UWM Fall Institute WELCOME

Substantial realignment of content courses to fit content requirements Several new or revised courses being planned to support teacher preparation Induction pilot launched Focus groups with new teachers conducted Accomplishments

Accomplishments (continued) Held Spring Institute to share learning and progress Collaborated with MPS to create new induction materials Collaborated with MPS in identifying characteristics of a high-performing classroom Created a value-added model to measure pupil learning; pilot project to be launched this year

Implement recommendations of the design team work Devise models to support induction Devise methods for program assessment Explore connection of content faculty to the professional sequence in SOE Participate in review for grant renewal Plans

SCIENCESCIENCE SOCIALSCIENCESOCIALSCIENCE ARTSARTS C U L T U R E S & C O M U N I T I E S MATHMATH PUPIL LEARNING DESIGN TEAM STRUCTURE with CROSS- CUTTING THEMES ENGLISHENGLISH FOREIGNLANGUAGEFOREIGNLANGUAGE PROGRAM ASSESSMENT INDUCTION PROFESSIONAL SEQUENCE TNE STEERING GROUP PRINCIPALINVESTIGATORSPRINCIPALINVESTIGATORS

Organizing Design Teams for Teams set own agenda Coordinate meetings/information via team reflectors Post documents to Website for access by other teams/institutions

Organization of Design Teams (continued) Teams assign 2-4 members to participate in crosscutting theme discussions: Induction Program Assessment Professional Sequence

New This Year Dissemination Fund Faculty-in-Residence (stay tuned)

Marleen Pugach-Induction Team Leader Background Questions for the Design Teams Induction

What roles are reasonable and feasible for faculty to play working directly with graduates when they take their first positions? How could they work directly with teachers in their classrooms? What would motivate participation? Question One

Question Two How might faculty participate in providing direct support through the online support community for new teachers (Tapped In)? How would it work specifically? What would motivate participation?

Question Three What specific courses might be developed to help new teachers deepen their academic content knowledge? For whom? How would they be offered? What might this look like during the academic year? During the summer?

Question Four What other ideas/questions about induction does your Design Team have at this point?

Kenneth Howey-University of Cincinnati Contextualized Learning for Urban Schools

Linda Post-TNE Co-Principal Investigator Professional Sequence Background Questions for the Design Teams

What should the Professional Sequence be? Should there be more of a mix of their studies in content and the discipline of teaching? Should there be a different configuration of courses in the teacher preparation program? Should we start the sequence earlier? Question One

Question Two How do we begin to look at pedagogical content knowledge, which is different than a discussion of content or pedagogy?

Question Three How can content faculty interact with the Professional Sequence, including the clinical experiences?

Question Four How could content faculty participate in assessing our students across the Professional Sequence? Who is watching our students teach? Who should be watching our students teach?

Question Five How do we integrate knowledge, world view, individual experience and context across the program and into the induction period?

Amy Otis-Wilborn -Program Assessment Team Leader Background Questions for the Design Teams Program Assessment

Stephen Percy-Project Director Concluding Remarks