2. WELCOME

3. Learning to Teach at UWM Disciplinary- based Courses, Intro to Education Pre-Professional Program Learning PPST/Praxis I Exam Basic Skills Courses in Pedagogy, Pedagogical Content Knowledge, Clinical Experiences Praxis II Exam Content Knowledge Graduation Certification Initial Licensure Mentor Teacher Guidance, Advanced Licensure using PDP District or School Staff Development, Graduate Coursework In-service Professional Learning Professional Program Learning Figure 1. Pre- and In-Service Professional Learning Student Teaching Completes Standards- based Portfolio

4. 2006 UWM Cooperating Teacher Academy August 23 rd – August 24 th Selected Group of Participants - representation across programs Demographically Diverse Completed a Pre-Academy Survey – Logistics – Communication – Evaluation of Candidate Preparation using Guiding Principles

5. 2006 UWM Cooperating Teacher Academy Day 1 PROGRAM FEEDBACK – Working with Survey Data – Communication/Logistics – What is working well? Missing? What can we do better STRENGTHENING OUR PREPARATION PROGRAMS Guiding Questions 1. What are you telling us about our preparation program? 2. What determines a quality field-based experience for teachers working in urban settings? 3. How do we strengthen classroom-based experiences so they offer candidates rich opportunities to learn?

6. 2006 UWM Cooperating Teacher Academy Day 2 STANDARDS-BASED TEACHER PREPARATION AND LICENSING – UWM’s New Guiding Principles, Wisconsin Teacher Standards, and the Characteristics of a High Performing Urban Classroom – Portfolios and PDPs STRENGTHENING OUR PARTNERSHIPS Guiding Questions What types of learning opportunities might help candidates develop the performances highlighted in the Principles? How might our programs scaffold these experiences? How might we better communicate with partner teachers? How might we strengthen cooperating teachers’ learning opportunities? How can we use this information in the mentoring of new teachers?

7. Outcomes and Lessons Learned Overarching theme of COMMUNICATION: Mechanisms in place for consistent coordination and collaboration amongst all of the responsible players (UWM, Cooperating Teacher, district/school, student teacher) – Examples: agreement with UWM mission and mission of schools; connections made with student teachers between UWM coursework and classroom experiences

8. Outcomes and Lessons Learned Strengthen Student Teachers’ knowledge of: MKE/school community, appreciation of and utilization of its ASSETS, accessing community resources Assessment practices and procedures that support instruction Working with students with special needs and the associated responsibilities The nested policy environments of public schools Experience with activities within the school but outside of the classroom

9. Outcomes and Lessons Learned Strengthen Co-operating Teachers’: Opportunities for professional development Knowledge of and facility with PI-34 requirements (requires coordination with UWM) Preparation policy knowledge Access to UWM learning opportunities

10. Next Steps with Cooperating Teachers Continuation of TNE Academy during 06-07 School year Broadening Co-op support – New Co-op support – Verification workshops – Co-op professional development – Support around PI-34 – Re-licensure, PDP work

11. Next Steps Professional Sequence Design Team Work/coordination with the 3 “entities” (SoE, L&S, MPS): Pedagogy Labs Coordination with various TNE Work Teams and Program Teams (retreat days for program teams to work on professional sequence issues) Develop plans for continued support of cooperating teachers: – Menu of Professional Development Offerings – Credit offerings that support re-licensing or PDP

12. Teachers for a New Era: Past, Present and Future TNE FALL INSTITUTE September 11, 2006

13. Origins Carnegie Corporation of New York creates the Teachers for A New Era Project Fundamental Purpose: Demonstrate the value of maintaining teacher preparation with higher education institutions.

14. TNE Design Principles Heavy involvement of arts, letters and science in teacher preparation—making it an “all campus” responsibility Work is based upon evidence. Utilize evidence when designing program changes; evaluate changes to measure impact and outcomes. Teacher education is a clinically-based academically taught profession, that requires support during the first years of classroom teaching (induction)

15. UWM Joins TNE In 2001, Carnegie Corporation does a national scan and identifies 11 teacher preparation programs from which to select TNE sites. Four sites are selected, not UWM. In 2002, Carnegie identified 7 sites for a second round selection for TNE sites. All seven were selected, TNE begins at UWM

16. Organization of TNE Since the Teachers for a New Era model envisioned campus-based responsibility for teacher education, a new unit was formed (Academy for Urban Teaching and Learning) with direct report authority to the Provost. The Center for Urban Initiatives and Research is the administrative home base for this academy.

17. Provost’s Office AUTL Steering Group R. Cheng, Provost R. Meadows, Dean, Letters&Scienc A. Thurman, Dean, Education R. Bucker, Dean, Arts S. Percy, Project Director, PI L. Post, Principal Investigator M. Pugach, Principal Investigator W. Kean, Principal Investigator A. Jackson, MPS Administration D. Donder, MPS Principal Rep. C. Anderson, MPA J. Parker, Project Coordinator TNE Council Project Director, Project Coord., DT Leaders Others C & C Foreign Language Arts English Social Science Science Math Pr o gr a m A ss es s m e nt Evidence Consultant/Team Pr of es si o n al S e q u e n ce In d u ct io n CONTENT DESIGN TEAMS CROSS-CUTTING DESIGN TEAMS Milwaukee Mathematic s Partnership (MMP) Milwaukee Public Schools (MPS) Milwaukee Partnership Academy (MPA) Milwaukee Metropolitan Area Deans of Education (MMADE) UWM Teachers for a New Era 2006-2007 Proposed Organizational Plan P u pi l L ea rn in g

18. TNE at UWM: Our Fundamental Principles TNE will be designed and implemented as a partnership with the Milwaukee Partnership Academy/Milwaukee Public Schools. Our focus will be upon preparing teachers for urban school districts—the guide philosophy of the UWM teacher preparation programs

19. How We Are Seeking to Change Teacher Preparation at UWM Enhance and strengthen content knowledge learning of preparing teachers How: – Work of Design Teams to align curriculum (content courses) to match state standards and local learning targets – Create and revise important “pathway” content courses to enhance content knowledge learning

20. How We Are Seeking to Change Teacher Preparation at UWM Enhance the pedagogical training and instructional skills of preparing teachers How: – Teachers-in-Residence provide linkage between classroom learning, content knowledge and effective teaching of content knowledge – “Ped Labs” to be developed: Where content faculty pair up with education faculty to create opportunities for student to develop expertise in teaching specific types of content

21. How We Are Seeking to Change Teacher Preparation at UWM Strengthening the student teaching experience How: – Cooperating Teacher Academy (Strengthening our relationships with those teachers who mentor and supervise our teachers candidates during student teaching)

22. How We Are Seeking to Change Teacher Preparation at UWM Creating assessment measuring systems that can be used to track teacher candidate learning growth and to assess outcomes of dimensions of teacher preparation program Continuous feedback loops for continuous improvement

23. How We Are Seeking to Change Teacher Preparation at UWM Examples of Learning/Feedback Loops #1 – Admissions Portfolio: Pilot will create instructions for students seeking entry into the School of Education to create a portfolio that demonstrates their content knowledge, ability to use such knowledge, and capacity to provide effective instruction of content knowledge – At program level, can assess how well content knowledge courses are preparing teachers with the knowledge they need

24. How We Are Seeking to Change Teacher Preparation at UWM #2 – Collating and analysis of the observational assessments made by supervisors during the student teaching experience – Information can feedback back into content knowledge learning, pedagogical education, and clinical experiences

25. Where Are We Now 3 Years into TNE Major achievements to date include: – Forming content-focused design teams that have been instrumental in linking arts, letters and science to teacher preparation – Forming programmatic design teams—pupil learning growth, program assessment, professional sequence—each of which has devised important plans and innovations

26. Immediate TNE Efforts In June, submitted a proposal for continuation of project funding for years 4 & 5 of the TNE program Created a solid “evidence plan” demonstrating how we will gather evidence to show impacts of program benefits Launching Our Work for 2006-07: The Fall Institute

27. Looking Forward In next two years of the program, we intend to do two things: – Design and implement programs identified in two previous years (e.g., new courses, ped. labs, research studies, cooperating teacher academy) – Measure the outcomes of our new and revised programs to ascertain their impact on teacher effectiveness and pupil learning

28. How We Are Seeking to Change Teacher Preparation at UWM Providing support to recent graduates in their first years of classroom teaching – Electronic conversations, organized throughTapped In, where new teachers can request assistance with content knowledge, instruction, and other areas – Professional Development Academy: expanded course offerings including content especially for new teachers

29. Concluding Remarks