Kathy Bauserman, Kevin Bolinger, Amy Bosley, Melissa Nail, Diana Quatroche, Pat Wheeler, Beth Whitaker, Yvonne Huffman and Jan Krackenberger.

What the interns are doing Rosedale – Amy. The interns at Rosedale will be presenting a PowerPoint presentation at the

PTA meeting. The presentation will be an explanation of the TOTAL intern semester. This will give the students experience speaking to parents.

Davis Park – Pat. La’Teasa Cannon and Pat will talk to the Wabash Valley Literacy Coalition about twittering and social media, on Oct 27, at 7:30 a.m. at the Vigo County Public Library.

Next Seminar The Career Center will be at the next intern seminar, the date believed to be Tues the 27 th,

however, Beth will confirm the date.

Intern Applications References for interns are to be turned in directly to Vonnie by the instructor. We will have dates listed for guidelines, but will accept at any time. The office will start to look at the DARs to determine what the student is still missing. Hand out the application in ELED 250. Some students may be handing them in almost 2

semesters early that is no problem; we will keep them on file.

Publications for recruitment and web Invite Guru to the next meeting to help with the website information and also in creating a CD to

hand out.o Beth has information from former studentso There are articles and video clips that could be used.

Vonnie suggested the using a PowerPoint presentation for prospective students. Kevin will work on finding a new logo (conceptual framework logo is changing).

Retention Need to make sure we make every effort to retain our students. There will be a new push from the university to ensure we keep students in school Kevin and Pat already have students in 200 that are failing. Beth, Amy and Kevin have each have a student in the field.

We have been trying to reinforce to advisors in ESS that the TOTAL program should be taken the semester before student teaching.

Next meeting: October 19th.

MINUTESTOTAL Program MeetingCollege of Education, UH 217October 12th, 2011

Attending: Marylin Leinenbach, Diana Quatroche, Beth Whitaker and Jan Krackenberger

There was no meeting last week.

Teacher training. Robin, reported through Marylin, a teacher wanted to take the Coaching Teacher training but was always on vacation at the time of training. Beth suggested that perhaps we could rotate our training dates between June and August. Sycamore Educators Day was suggested but, but it was decided that it would not be a good time.

Required coaching teacher training/meetings. Every semester have a beginning of the semester meeting. If the coaching teacher has an intern each semester, he/she will only need to attend one beginning of the semester meeting. The semester calendar will be sent to those who have an intern each semester. In the spring, there will be one after school meeting for everyone, for faculty and classroom teachers to collaborate on curriculum, logistics, etc.

Writing sessions. Diana would like for everyone to start thinking about writing. She has given the following as suggestions:

Reflections (record conferences, use grad student to transcribe audio tapes). Twitter – social media Effective teacher training Co-teaching (faculty now feel they blend in at the schools and are not afraid to be a part of the

classroom).This could become a publishing circle.

Marylin now has I-Pads for the TOTAL students to use. Beth suggested Marylin pilot them with her students at Sugar Grove to see how, what and when to use them. Then a workshop could be given to the faculty.

Our students, and faculty, are getting a real taste of what is happening in today’s schools. Student behavior is a big eye opener.

We need to take another look at what our students need to know for reading. Do we need to change the 324 or 485 curriculum?

Students need to receive clear information as to when to take the praxis – need correct timing.

Diana asked for furniture suggestions in the micro teaching lab.

Intern interviews – Beth is considering asking each intern candidate to provide a senior check out at the beginning of the spring semester. Either a form or the interns DARs would need to be signed by Ryan in ESS. Hopefully, this would prevent any problems for the students before or after the intern semester – they would be ready for student teaching.Next meeting will be, Wednesday, November 2, at 11:00. Plan on meeting in the Math Center unless otherwise instructed.

Assignment: be thinking about a topic you would like to write on.

TOTAL Program MeetingCollege of Education, UH 217November 2nd, 2011

Attending: Diana Quatroche, Marylin Leinenbach, Amy Bosley, Rebecca Hinshaw, Pat Wheeler, Beth Whitaker

Discussion about the I-Pads recording and Guru willingness to show faculty how to record. Beth said that it would be nice to record Total Interns on their journey from start to end. It would show how the student grows over time in the Total program.

Further discussion on SPED 410m will be at the November 21st faculty meeting.

MINUTESTOTAL Program MeetingCollege of Education, UH 217November 2nd, 2011

Attending: Kathy Bauserman, Amy Bosley(clinical faculty), Jan Krackenberger, Marylin Leinenbach, Karen Liu, Diana Quatroche, Pat Wheeler, and Beth Whitaker

Conference/ PR information – Diana has found the PowerPoint’s with the videos that were used at a prior conference. Jennifer Sicking will be at Terre Towne the week after Thanksgiving. She will be there to get

some footage for a follow up story on TOTAL. It was suggested that the final seminar, when the present interns talk to the incoming interns, be

taped for future use in presentations and publicity.

Teachers of Tomorrow: Beth and Marylin will be representing EESE and talking to the students.

TNE – Diana and Sue Kiger will be traveling with Dean Balch to speak at the conference. Diana will be representing EESE/TOTAL. Diana shared with the group her conference presentation material.

Intern De-briefing – thoughts and suggestions:

Beth – it was very enjoyable, even if it was a grind! 15 minutes is a good amount of time – but – need to insert some time to get thoughts together

between interviews. Any “strays” will need to be interviewed by at least 2 faculty members. Next semester, may need to run multiple rooms for interview sessions.

At the end of the semester, we need to find some way to recognize our outstanding interns during the student teacher semester. They somehow seem to get lost in the nomination process. Pat volunteered to talk to Judy about the process.

Dual majors will be mixed with the rest of the interns and not separated out.

Monday, November 21st, (after the meeting with the Dean) has been designated as a day to work on writing. Meet in the math library at 10:00 and plan on working there until approx 3:00. An outline will be created from which to work from.

Beth wanted to bring to light a handicap student who is coming up through the phases. She is a delightful young lady who we will need to work with.

There will not be a TOTAL meeting next week, November 16th.

MINUTESTOTAL Program MeetingCollege of Education, UH 217January 25th, 2012

Attending: Rebecca Hinshaw, Shawn Huisinga, Diana Quatroche, Pat Wheeler, Marylin Leinenbach, Beth Whitaker, Kathy Bauserman, Karen Liu

Diana has some money to spend from a grant issued by ICHE and asked for suggestions as to needs in the department. It was suggested we purchase 2 I-Pads to be used to show video clips to visiting

students. Diana also encouraged faculty to encumber money for conferences early.

If your school principal appoints a coaching teacher who is not a good model, talk with the principal and ask for a different teacher. We do not want to start the practice of using teachers that are not effective or good role models. Diana and Beth had conversation with Christy Fenton who supports us in this area. It is important to have a good relationship with your principals; it will make these discussions much easier.

Diana asked for suggestions in writing a paragraph for curricular changes in the department: Evidence of meeting with VSCS administration Concerns about unsuccessful student teachers Based on feedback on fieldwork, student teacher had not had a full picture of teaching prior to

student teaching. Stemmed from accountability from public schools. Restructured program for continuous contact with students. Trained coaching teachers added to the information Beth gave Diana. We have added 2 meetings a year (continuous coaching teacher contact to maintain quality of

working w/effective teachers.

Comparison data collected back to 2007. Eric can use this as an exhibit. Information Mike Shriner gleaned is on a flash drive in Brad’s office.

Go back to disposition/evaluations of student teachers. Trouble finding placements, didn’t want our students.

Karen said the TOtAL data would be a very good exhibit along with questionnaire.

TK20 – have questionnaire created here for students to use, self-evaluation. We should be tracking student throughout their coursework. Students start out with a rosy picture of the world, but now have a more realistic picture of teaching. Start using the questionnaire early 1st beginning of program, 2nd time and the 3rd after student teaching.

Diana has already contacted Christy Fenton about the spring meeting with available dates.

Elementary, Early and Special EducationTOTAL MeetingBCOE 215Wednesday, February 8, 2012

Present: Kathy Bauserman, Amy Bosley, Robin Burden, Rebecca Hinshaw, Marylin Leinenbach, Diana Quatroche, Pat Wheeler, Beth Whitaker, and Jan Krackenberger.

Requests Please submit a copy of the intern calendar at the end of the prior semester. Example, the fall

calendar would be due at the end of May; the spring calendar would be due at the end of December.

The office should have electronic copies of materials used for TOTAL. Beth will ask Vonnie to scan her notebook. Please send the office electronic documents of templates etc as they are created. This will make things simpler when asked to make changes in the future.

Diana spoke with Eric and Jim in regards to the student self evaluation. Once the form has been revised, Jim will send it to TK20 to have it uploaded to the system. This information can be useful for future data collection/studies. Unfortunately, you cannot go back and add data after the fact.

Spa Report, we passed, however we do have some work to do in the rubrics. ACEI rubric needs to be aligned to each standard, not multiples per standard. These were not listed under conditions, but must be corrected for the future. Should not use methods courses for content grades.

The new praxis II test is out and we have had feedback from one person. The test is heavy on science and social science. The praxis II will only be employed for one year, after which it will be replaced by a common core test. We will need to look at how the common core aligns with INTASC.

Assessment of Lesson, Beth believes Jim has sent out the wrong evaluation. What she completed had student teaching listed. Diana will check to be sure the correct one has been shared.

Beth felt that last night’s TOTAL intern seminar was awesome, that Amy had set the tone for a terrific evening. Students were very engaged and work on problem solving together. Supervisors – you are doing a great job. Be aware of the relationship your student has with the coaching teacher, if it is not working, do not hesitate to have the hard conversation with the teacher. If it does come to having a difficult conversation, don’t go it alone. Ask the principal, Diana or Beth to be present with you. You must be an advocate for our students. Try to keep the student out of the conversation.

The new “annual meeting” for fall and spring coaching teachers, will be held on April 18th in the Whitaker Conference room, from 3:30 to 5:00. You can start telling your teachers to save the date. The department will provide parking permits which the supervisors can hand out. Suggested topics

TOTAL Minutes

include

Collaboration Logistic issues Curriculum Assessment – ask coaches to give formal feedback at this meeting. Suggested we use

technology for the evaluation (possibly use the I-Pads in IRC).Beth would like to come up for a name for the meeting rather than just calling it the annual meeting. Amy suggested using something that would show partnership such as incorporating “linking.”

Diana would also like to make sure the coaches know how important they are in this process. Someone suggested, having a PowerPoint demonstrating the importance of the coach on the intern, using photos and short tidbits from the interns.

Are we tracking attendance of the coaches who attend the meetings? We need to keep track of who does not attend. They have enough notice for the April meeting to clear their schedule. There is nothing schedule for the corporation that night. While we cannot award professional development points, we can give them a certificate/letter stating they attended the meeting.

Scholarship information. Diana spoke in regards to re-vamping the scholarship procedure. We also have another scholarship that is not listed on the original form, the Blackwell Award. The Blackwell Award is based on scholarship/grades and citizenship. Vonnie is working on another form (application) that the committee can use for ranking the scholarship applicants. On the Vanita Gibbs scholarship, Diana would like to see us come up with specific criteria to rate the candidate, example: member of IRA or other reading association at state or local levels, participant of Sycamore Readers, etc.

There will not be a meeting next week due to several faculty members traveling to conferences.