GOTeach to

PROTeachBuilding a Framework for

Teacher EducationDepartment of Curriculum and Instruction

University of Kentucky

P R O m o t e | P R O d u c t i v e | P R O a c t i v e | P R O f e s s i o n a l | P R O Te a c h

Background

• Committee:– Kathy Swan, Regina Dawson, Joan Mazur, Ryan

Crowley, Margaret Rintamaa, Susan Cantrell and students: Rebecca Mueller, Thomas Clouse, Carly Mutterties

• This GOTeach/PRO Teach Framework passed unanimously at the C and I meeting in December 2015

• Two PROTeach cadres in ISD and Social Studies are up and running! (This isn’t science fiction )

Why?

• C and I want to have a bigger presence in Teacher In-Service Training (a “circle of life” model);

• We wanted our teacher education model to be 1) cohesive; 2) innovative; and, 3) efficient.

GO TeachP ra c t i t i o n e r

PRO TeachL e a d e r

Rank IRank II

Cadre-focus• Inquiry• Writing• ISD • Urban Education• National Board

Certification

Ed.D./Ph.D.Rank IIRank III Certificate

Teaching Toward GreatnessDepartment of Curriculum and Instruction | UKYGOTeach to PROTeach concept

Personalized: built around student’s professional goals & assist in

innovating from the classroom

Innovative: course experiences leverage the expertise and connections of UKY

faculty & are designed to impact Commonwealth

Fieldbased

Rank I/Ed.D./Ph.D. work with GoTeach Programs

ISD MastersTeacher Leader Masters (TBD) develop course-based experiences

P R O m o t e | P R O d u c t i v e | P R O a c t i v e | P R O f e s s i o n a l | P R O Te a c h

ElementaryMiddle School

Secondary MIC English and Social Studies

PRO TeachE x p e r t

PROfessional:

• Cadres are organized around an identity (e.g., Social Studies Inquiry, Urban Education, Writing, Instructional Systems Design, National Board Certification) with a faculty member leading and facilitating the group.

• These cadres would function with peer-to peer elements (e.g., Professional Learning Communities or PLCs);

• First sequence of credits would be organized into a certificate that would build community and expertise in an area of study.

PROmote

• Coursework is personalized around the cadre’s professional goals and is offered in a variety of flexible formats (e.g., hybrid and online classes, Saturday meetings);

• In each of the courses, there is an opportunity to fashion experiences, assignments, and outcomes on the unique needs of each teacher within the cadre and should allow for real-life application.

PROductive

• A cadre’s efforts should be tangible demonstrations of knowledge and practice validated through rigorous research methods.

• Students produce resources and tools to implement creative learning experiences in their schools.

• They create professional learning tools to help other teachers implement ambitious, innovative, and meaningful classroom experiences for students.

PROactive:

• Program outcomes have real-life impact and occur in authentic settings (e.g., classroom projects should not be constructed for hypothetical settings but for the schools and districts with which the teachers are associated).

• Cadre members work independently and collaboratively as agents of change to move Kentucky forward.

Social Studies Assignments• Impact:

– NBPTS (Fall 2015)

– Kentucky History Society/NHD (Spring 2016)

• Leadership:

– Students determine based on their goals for the program

• Field Experience/GoTeach:

– Cooperating teachers/Film Proj./Teaching methods (Fall 2015)

– Cooperating teachers and University Supervision (Spring 2016)

• Product:

– Publish 15 curricular inquiries on C3 Teachers (Fall 2015)

– Pilot and publish student teaching case studies (Spring 2016)

• Why the change?• What documents did we use?

• PGES, C3 Framework, CHETL , KY Teacher Standards, Teacher experiences

• Questions that framed our thinking:

• What is the goal of observation?

• What are the needs of the pre-service teacher?

• Why types of thinking do we want pre-service teachers, cooperating teachers, and university supervisors to be engaged in?

PROTeach:

Observation Tool

Problems with the old form

Work Group Methodology

Questions that framed work:• What is the goal of observation?

• What are the needs of the pre-service teacher?

• Why types of thinking do we want pre-service teachers, cooperating teachers, and university supervisors to be engaged in?

Documents used:• PGES, C3 Framework, CHETL , KY Teacher Standards,

Teacher experiences

Methodology:• Develop Instrument, Feedback from the Swans, Pilot,

Revise, Test again, Finalize

Next steps

• Increase number of cadres to other disciplines and foci. • Cross-pollinate the cadres.• Re-do Rank II and I (In-service) programs to include

these PROTeach ideas or organization;• Consider additional certificate programs;• Streamline the CAEP/NCATE/SACS/accreditation

process to make these programs more efficient.• Develop marketing strategy and increase resources to

expand and sustain it;• Invite a larger discussion within College to see if

anyone would like to build out from this framework.

Inquiry

Scaffolding is intentional

Inquiry Design Model (IDM)

Component IQuestions

Component IITasks

Component IIISources

The IDM Blueprint

Questions

Tasks

Sources

Final Thoughts