On Thursday, April 18, 2013 over 175 people attend-ed the Bradley PDS Partnership Spring Celebration in Westlake Hall’s atrium and Owens Professional Development Center. The event, funded by the William T. Kemper Foundation-Commerce Bank, Trustee and Bradley’s College of Education and Health Sciences, featured 18 interactive poster sessions and 20 roundtable discussions about recent PDS projects and compelling educational topics. The event provided an opportunity for pre-professionals, practitioners, and professors to engage in lifelong learning and leadership on behalf of P-12 students. In all, 19 practicing teachers and administrators, five Bradley graduate students, two Bradley nursing students, 24 Bradley pre-service teachers, nine Bradley novice teachers, five Bradley student teachers, and 16 Bradley faculty members presented at the event. Read more about the 2013 Spring Celebration on pages 2-3 and throughout this issue of the Bradley PDS Partnership Post!

BRADLEY PDS PARTNERSHIP

SPRING CELEBRATION :

A SUCCESS

BRADLEY UNIVERSITY

COLLEGE OF EDUCATION AND HEALTH SCIENCES

JOAN L. SATTLER , DEAN

SPRING 2013

BRADLEY PDS

PARTNERSHIP POST

On Friday, November 8, 2013, the Bradley PDS Partnership will charter a 55-passenger

bus to the Illinois Association of Teacher Educators (IATE)

Fall Conference in Normal, IL. To reserve your seat, on

the bus, Google Bradley PDS Partnership

after September 1st.

PDS NEWS

Spring Celebration 2-3

Healthy Learning Environments

4

edTPA in the Early Stages 6

Healthy Lifestyles 7

Communication Connections

8

Goodbye Dr. Dillon 9

Robotics, Reflection, & Symmetry

11

Compassion Fatigue 12

COMING

FALL 2013

Bradley’s Center for STEM Education hosted Trewyn and Roosevelt students on National Lab Network Day 2013. Read more on page 10.

I attended the Bradley PDS Spring Celebration in the newly-renovated Westlake Hall, and what a great experience it was! As a current student teacher, I am beginning to learn the value of professional develop-ment. I have been lucky enough to attend around 20 hours of professional development at my current placement, and each time I leave the sessions I feel a bit more confident about my teaching abilities. The PDS Spring Celebration was no exception. I began the evening interacting at the poster sessions, some of which were led by professionals, others led by my peers. The poster sessions gave me the opportunity for exploration and discourse with individuals that had interacted greatly with one area of education, from teaching English Language Learn-ers to the best physical layout of a classroom. I have been on the presenting side of a poster session before, but never on the receiving end. I found the poster sessions to be quite informative and rewarding. I then moved into the roundtable discussions where there were an overwhelming number of choices. As a soon-to-be college graduate, I headed straight for the Job Search Tips roundtable session, where I was greeted with unique advice catered to the individuals seated at the table, including tips on using LinkedIn, job search websites, and advice for filling out online applications. I ended my time at the roundtable for managing classroom behaviors. At my current student teaching placement, I am dealing with quite a few behavioral issues, so it was nice to share and gain advice from peers and professionals who have dealt with some of the same issues. Overall, I found the Spring Celebration to be a wonderful experience. I look forward to attending many more professional development sessions in the future as I continue on my way to becoming the best teacher I can be!

SPRING CELEBRATION :

A GREAT EXPERIENCE ! BY N ICOLE HUME

PAGE 2 BRADLEY PDS

Spring 2013 Bradley PDS Partnership Post Authors

The articles in this issue were written and/or edited by Noreen Dillon, Regina Howe, Jana Hunzicker, Peter Olson,

Joan L. Sattler, and Bob Wolffe. Many thanks to our spring guest authors as well!

Did you know?

19 practicing teachers and administrators

5 Bradley graduate students

2 Bradley nursing students

24 Bradley pre-service teachers

9 Bradley novice teachers

5 Bradley student teachers, and

16 Bradley faculty members

presented at the 2013 Spring Celebration!

!

“I learned new, exciting information that encouraged life-long learning.”

~ Ashley Austin

PAGE 3 SPRING 2013

2013

Spring

Celebration

Door Prize

Winners Michael Adair

Miguel Alvarez

Helja Antola Crowe

Samantha Babb

Chriz Cordero

Kayla Darby

Cheryl Ellis

Kellie Evanish

Helen Ferguson

Colleen Geraghty

Lisa Hainline

Abi Halberstadt

Shardonnay Hawthorne

Daniel Heinze

Megan Hickey

Ashley Horton

Molly Karpowicz

Jess Matura

Lucia Noguera

Renae Rudy

Libbi Swingle

Justin Widd

Trish Wojcik

Debrell Young

“As professional teachers, we are going to have to present at conferences like this. I believe this experience prepared us for future conferences.”

“A Bradley faculty member praised our project and said that more people should be raising awareness about this. It made me proud to be a part of such a professional and insightful school and environment.”

“LOVED it! The format was refreshing and enlightening!” ~ Dr. Val Pierce

“Continue having these celebrations!”

More o

n t

he S

prin

g

Cele

brati

on: Page 1

4

The world of practice came into sharper focus at the Spring Celebra-tion, where teacher candidates majoring in Early Childhood and Early Childhood/Elementary Education showcased Learning Environment Design projects completed in Dr. Helja Antola Crowe’s ETE 343: Early Childhood Methods course this spring. Preparation, articulation, process awareness, teamwork, and professionalism are some of the things teacher candidates wrote about after the whole process was complete. In class, candidates studied how important an influence learning environments have on children’s overall well-being and learning. They studied multiple aspects of learning environments, the Department of Children and Family Services (DCFS) requirements for safety and teacher child ratios, software to design classroom floor plans, and the wealth of equipment and materials available for teachers. After school visits to Valeska Hinton, candidates analyzed how teachers had organized their classrooms for differ-ent ages of children, how learning centers were set up, and how teachers’ personalities were expressed through their classrooms and contributed to the classroom atmosphere. At Whittier, candidates explored and analyzed the outdoor classroom and playground in preparation for creating playground designs. In all, candidates created and provided rationale for four different learning environments: infant/toddler, preschool, primary, and outdoor. The teacher candidates worked in groups on the project, communicating with each other and a collaborating teacher to analyze important ideas. After presenting their projects in class, they worked on creating proposals for the Spring Celebration as an extension of their learning, and for a different, more public and shared professional event. Reflections of the candidates articulated their success. One candidate wrote, “It was an interesting experi-ence as we stood ready and waiting to answer questions from passers-by. Many inquired about the title of our

presentation board and asked how we would accommodate students of all abilities and nationalities in our classroom. We were very enthusiastic about our project and spread the enthusiasm to those who asked us.”

HEALTHY LEARNING ENVIRONMENTS BY DR . HELJA ANTOLA CROWE

PAGE 4 BRADLEY PDS

In March 2013, third through eighth grade students across Illinois participated in the Illinois Standards Achievement Test (ISAT), and in April 2013 high school juniors (and some seniors) statewide completed the Prairie State Achievement Exam (PSAE). Approximately 2,300 of these students are enrolled at one of Bradley’s PDS sites. To support students toward successful completion of these important statewide tests, the Bradley PDS Partnership provided each test-taking student with a red Bradley pencil. Go far. Go Bradley!

BRADLEY PENCILS FOR ISAT AND PSAE

Several ETE 343 candidates presented posters about healthy and safe learning environments at the Spring Celebration. Pictured here: Reyna Munoz and Lyndsay Hawk (left); Chelsea Ever-ett and Sam Kintop (top); Karina Mirchandani and Marie Nelson (right).

BRADLEY

PAGE 5 SPRING 2013

During the fall 2012 semester, two representatives from Manual Academy presented at the Fall IATE Conference in

Lisle. This spring, Manual maintains a statewide presence through two more statewide organizations. On April 27th, principal Taunya Jenkins and Academy Leaders Elizabeth Zilkowski and Cheryl Ellis (right) attended the Illinois Women in Educational Leadership (IWEL) Dare to be Great Conference in Blooming-ton, where Peoria Public Schools Superintendent Dr. Grenita Lathan was honored. On May 7th, middle school social studies teacher and Bradley alum Ryan Speiden received the Illinois Associ-ation of Colleges of Teacher Education (IACTE) Beginning Teacher Award in Springfield. This annual award is given to second- and third- year teachers who have demonstrated particular teaching talent and commitment to students early in their careers.

BOZO BUCKETS , BINGO, AND MORE BY BRETT BANDY AND REBECCA WALCZAK

In ETE 313, Literacy Methods I: K-2, we focus on literacy in the classroom for younger grades. Since the begin-ning of the semester, we have been visiting Whittier Primary School to work with a few students and tutor them with reading and fluency. Each of us has one or two students and we visit them every Tuesday. We create lesson plans for each visit, focusing on a different skill pertaining to literacy. Initially, we helped the students work on their phonics, with consonant diagraphs, blends, and consonant sounds. To engage the students in their learning, each tutoring pair created a phonics game that focused on the areas students had struggled with in the past. Some of the games Bradley students created were Bozo Buckets, Bingo, and other card games. For example, Bozo Buckets is a game in which students have to toss a penny into a cup that is labeled with a blend or diagraph, and then create a word using said onset. The students at Whittier enjoyed their respective games, as they were both

fun and educational. While we have limited time to work with the students, some of us have seen an increase in scores since the beginning of the semester. It is our hope that continued tutoring will help improve the reading skills of the first grade students at Whittier.

Dr. Olson’s ETE 313 students share their phonics games at the 2013 Spring Celebration.

AbcdEfGHiJklmnOpQrstUvwXYz

edTPA is a subject specific, performance-based assessment for pre-service student teacher candidates. Centered on student learning, this new, nationwide assessment for all pre-service teachers is modeled after the National Board for Professional Teaching Standards (NBPTS) performance assessment for experienced teachers. In addition to being required for initial teacher licensure, edTPA will support state and national accreditation for all of Bradley’s teacher education programs. Bradley’s Department of Teacher Education is currently in the early stages of implementing edTPA. During spring 2013, one section of the edTPA assessment process was piloted at Whittier with one group of student teachers. Beginning in fall 2013, all novice teachers will be required to complete the edTPA portfolio in prepara-tion for student teaching. Following a similar phase-in pilot for student teachers, Bradley will begin full implemen-tation of edTPA in fall 2014 as one of the major assessments during the student teaching experience. Currently, Bradley’s Department of Teacher Education is evaluating various ways to implement edTPA and a candidate support system that will work best for Bradley. The new edTPA assessment process will require three main parts: Task 1 - Planning for Instruction and Assessment, Task 2 - Instructing and Engaging Students in Learning, and Task 3 - Assessing Student Learning. In addition to completing one section of the edTPA process during novice teaching, several of Bradley’s foundational education courses will begin preparing teacher education majors for completion of the edTPA as early as their freshman year. During student teaching, the actual edTPA submission will require evidence of candidates’ knowledge, skills, and dispositions through the submission of three to five lessons from one unit of instruction taught to one class of students. To complete the edTPA, student teachers will apply what they have learned from their coursework related to teaching and learning by providing artifacts, documenting teaching and learning during a learning segment lasting approximately one week, and writing commentaries that explain, analyze, or reflect on the artifacts. In addition to lesson plans, video clips, student work samples, analysis of student learning, and reflective commentaries also will be submitted as evidence that Bradley’s student teachers are “ready for the job.” Each edTPA portfolio will be reviewed by trained scorers using nine different assessment rubrics. Importantly, edTPA will not take the place of classroom observations and evaluations by university supervi-sors and cooperating teachers. In fact, such faculty-student collaboration will remain vitally important to the implementation of edTPA, and we believe the process will be a lifelong learning experience for both Bradley novice and student teachers and the cooperating teachers working with them. Much of the information in this

article was borrowed from the American Association of Colleges of Teacher Education (AACTE) website. To learn more about edTPA, visit AACTE’s About edTPA pages.

EDTPA: IN THE EARLY STAGES AT BRADLEY BY DRS . NOREEN D ILLON AND JANA HUNZICKER

PAGE 6 BRADLEY PDS

“AS A MEMBER INSTITUTION OF

THE AACTE, WE EMBRACE THE

EVIDENCE-BASED TEACHER

PERFORMANCE ASSESSMENT MODEL,

WHICH SERVES AS THE BASIS OF

EDTPA’S EFFORTS TO ESTABLISH

‘A COMMON FRAMEWORK FOR

DEFINING AND MEASURING

TEACHING PERFORMANCE THAT

FORMS A VALID AND ROBUST

VISION OF TEACHING QUALITY’ .”

~ DR. DEAN CANTU , CHAIR ,

DEPARTMENT OF

TEACHER EDUCATION

2012-2013 CLINICAL EXPERIENCES AT BRADLEY PDS SITES

Fall 2012 Spring 2013

Family & Consumer Sciences 5 20

Nursing 1 2

Teacher Education 67 69

Total 73 91

During the 2012-2013

academic year, 164 Bradley undergraduate and

graduate students completed clinical

experiences at Bradley PDS sites!

WO

W!

edTPA

PAGE 7 SPRING 2013

BRADLEY ’S DIETETIC INTERNS

SERVE VALESKA HINTON STUDENTS BY CLAUDIA KOVACH , ALYSSA DOERR , D IANA N ICHOLS ,

RYLEE HORNER , AND KATIE CAVANAUGH

The Bradley University Dietetic Internship has continued their partnership with Valeska Hinton Pre-K and kindergarten classes to promote healthy eating behaviors. Bradley Dietetic Interns worked together to create age-appropriate lesson plans that were hands-on, fun, and educational for the children.

During fall 2012, interns collaborated and created a lesson plan centered around MyPlate, which is a nationally recognized icon to remind Americans to eat healthfully (see icon). The goal of this lesson was to teach the children about the five food groups and the importance of eating a variety of foods. The children were able to actively participate in the lesson by coloring their own MyPlate, pasting food cutouts in the five food groups, and reciting foods that belonged in each group.

During spring 2013, interns reinforced the importance of eating a variety of foods by focusing on colorful fruits and vegetables. The interns used a tongue-twister storybook, a colorful dice game, and coloring pages to teach the children about fruits and vegetables they may not have seen before. The Dietetic Interns appreciated the opportunity to inspire healthy eating among young children and we look forward to working with Valeska Hinton again next year!

HEALTHY LIFESTYLES CLINICS

AT MANUAL AND HARRISON BY DR . JEANNETTE DAVIDSON

Senior dietetic students, with Dr. Jeannette Davidson RD, LDN conducted pediatric obesity clinics on Fridays this spring through referrals from the Methodist in-school health clinics. Students conducted nutrition assessments, including height, weight, body fat percentage, food intake, exercise, and screen time with children, ages 10-19 years of age. With this information, the students diagnosed nutrition problems and implemented interventions through motivational interviewing

techniques. During follow-up visits, they monitored and evaluated the outcomes of the interventions and documented their therapy in chart notes. The senior dietetic students were excited about this opportuni-ty to gain real-life experience in a cross-cultural and interdisciplinary setting.

Dietetic students Jen Boakye and Lexy Pyles conduct a motivational interview at Harrison.

Food for Thought

Only one in three children are physically active every day.

Children now spend more than seven and a half hours a day in front of a screen (e.g. TV, video-games, computer.)

Typical American diets exceed the recommended intake levels or limits in four categories: calories from solid fats and added sugars; refined grains; sodium; and saturated fat.

Nearly 45% of children living in poverty are overweight or obese compared with 22% of children living in households with incomes four times the poverty level.

Almost 40% of Black and Latino youth ages 2 to 19 are overweight or obese compared with only 29% of white youth.

More statistics can be found on the President’s Council on Fitness, Sports, & Nutrition website.

Public speaking in a classroom setting can be, at times, a daunting experience. There is a designated topic, a captive peer audience, and a mandated (and tracked) time limit. Compounding the inauthenticity is the sheer repetition of individual speeches in a single 50-minute class—sitting through 8-10 speeches in a row! No wonder people dread public speaking! The Bradley Communication Connections Project originated to fill the need for more authentic, collaborative, and meaningful speaking experiences. Four times a semester, Bradley students (from all majors) in Laura Bruns’ COM 103: The Oral Communication Process course work in groups to “teach” a 20-30 minute informative presen-tation to first through fourth grade students at Whittier. Communication topics selected for each presentation align with the school’s weekly “Cool Tools” behavioral goals, such as respectful communication, anti-bullying, and listening. Bradley students are given instruction in COM 103 on how to create effective presentations and adapt to different audiences. “This rich collaboration provides powerful role models, helps the Bradley students polish their speaking skills and learn how to tailor their communication to their audience, and reinforces the curriculum,” said Michele Smith, Reading Interventionist at Whittier. “After piloting this collaboration last spring with second grade, it was such a win-win, that the project expanded into other grades.” Two semesters of student and teacher feedback about the presentations have been overwhelmingly positive. Bradley students report feeling more confident in their speaking abilities and more connected to the Peoria community. Regardless of whether they intend to become teachers, the Bradley COM 103 students seem to agree that the experience is valuable for increasing their understand-ing of informative speaking techniques and audience adapta-tion. “Normally we would just give these speeches by ourselves,” said sophomore Lynnese Frost, a nursing major. “I think this is a creative way of doing this class, and it gives me more confidence.”

BRADLEY COMMUNICATION CONNECTIONS PROJECT :

AN AUTHENTIC WAY TO TEACH SPEECH BY LAURA BRUNS

PAGE 8 BRADLEY PDS

Bradley COM 103 students talk with Whittier students about weekly behavioral goals.

PAGE 9 SPRING 2013

FROM BRADLEY TO ST. MARK BY REGINA HOWE

Dr. Noreen Dillon, Clinical Experiences Coordinator and Certification Officer for Bradley’s College of Education and Health Sciences - and member of the Bradley PDS Council - has been named the new principal of St. Mark School. Although we will miss her terribly, we

are excited that she will be close by, and able to continue collaborating with Bradley through the PDS Partner-ship. Recently, we asked Dr. Dillon a few questions about the transition she will be making. Our questions, and her answers, are summarized here.

Q: What are you taking away from your experience at Bradley that will be important in your new role at St. Mark?

A: I greatly value the relationships built with faculty and staff, and I believe it will be key to future communication and teamwork. The experience here has prepared me to better understand the big picture in terms of setting and meeting goals and objectives, creating strategies to do so, and keeping lines of open communication.

Q: How will your role change as well as your involvement in the Bradley PDS partnership?

A: In one way it won’t change; I will still want to increase the number of Bradley students involved with St. Mark Catholic School. The biggest difference will be the focus being placed more closely on implementing ideas that were positive at other schools, that were learned from being involved in the Bradley PDS Partnership, and using them at St. Mark. It will be great to be a part of change from a different perspective.

Q: What are you looking forward to and hoping to gain in your future position?

A: Greater opportunities to work with the local community, especially in a faith-based environment. There will be the chance to bring together experiences at Bradley to help support St. Mark and other schools in the Peoria Diocese. I would like to figure out how to get more Bradley students involved, which will create opportunities and benefits for all involved.

Q: Any additional comments or anything you would like to share?

A: I will miss daily interactions with current colleagues and students. It is exciting to watch students move into their careers. I have enjoyed working from a team approach, and I look forward to seeing how that will be put into play with my new position. Everyone has been very supportive and helpful. The current principal, Mr. Jimmie Moore has been great in making the transition smooth, and I believe that working with him previously through the Bradley PDS partnership has made this possible.

Spring is finally arriving , which will allow for more work on the Roosevelt courtyard. Bradley and Roosevelt students, faculty, and staff will continue to re-establish gardens and do general cleanup. The enhanced gardens and sculptures are transforming this space into a wonderful place to hold school functions and add to the pride students feel for their school.

Dr. Dillon is pictured here (wearing a turquoise scarf) with Dr. Peter Olson, Susie Stear, and Helen Ferguson.

On Friday, April 12th, Bradley University hosted 100 fourth grade students from Trewyn and Roosevelt schools. Students engaged in hands-on science activities in the various science labs on Bradley’s campus. Departments that provided activities included Biology, Chemistry, Engi-neering, and Education. Some of the awesome activities included DNA strawberry extraction, ultra violet beads,

Alka Seltzer poppers, a dry ice demonstration, a wind tunnel, soda straw airplanes, and soil science. Twenty-one teacher ed-ucation majors volunteered to guide the students from station to station and expose them to college life opportunities. It was an exciting day for everyone. The culminating activity was "the soda show" and it left everyone bubbling!

ROOSEVELT AND TREWYN STUDENTS

EXPERIENCE NATIONAL LAB NETWORK DAY BY SUSIE STEAR

BRADLEY PDS COUNCIL PRESENTS AT THE

2013 NATIONAL PDS CONFERENCE

PAGE 10 BRADLEY PDS

In February, four members of the Bradley PDS Council presented at the 2013 National PDS Conference in New Orleans, LA. Drs. Jana Hunzicker, Peter Olson, Bob Wolffe, and Noreen Dillon presented “Doing More with Less: The Bradley PDS Part-nership Strategic Planning Process.” This presentation described the collaborative strategic planning process, undertaken by the Bradley PDS Council in January 2012, that involved data collection and analysis, research, creative thinking, and decision-making to accomplish our goal of expanding to eight PDS sites while working within our previous budget. In addition to describing our strategic planning process, the presentation explored the strengths and weaknesses of our newly-restructured PDS model. In addition, Drs. Peter Olson and Jana Hunzicker presented “Bringing Methods Courses into Professional Development Schools to Benefit Pre-service Teachers and K-12 Students.” This presentation described two collaborative projects between two literacy methods courses at Bradley (ETE 313: Literacy I and ETE 315: Literacy II) and elementary classrooms at Whittier and Roosevelt. This interactive presentation included descriptions of the projects assigned, an explanation of the transformation of both projects over time, and discussion about the steps involved in initiating and institutionalizing this type of collaboration. “It is important to disseminate the work we are doing at, for, and through Bradley’s eight PDS sites, and presenting at state, regional, and national confer-ences is one way to accomplish this,” says Dr. Jana Hunzicker, William T. Kemper Fellow for Teaching Excellence.

PAGE 11 SPRING 2013

SEEING MATH AND SCIENCE IN A NEW LIGHT :

REFLECTION AND SYMMETRY BY JIMMIE MOORE

St. Mark School is a proud Bradley University Professional Development Partner. This year IMSA (Illinois Math and Science Academy) Fusion initiated a new semester unit of inquiry focusing on student understanding of the phenomena of reflection, symmetry, and light. The opportunity to purchase science materials such as MIRAs, a Light Ray Box, mirrors, and protractors supported by funds from the PDS budget for school support allowed students to study reflectional symmetry, vertical (reflectional )symmetry, horizontal reflectional symmetry, and rotational (reflectional) symmetry. In addition, our unit allowed students to examine the effects that different surfaces have on light, characteristics of surfaces that produce diffuse reflection, and predictable characteristics of specular reflection from mirrors. Students investigated how mathematics can predict what will happen during multiple image formation (modular math.) Students were able to apply their understandings of geometry as they investigated line reflections and the line symmetry associated with reflections. Multiple image formation was explored through activities involving central angles of geometric figures such as triangles, squares, pentagons, hexagons, octagons, and dodecagons. Thank you to the Bradley PDS Partnership for helping to support this unit of scientific inquiry.

BRADLEY PDS TEACHERS

PRESENT AT NPR IN EDUCATION

On Wednesday, March 6, 2013 Bradley’s Smith Career Center hosted the first-ever Networking, Professionalism, and Recruitment (NPR) in Education Conference. The conference featured a panel presen-tation, roundtable discussions, and mock interviews. Three teachers from Bradley PDS sites served as roundtable discussion leaders at the event. Shanica Davis, Intervention Specialist at Glen Oak, led a discussion on the importance of after school activities. Michelle Schwartze, sixth grade math teacher at St. Mark School, led a discussion on how to organize a classroom to minimize discipline issues. Brittany Smith, a special education teacher at Manual Academy, led a discussion on how to survive the first year of teaching. Thank you to these three teachers for sharing their expertise!

Tutors Needed at Manual! Manual Academy is seeking college students

to tutor 7th to 10th grade students during the 2013-2014 school year. Scheduling is

flexible. Please contact Cheryl Ellis at cheryl.ellis@psd150.org or 672-6600 X6104

for more information.

Through contacts Bradley University has with NASA, teachers will have the opportunity to spend June 17th to June 21st learning about robotics and how to use this topic to enhance learning opportu-nities for their students. The expected outcomes for this program are to make it possible for teachers or administrators to:

Describe and implement the Engineering Design Process

Develop skills and confidence with hands-on tools

Learn basic safety for using hands-on tools

Define the components required of a machine to make it a “robot”

Design and wire a basic circuit

Design, assemble and command a simple mobile robot

Integrate hands-on engineering challenges into the classroom that use the engineering design process (based on the NASA’s BEST Students Activity Guides curriculum)

To see if spots still remain, contact Bob Wolffe at rjwolffe@bradley.edu.

Robotics at

Bradley in june

It’s the end of the school year. Now might be a good time to consider the following questions:

Do personal concerns commonly intrude on my caregiving role? Do family members, friends, other caregivers seem to lack understanding? Do I find even small changes enormously draining? Am I slow to recover after association with a troubling event? Am I affected deeply by any type of troubling event? Do I feel overwhelmed by unfinished personal business?

If you have answered yes to several of these questions, you may have compassion fatigue. Compassion fatigue results from constant giving and providing for students, clients, patients, or other individuals that are typically served in helping professions, such as teaching, counseling, and nursing. Some symptoms of compas-sion fatigue are insomnia, greater susceptibility to illness, headaches, compulsive behaviors, anger, isolation from others, self-medication, intimacy problems, decreased sense of safety, depression, apathy, resistance towards change, lack of vision for the future, high absenteeism, boundary issues, and inability to effectively do one’s job.

Some contributing factors, particularly for those in a school setting, are unfair emphasis on testing, behavior issues in students, lack of administrative support and parental support, and high-risk student populations. Why is this important? Think of yourself as a well. You continually give yourself to others. A well without a reserve dries up and is no longer able to give to others or sustain itself. So what can we do? We have to practice self-care and wellness. Some ways to practice wellness are being realistic about your expectations and time (emotional), maintaining balance between personal life and work life (occupational), keeping your mind growing (intellectual), taking time to appreciate your surroundings (environment), spending time defining your own values and ethics (spiritual), getting plenty of sleep and regular exercise and eating healthfully (physical), and maintaining meaningful relationships and support systems (social). Similarly there are many ways to practice self-care, such as getting involved in something that you enjoy whether it is volunteering or partaking in a hobby, taking vacation days, using humor at work or at home, or seeking personal counseling. Each individual is different and therefore, self-care will be best determined by indi-vidualized likes, needs, and values. For example, I find self-care in reading, laughing, taking a walk, petting my dogs, and talking with friends and family. Choose what works best for you!

PAGE 12 BRADLEY PDS

Five Bradley Clinical Mental Health Counseling Interns pose with Dr. Jobie Skaggs while near the poster “Compassion Fatigue and the Importance of Wellness” at the Spring Celebration. Four of the interns also presented a roundtable discussion on the topic. Pictured (L to R): Dr. Jobie Skaggs, Jessica Parker, Teresa Markum, Regina Howe, Phil Schertz, and Shauna Summers.

COMPASSION FATIGUE AND THE IMPORTANCE OF WELLNESS BY REGINA HOWE

The mission of the Bradley PDS Partnership is to promote

academic and professional development for P-12 students,

pre-professionals, practitioners, and professors.

BRADLEY PDS STRATEGIC PLAN/

STAKEHOLDER SURVEY UPDATE

PAGE 13 SPRING 2013

TEAMWORK AND PROFESSIONALISM :

REFLECTIONS OF A FUTURE TEACHER BY GUSTAVO SANCHEZ-MARTINEZ

Teamwork has never been my strength. In middle school, when I had to work with classmates, I often acted selfishly and tried to apply only my ideas. Luckily, as I grew older I realized that being able to listen is a quality that everyone loves in people. Thus, in order for teamwork to be effective, one must know that there is no I in team. When I was in high school, I had many chances to experience teamwork through soccer and wrestling, two of my favorite hobbies. When I realized that the victories the team obtained were a result of hard work and effort, I was able to learn from my mistakes and improve my chances for success. For teachers, effective teamwork means professionalism. When I think of being professional, I think of planning ahead, knowing how to communicate with others, and being able to admit one’s mistakes. Thus, when it comes to teaching, being able to act professionally in different situations will help not only the teachers but students as well. When I was in middle school, I had great communication with my teachers because they knew how to handle situations professionally. For example, ever since I can remember I have been bullied for being short. Thus, I had to frequently communicate with most of my teachers for advice on how to deal with these issues. Because of this, I earned their respect. I now know that I must apply the knowledge I acquired to one day help those who need me. Looking back to my young days, I realize that it was my beloved teachers who gave me an idea of what it means to be a professional. When it came to soccer and wrestling, it was all about being a good team player and bringing benefits to the team. Being an effective team player as a teacher will only bring benefits to the game of learning.

THANK YOU! Thank you to Peoria’s Commerce Bank

for sponsoring Bradley PDS Council representatives’ attendance at the 2013 Peoria Public Schools State of

the Schools breakfast!

In November 2012, the Bradley PDS Council administered a stakeholder survey to all teachers, administrators, and staff at Bradley’s eight PDS sites. A total of 179 surveys were returned, yielding a 38% response rate. The survey revealed the following stakeholder perceptions about the Bradley PDS Partnership:

Preparation of education professionals (70%)

Student learning and achievement (69%)

Professional development (60%)

PDS school leadership (58%)

Students’ health and well-being (58%)

Families’ health and well-being (42%)

Preparation of health professionals (40%)

These survey results serve as baseline data as the Bradley PDS Council monitors the goals and actions of the 2012-2014 strategic plan. As of May 2013 the “halfway point” of the grant, 11 actions have been achieved, 10 have been partially achieved, 1 has just been started, 3 are not yet started, and 4 have not yet been achieved. For more information about the 2012-2014 Bradley PDS Partnership Strategic Plan and 2012-2013 Goals & Actions Progress Report, visit the Bradley PDS Partnership website.

In February and April, 17 Bradley students in Dr. Olson’s ETE 235: Methods of Teaching English Language Learners (ELL) course visited and taught in two bilingual classrooms at Harrison. The pre-service teachers prepared English language development lessons for students in the classrooms of Mrs. Rosa Lopez (kindergarten) and Mrs. Lucia Noguera (third grade). In addition, Brad-ley students observed lessons given in Spanish by these Harrison teachers.

HARRISON SUPPORTS

ELL TEACHING

METHODS

1. Support and improve student learning and achievement.

2. Prepare professionals in education and health sciences.

3. Provide lifelong learning experiences and leadership opportunities.

4. Promote best practices in teaching, learning, and leadership through professional development and action research.

5. Support the health and well-being of students, their families, and the professionals who work with them.

We’re on the web! Visit the Bradley PDS Partnership webpage at:

http://www.bradley.edu/academic/colleges/ehs/centers/kemper/

BRADLEY PDS PARTNERSHIP

2012-2014 GOALS

The Bradley PDS Partnership is funded by the William T. Kemper Foundation - Commerce Bank, Trustee and Bradley

University’s College of Education and Health Sciences.

2012-2013 PDS Site Coordinators

Dr. Peter Olson polson@bradley.edu

(Glen Oak, Harrison, Valeska Hinton, Whittier)

Dr. Bob Wolffe rjwolffe@bradley.edu

(Manual, Roosevelt, St. Mark’s , Trewyn)

Contact Us

Bradley PDS Partnership 1501 W. Bradley Avenue

Westlake Hall 202A Peoria, IL 61625 309-677-3329

Dr. Jana Hunzicker William T. Kemper Fellow jhunzicker@bradley.edu

Sally Miller Administrative Assistant samiller2@bradley.edu

Reflecting on the 2013 Spring Celebration, 95% of participants reported that they learned something new about teaching and learning, and 85% learned something they can use in their classrooms. Moreover, 89% had an opportunity to network with other professionals, and 68% would like to present at a future Spring Celebration. Ashley Horton, an elementary education major currently completing her novice teaching, stated, “Not only was this a great opportunity to net-work with different professionals, it was also a time to share experiences and hear advice and opinions from beginning and experienced educators.” Adele Wheeler, a graduate of Bradley’s STEM Education master’s program who co-presented a roundtable discussion at the event, commented, “The Spring Celebration was very well organized, informative, and fun. Thank you for an engaging opportunity to connect with others in education.”

MORE ON THE SPRING CELEBRATION

University Supervisor Helen Ferguson proudly displays her door prize at the 2013 Spring Celebration.