Supported in part by the William T. Kemper Foundation and Commerce Bank Trustee

This spring I had the opportunity to join two of my colleagues at the National Professional Development School Conference. We presented a paper on how the concept of health was woven into the framework of the Professional Development School program here at Bradley University. At the conference we highlighted the many different activities that faculty and students from the College of Education and Health Sciences have been involved in at the PDS sites. I had slide after slide of examples of how the departments of Physical Therapy, Family and Consumer Sciences, Teacher Education, Educational Leadership and Human Development, and Nursing have been involved in the professional development schools over the past nine years.

One of the slides illustrated the Comprehensive Integrated Services Model. This model provides the foundation of our work with the professional development schools. Within the model, professionals in education and the health sciences collaboratively engage in promoting the PDS goals. The diversity of the disciplines and each discipline's academic culture comes into play. This diversity and integration among groups is a core strength of our program that allows us to promote teaching, scholarship, and service in both the uni-versity and the schools while developing a connected learning community. At the end of our presentation at the National Professional Development School Conference, one of the participants said, "You are way ahead of the game!" As I look back on the conference, it was quite evident that we are different from other professional development school

Volume 8, Issue 2 Monica Mueller, Editor

William T. Kemper Teaching Academy

2

Community Health Nursing Experience

3

State and National Presentations

3

Goodbye to Sandy Farkash

4

Valeska Hinton ECEC 5/6

Manual High School 7/8

Roosevelt Magnet School

9

Bradley Students at PDS Sites

10

Contact Us! 10

Literacy Night at RMS 10

Inside this issue:

Comments from William T. Kemper Fellow

Historical Westlake Hall

Keeping Current With Kemper

Spring Semester 2004

College of Education and Health Sciences

Janet Jackson, William T. Kemper Fellow For Teaching Excellence

Kemper Teaching Academy In March, the Kemper Teaching Academy offered faculty the expertise of those closely involved with online education: the teacher, the technology specialist and the student. Bob Davison-Avilés from the Department of Educa-tional Leadership and Human Development and Bonnie Hinrichsen from the Department of Nursing discussed their experiences of teaching online. Both demonstrated and discussed aspects of courses they are currently teaching online through the use of Blackboard. Wendy Kooken, from the Department of Nursing, described online education from a student's perspective. Wendy is currently enrolled in an online doctoral program at Indiana University. Barb Kerns, a media specialist with Instructional Technology and Production Services on campus was available to answer in technical questions related to online teaching.

The Kemper Teaching Academy combined with the Center for Research and Service (CRS) to host a panel of members from various community agencies and our PDS sites. The panel shared various opportunities and challenges of their agencies and schools. This discussion encouraged collaboration in many areas. Community agencies and schools were represented by the following: Sharon Mindock Nargis Khan Larry Hendricks Counseling Research & Training Clinic Center for Prevention of Abuse Manual High School Kathy Wiggers & Sharon Doubet Lynne Meyer & Huiping Chen Valeska Hinton Early Childhood Education Center U of I College of Medicine

programs. The majority of programs only involve colleges and departments of teacher education. Very few incorporate the different disciplines as we do. As the school year comes to a close, consider the Comprehensive Integrated Services Model. Take a look at the diversity of our college and our PDS schools and how it impacts our partnerships with the PDS schools. The newsletter highlights many of the activities that have taken place over the past semester, but it touches on only a few of the many connections made between the College of Education and Health Sciences, our PDS sites, and the community. Heljä Robinson and Bob Wolffe, our colleagues, have stated, "The life of the Integrated Services Model is in the messy process of creating possibilities --- yes, messy at times, but so very rich!" I want to thank everyone from Manual High School, Valeska Hinton Early Childhood Edu-cation Center, Roosevelt Magnet School, and Bradley University for contributing to this process of creating possibilities throughout the school year.

Keeping Current With Kemper Page 2 Comments from William T. Kemper Fellow, continued.

Larry Hendricks, teacher at Manual High School gives his perspective of the

PDS partnership.

Cathy Wiggers and Sharon Doubet from Valeska Hinton ECEC describe the many benefits and future plans of the partnership.

Barbra Kerns, Bradley Media Specialist & Dr. Bob Davison Avilés discussing online teaching.

Joan Sattler, Taunya Jenkins, Cathy Wiggers, Bob Wolffe, Heljä Robinson, and Janet Jackson presented "Facilitating Diversity through Multidis-ciplinary Collaboration in Professional Develop-ment Partnerships” on February 8 in Chicago, Illinois at the American Association of Colleges of Teacher Education (AACTE) Conference. Bob Wolffe, Carol Gard, and Janet Jackson attended the 2004 PDS National Conference in Orlando, FL in March. Bob and Janet presented “Developing a Code of Community: Challenges for a Professional Development School.” Sandy Farkash and Heljä Robinson were also contributors to this presentation, but were unable to attend. Janet and Carol presented “Focusing on Health in Professional Development Schools: A Multidisci-plinary Approach.” This presentation described the many aspects of health promotion that have been offered in our PDS schools from the EHS faculty and students. Rob Bertram and Bob Davison-Avilés contributed to this presentation, but also were un-able to attend the conference.

Page 3

Professional Development School Partnership State and National Presentations

Heather Young and Jeffrey Williams meeting at Manual High School

This school year, Jeffery Williams, RN, has been talking and meeting with Heather Young, school nurse at Manual High School. They have discussed health related issues common within the student body. Asthma was identified as a prevalent health problem. Arrangements were made for Jeff to give a presentation on asthma to the freshmen health class. Jeff spoke to each class one day in April, discussing the effects of asthma, common triggers and warning signs, the importance of exercise and its effects on asthma. In addition, Jeff emphasized the importance of not sharing inhalers. He shared examples of an inhaler, a spacer, discus and peak flow meter with the class. The evaluations from the students were positive. Ninety-two percent of the 86 students rated the program as helpful. Correct responses were given by over 95 % of the students on the questions included in the evaluation. Jeff commented that he chose Manual High school because it would be a challenge for him in working with the adoles-cent population. The experience did provide new learning opportunities for him as well as providing information for the students in the health classes.

Community Health Nursing Experience: Learning About Asthma

Dr. Carol Gard, Bradley University Department of Nursing, Janet Jackson, William T. Kemper Fellow, and Dr. Bob Wolffe, Department of Teacher Education

at their presentation at the National PDS Conference in Orlando, Florida.

Page 4 Keeping Current With Kemper

Sanford (Sandy) Farkash, principal of Manual High School, is leaving Manual High School at the end of this year to become the Director of Medicaid Services serving over 350 school districts across 32 coun-ties. This office is housed in Peoria. He is looking forward to shifting gears and focusing on a different perspective in education and a less unruly job. The nature of a principal’s job is that “the only predict-ability is its unpredictability.” Prior to being a principal for 11 years at Manual he was the assistant principal for four years and taught for six years in special education.

According to Sandy. “We have a great staff at Manual. This is a critical time to work on creating a profile for the school. Manual has undergone a radical change in its demographics over the last two decades. Manual has the most diverse faculty in the city which is a strength.” Sandy sees it as very important for the school communities to reconnect with parents. “We need to be effective in creating a nur-turing environment but the environment needs to be what the community wants it to be. While a new leader will be important in a school as a decision-maker, one person can’t change all that needs to be changed. There needs to be a collective will for change in the community.” He continues: “I will leave Manual being comfortable with what I have done. I wanted to make a difference and I think I have.” Manual has been an educational leader in many ways. “We have been a pioneer in many areas, with aspects of education that have now become the norm, or regular practice, in schools. Some of those ideas are focus on school climate, metacognition, emotional intelligence, inclusion, diversity, division structure, and an ROTC program.” Sandy Farkash has been an avid supporter of the Professional Development School Partnership from the start. Sandy described: “We have established ourselves as a viable educational entity in the community. Communicating with the university faculty and getting more future teachers in the building has brought an increased awareness for a lot of university students of societal challenges teachers face.” Sandy Farkash has taught the course on diversity ETE 280: Exploring Diversity: Learners, Families and Communities for the Teacher Education Department as an adjunct pro-fessor. Certainly Sandy has led the way and made a difference in the PDS work. He has also presented at several national and state level conferences with the PDS personnel on both the Code of Community and College Simula-tion, PDS partnerships and collaboration. Transi-tions are challenging for all professionals. As Sandy gives out the diplomas to this year’s graduates, it has personal meaning for my family as well as many other families. His principalship spanned through my three daughters’ school years as well as the seven exchange daughters and sons who had successful school years at Manual. Elsewhere I had a chance to describe Sandy as a professional. Working with Sandy Farkash is always empowering, collaborative, professionally invigorating and thought-provoking. He has integrity, vision, stamina and fortitude---personal and professional qualities that I highly value in an educator.

Of his relationship with his longtime school Sandy says: “I will always be a Manual Ram.” Interview by Heljä Robinson

Sandy Farkash Says Goodbye to Manual High

Heljä Robinson and Sandy Farkash at a PDS Governing Board Meeting

Dean Joan Sattler and Janet Jackson presenting an award of appreciation to Sandy Farkash at the PDS Spring Appreciation Luncheon

Page 5

Dr. Bob Davison Avilés

“Out of the welter of life, a few people are selected for us by the accident of temporary confinement in the same circle. We never would have chosen those neighbors; life chose them for us. But thrown together on this island of living we stretch to un-derstand each another and are invigorated by the stretching.”

—Ann Morrow Lindbergh, Gift from The Sea Following Ann Morrow Lindbergh’s observation, the Staff Relations and Diversity Committee at Valeska Hinton Early Childhood Education Center (VHECEC) has been stretching towards an understanding of diversity and working to invigorate the concepts of social justice, inclusion, and anti-bias. Our hard work has resulted in a series of definitions and a matrix of diversity goals based upon Illinois State and National Association for the Education of Young Children (NAEYC) learning goals and standards and benchmarks. What follows are definitions, belief statements, and a synop-sis of the anti-bias guidelines developed by the committee.

Definitions: Before developing guidelines on using anti-bias ideas in teaching, it is essential to define the understandings upon which belief statements may be written regarding diversity and anti-bias.

Diversity: Different or varied. Diversity is "otherness," or those human qualities that are different from our own and outside the groups to which we belong, yet are present in other individuals and groups. Diversity will exist when the mix of people from a wide variety of niches of society is such that the occurrence of a conflict of ideas is inescapable. It is important to distinguish between the primary and secondary dimensions of diversity. Primary dimensions are the following: age, ethnicity/race, gender, physical abilities/qualities, and sexual orientation. Secondary dimensions of diversity are those that can be changed, and include, but are not limited to: educational background, geographic location, income, marital status, military experience, parental status, religious beliefs, and work experiences. Anti-Bias: Anti-bias is an active commitment to challenging prejudice, stereotyping, and all forms of discrimination. This can be accomplished through education and enriching experiences Culture: Culture is the patterns of daily life learned consciously or unconsciously by a group of people. These patterns can be seen in language, family structure, arts, religion, customs, and celebrations, to name a few. Inclusion: Inclusion is a belief in every person’s inherent right to participate fully in society. Inclusion implies acceptance of differences. It means welcoming a person who otherwise would be excluded. Translating this philosophy into reality is a process that requires collaboration, teamwork, flexibility, a willingness to take risks, and support from a whole array of individuals, services and community systems. The goal of inclusion is for all people, including infants through senior citizens, to lead productive lives as full, participating members of their communities. Advocacy: Advocacy occurs when someone pleads, by action or word, on behalf of a person or social cause. Profes- sional educators do their work in the social contexts in which problems occur for students, families, and communities. We advocate eliminating or reducing stereotyping, prejudice, poverty, violence, etc. Social Justice: Social justice, the basis for advocacy, includes the basic rights, not just privileges, to which all people are entitled. This includes equitable access to resources, goods, opportunities, and services without arbitrary limita- tions based on observed or interpreted differences.

A Process of Developing Guidelines for Diversity and Anti-Bias

Page 6 Keeping Current With Kemper

A Process…. Continued

Belief Statements: These statements were the basis for guidelines developed to advocate for diversity and social justice at VHECEC. The statements were twice presented for faculty feedback. We Believe:

• Each person: ο Is of intrinsic value and has dignity unto him or herself ο Is an individual within the context of a group or culture ο Is deserving of an environment that cultivates respect and acceptance of self and others ο Is valued and appreciated as a contributing member of a community and global society

• An anti-bias and inclusive approach to education: ο Validates all children and families and teaches sensitivity and respect for differences ο Helps children develop an appreciation for themselves and people who are physically and culturally different

• An anti-bias and inclusive curriculum: ο Allows us to share ides, thoughts, and values about different cultures ο Develops an awareness and appreciation for similarities and differences ο Builds bridges of communication, understanding and respect among diverse groups and individuals

Using the above definitions and belief statements the committee created a draft matrix for applying diversity ideas and activities at VHECEC. Four major action areas (what we do) were determined: Inclusion, Advocacy, Respectful Communication, and Diver-sity. Within each action area, related NAEYC standards and Illinois State Standards, Goals, and Benchmarks were listed. Finally, example activities based on the action area, standards, goals and benchmarks were provided. This latter part of the matrix will also contain activities and ideas from the VHECEC community. A matrix example is as follows:

The matrix is currently in draft form and will be offered for comment and input from the VHECEC community. A final edition of the diversity/anti-bias guidelines, with suggested steps for implementation is anticipated for completion in fall 2004.

Resources:

Diversity At UMCP: Moving Toward Community Plan 1995, http://www.inform.umd.edu/EdRes/Topic/Diversity/Reference/diversity.html

North Carolina State University, Office of the Vice Provost for Diversity and African American Affairs,

http://www.ncsu.edu/provost/offices/diversity/affairs.html King County, WA http://www.metrokc.gov/dchs/ddd/admin/InclusionPP/tsld007.htm Celebrate! An Anti-Bias Guide toEnjoying Holidays in Early Childhood Programs, Louise Derman-Sparks Anti-Bias Curriculum: Tools for Empowering Young Children, Louise Derman-Sparks A World of Difference: Readings on Teaching Young Children in a Diverse Society, Carol Copple, Ed.

What we do (action area) State Goal Learning Standard

Benchmark Activity

Inclusion, NAEYC A4 a, b Teachers treat children of all races, religions, family back-grounds, and cultures with equal respect and considera-tion. Teachers provide chil-dren of both sexes with equal opportunities to take part in all activities

State Goal 18- Under-stand social systems, with an emphasis on the United States

18A Compare charac-teristics of cul-ture as reflected in language, the arts, traditions, and institutions

Pre-P, 18.A.EC Recognize similarities and differences in people 18B.EC Rec-ognize that each of us be-longs to a fam-ily and that families vary

Initiate activities and dis-cussions to build positive self-identity and teach the value of differences. Provide models, props, and visual images that counter traditional sex-role limitations Talk positively about each child’s physical character-istics and cultural heritage

College Simulation Dr. MaryAnn Manos gave the lectures on Schools and Schooling in America for the College simulation with Manual High School seniors. Students shadowed Teacher Education Diversity students on campus April 27th and participated in the ETE 280 class with Heljä Robinson on multicultural teaching.

Lapland Project Dawn Robinson’s English class had a chance to meet with the Pello High School teacher Mirjami Hyttinen and ask questions about going to school in Finland with Henrika and Matti Hyttinen. Pello High School students are conversing via email about cultural differences with Mrs. Robinson’s students.

A Glimpse Into Manual High School by Christopher Ritcher As a freshman music education major at Bradley University my schedule is pretty full. One of the requirements of the Exploring Diversity class was to do a community project. When we were told that we were going to Manual High School to do this project, I did not really know what to think! Needless to say, as hard as I tried to ignore negative comments I had heard, they were in the back of my mind. At first glance, Manual is a typical high school: large building, lockers, hallways, trophy cases. I have to confess I was a little uneasy those first couple of times we went to Mr Hendricks’s class but over time I became much more relaxed. Soon I found that I enjoyed going over and working with the students, The group of students I was able to work with were very receptive to their education and were glad we, students from Bradley, were asking them questions about how to make their neighborhood and community better.

Manual High School students with Dawn Robinson who coordinated the Lapland project.

Bradley student Chris Ritcher and Manual student Danielle Harnack

Excited MHS Students visiting Bradley’s campus

on “Shadow Day”

Page 7

Happenings At Manual High School

Manual students listen to Dr. Mary Ann Manos conduct a lecture at MHS.

BU and Manual students gather in the Michel Student Center to begin their shadowing experience.

A visit to view Bradley students’ art exhibits

during the college simulation visit.

Page 8 Keeping Current With Kemper

Happenings at Manual High School Future Teachers of Peoria at Manual High School took two fieldtrips this spring with Heljä Robinson . The first trip was to the Illinois Reading Council Conference in Springfield in March with Bradley Curriculum and Instruction Master’s student Angela Rehn and Erica Newman. Shy at first on the way to Springfield, everyone relaxed on the way back relating to each other different things people had learned. Experiences included participating in a session by a children’s book author Tomie de Paola, about whom Erica had presented an author study in the January Interim Children’s Literature class.

The second trip in April included a visit to Northminster Learning Cen-ter to Bradley University graduate student Pamela Scranton’s preschool classroom where the Future Teachers interacted with children and heard about the Project approach in the class-room.

Larry Hendricks, Manual High School art teacher, is retiring. For many years he has been a cooperating teacher for Bradley’s teacher education students in a variety of field experiences from observation to student teaching. As a teacher, Larry Hendricks thinks his role is to “guide students, not dictate my philosophy or art. Support them to try to present their vision, make them aware of their surroundings. I try not do a whole lot of my demonstration, but to motivate them and inspire them. Students need to develop ownership of their works. Their discovery process and their involvement is important.” In Larry Hendrick’s mind art is a strong area to develop students because: “People who have had numerous experience and those who have never left their neighborhood can learn from each other. People are always hungry to learn regardless of their experience.” What Larry Hendricks says about teaching art is true of teaching other subject areas as well. Larry adds that students need to find their individuality. “Individuality is a signature of the person’s stamp. They need to find it. I help build a foundation, to develop their learning. Many students start by saying: ‘I can’t... I don’t know much about art.’ I am here to develop some kind of confidence. We deal with definitions and elements of art. These kids need to showcase what they have done so they can build on their successes. They learn to discuss their art. Critique is important, constructively criticize and accept criticism. Awareness is the key.” As a teacher Larry wants to be remembered as a fair and firm teacher. He wants students to see that “ I changed their concepts of life-long learning.” He has a successful student who repeatedly has told him: “If it weren’t for you I would be dead.” These are the kinds of responses that humble a teacher but also let’s them see that teachers do make a difference in the lives of their students. Art is about art, but much more than that. It is about learning to learn, about becoming aware, learning to appreciate, learning to ex-press, to withstand disappointments, to learn from criticism and to persevere...all ingredients learners need for life.

Larry Hendricks’ and Heljä Robinson’s classes are participating in a final celebration on Manual High School’s auditorium stage on April 29 for a quilting project to end the spring semester’s collaboration.

Heljä Robinson leads a music time during the visit to the Northminster Learning Center.

Ruby Vargas, Pamela Scranton, Lora Taylor (BU Alum) and Masumi Nagata observing children at the Discovery Center

Larry Hendricks’ art class and Heljä Robinson’s ETE280 class worked on a quilt project called “Coming Together”

Page 9

by Yolanda Lawson Roosevelt Magnet School — What An Experience

Given most people's stereotypes of urban schools, I approached my novice teaching assignment at Roosevelt Magnet School with some apprehension. Not only was I to work with junior high students, but I was unsure of myself, and concerned that I didn’t have the skills necessary to meet the needs of the children

But, on my first day I realized that my fears were unfounded. I walked into Mr. Walker’s science room to find a bunch of smiling, friendly, seventh grade students, who have shown me nothing but respect throughout my ten weeks in their classroom. That day I also met my eighth grade class. I found them to be a fun loving, talkative group that I have enjoyed immensely through-out my time in their classroom.

It is amazing how I feel each day I go to Roosevelt. I find myself looking forward to getting to school every morning. I am often challenged to find a different way to explain a chemistry or physical science concept to students who think that these subjects are too abstract, but these challenges keep me on my toes.

In the short time that I have worked with these kids, I feel like they are “mine”. My students tell me their troubles, laugh with me, and wave to me when they are around their other friends. A few of my students have even given me a hug before they leave class. I have taught the kids several lessons at school. But, I also hope that I have taught them some life lessons such as the importance of education and persistence, since I’m an older student returning to college. We have discussed the job opportunities that were available to me - a person without a degree. I have also made it a point to tell them that I care about their future, that I don’t want them to fail in school or any other endeavor, and that they are capable of doing whatever they want to do. I can only hope that they listened. I am thrilled that I was given Roosevelt as my novice teaching assignment. I have learned so much in such a short amount of time. What an extremely rewarding experience!

My Experience at Roosevelt Middle School by Lisa Carroll

The seed was planted in ETE 336, Science Methods class, Spring 2003. I didn’t realize then, what would grow into such a rich and meaningful experience. Many of the in-class activities conducted early in the semester laid a solid foundation for the process of an experimental study each Bradley University (BU) science methods student later devel-oped as a science project to use in our own classroom. It was this learning experience, along with prior in-class activities, that empowered me with confidence and an eagerness to work alongside students at Roosevelt Magnet School (RMS) as they developed their science fair projects. This overall experience of “doing” science investigation with young people was exciting.

Roosevelt Magnet was a positive learning experience for me. I was thrilled to have the opportunity to be in a classroom setting. I am confident other pre-service teachers were as eager to “see,” “hear,” and have the opportunity to “do” whatever necessary to assist teachers and their students. This collaboration was an ideal setting for BU students to apply pre-service training in a real-life environment. Once at Roosevelt, I gained useful insight in classroom management, teacher instructional strategies, one-on-one student interaction—helping children learn.

As I spent more time in the classroom, I noticed science supplies needed refurbishing as inventory continued to dwindle. I discussed my position with Dr. Britner and the desire I had to seek assistance to replenish project supplies, aiding Roosevelt’s Science Fair. Together, Dr. Britner and I also discussed other methods of improvement that could take place to bridge the BU-RMS connection. Because of Dr. Britner’s dynamic zeal for science education, as well as her high standards in teaching excellence, the idea to write for a grant came forth. As we waited to hear of the grant award, I continued to work with Dr. Britner Spring 2004 with enrichment of the BU student/RMS teacher communication and coordination of scheduling needs. It was thrilling the day Dr. Britner informed me we were grant recipients. As collaboration continued between Bradley University Science Methods students, and Roosevelt Magnet School, we were once again conducting an engaging environment where the enhancement of science education was taking place.

I am thankful for the opportunity to continue to be involved with pre-professional development, to have been a part of an idea that will hopefully continue to bear fruit as students fundamental needs can be met learning the basic and integrated processes of science study through the development of science fair projects. I am also thankful for the rich opportunities BU students have to engage educational methods training into relevant learning circumstances in real-life classroom settings. I look forward to the continuation of working with Dr. Britner toward the betterment of the BU/RMS student-teacher connection and enrichment of science education for Roosevelt Magnet students.

Lisa Carroll and Dr. Shari Britner.

Students in Mr. Walker’s Science Class

Roosevelt Magnet School’s Family Literacy Night on May 10 proved again that RMS parents will not be delayed by rain, sleet, snow.... as they came out in pouring rain to learn how to support their students’ growing literacy. Dr. Gerald Brookhart, the Regional Superintendent of Schools, gave the opening speech. Two members of the Peoria Braves were on hand to read from The Cat in The Hat and Peter Pan and several other local people came to read to the students - Garry Moore from station WEEK, Lee Wenger, and Brian Fox-Ellis. Students attended sessions given by area storytellers and musicians and “Make and Take” sessions in which they made books coordinated with the newly adopted Open Court Reading Program. Separate sessions for parents included

information sessions about Open Court, reading strategies to use with their stu-dents, and a writing committee. The evening finished up in proper Roosevelt style with prizes including bicycles, car seats, and coupons to local restaurants; parents and students earned prize tickets by attending sessions.

Page 10 Keeping Current With Kemper

Contact Us!

Janet Jackson William T. Kemper Fellow for Teaching Excellence jj@bradley.edu or 309-677-2534 Heljä Robinson PDS Site Coordinator helja@bradley.edu or 309-677-2521 Bob Davison Avilés PDS Site Coordinator Aviles@bradley.edu or 309-677-3174

Shari Britner PDS Site Coordinator sbritner@bradley.edu or 309-677-3175 Bob Wolffe PDS Executive Committee rjwolffe@bradley.edu or 309-677-2520

The following Bradley students completed their spring nursing rotation, teaching observation, novice and student teaching in PDS Sites.

Completing their ETE 116 Field Experience at Manual High School were: Holly Andress, Robert Andry, Joey Berman, Robert Burris, Elizabeth Dolan, Gillian Falknor, Rachel Fink, Stacie Freeman, Ryan Hunt, Melissa Karr, Kathryn Kooken, Anna Lee, Jordan Maricle, Jessica Marschke, Molly Peters, Kristin Tasch, Erin Wrobel. Jessica Fery, Monica Kim, and Meghan Kubera were at Roosevelt Magnet School, and Tera Kohlbuss was at Valeska Hinton. Brittany Jerlinga, Nadrew Mcmorrow, Jennifer Mroz, and Cassandra Desecki completed ETE 225—Human Development at Roosevelt Magnet School while Leah Pinnow completed ETE 225 at Valeska Hinton. Novice Teachers included Jennifer Leininger, Betsy Leininger and Yolonda Lawson at Roosevelt Magnet School, Domonique Isaac and Kimberly Marquardt at Valeska Hinton Early Childhood Education Center, and Todd Stoller at Manual High School. Student teaching at Manual High School Kyle Harpe, Robert Winston, and Sarah Dail. Tondalaya Koutelis completed her student teaching at Roosevelt Magnet School and Emily Giermann, Sarah Lavin, Andrea Moffit and Nicole Scarpelli completed their student teaching at Valeska Hinton Early Childhood Education Center. Nursing Students Becky Marx and Matt Maupin, as part of their community health rotation, were at Valeska Hinton and Roosevelt Magnet Schools. Jeff Williams was at Manual High School.

Bradley Students at the PDS Sites Spring Semester

Literacy Night at Roosevelt Magnet School

A volunteer works with a child at Roosevelt Magnet School’s Literacy Night.

Having Fun at Literacy Night.