Congratulations to The Evergreen State College Master in Teaching Program 2011 Graduates

Transcription

1 Master in Teaching and Master of Education Programs Spring 2011 Volume 10, Issue 3 Chris Rudesill Congratulations to The Evergreen State College Master in Teaching Program 2011 Graduates Teacher Education Programs Director Sherry Walton Certification & Advising Specialist Maggie Foran Field & Community Relations Officer Loren Petty Program Coordinator Lynne Adair Program Assistant Lynarra Featherly Newsletter Advisor Loren Petty M. Ed. Faculty Sunshine Campbell Grace Huerta Maribel Vilchez Jana Dean MiT Faculty Sunshine Campbell Jana Dean Gery Gerst Chris Ramsey-Sharp Michael Vavrus Sherry Walton Sonja Wiedenhaupt Newsletter Staff Leah Baugh Joseph Boyer Jennifer Pasternak MiT Faculty Scott Coleman Terry Ford Andrew Gilbert Grace Huerta Anita Lenges Sherry Walton Newsletter Editor Jennifer Pasternak

2 TESC Master in Teaching Program Spring 2011 Graduates Graduate Master s Project Endorsements Kefi R. Andersen Lack of Engagement: Strategies to Create English Language Arts Intrinsic Motivation in Writing Brad H. Boer Creativity and Community: Multicultural Visual Arts Practices in Visual Arts Education Middle Level Math Adriana Elizabeth Impact of Students Emotions on Behavior Spanish Caviedes-Guillén and Academic Outcomes ELL Rachele Chertok The Role of Feedback in the Self-Efficacy Elementary Education of Elementary Students: Good Job is Not Enough Toby de Luca What are Effective Classroom Management Elementary Education Strategies that Maximize Student Engagement? Bilingual Education Marc C. DeArmond Effects of Strict and Lenient Grading on Elementary Education Student Learning Middle Level Humanities Holly M. Deatherage Differentiation through Student-to-Student French Interaction Jeremy T.M. Dempsey Focused Engagement for Today s Classroom Elementary Education Monear Fatemi Strategies for Success: At-Risk Youth in English Language Arts Heterogeneous Classrooms Michael T. Fekete Effects of In-Classroom Competition on Middle Level Humanities Student Motivation and Learning English Language Arts James Gardner The Gender Achievement Gap: Motivation, History Identity, and Culture Social Studies Kimberly Gregg Effects of Urban Native American Identity Social Studies on Native Students in Public Schools Jennifer A. Hamilton Increasing Access to Science for English Middle Level Science Language Learners: It is More Than Just Reducing Achievement Gaps Sasha Hawthorn Collaborative Learning in the Mathematics Middle Level Math Classroom: What You Think Matters Page 2 The Connection

3 Thinking Globally, Teaching Locally: Educating for Active Citizenship Graduate Master s Project Endorsements Leif Hedenskoog Correlations Between Multicultural Theatre Arts Education and Ethnic Identity Formation English Language Arts Carrie Hockman Art Integration s Impact on Students Visual Arts Intrinsic Motivation and Engagement English Language Arts David Thomas Hunter Principles of Effective Arts English Language Arts Integration Social Studies Reyna A. Jasmer Increasing Participation in Elementary Education Student-Centered Discussion: Middle Level Humanities Principles to Inform Practice Deborah S. Jordan The Effects of First Language Proficiency German on Additional Language Acquisition English Language Arts Dominic P. Kehoe Interdisciplinary Science Middle Level Science Education Earth and Space Science Ryan T. Leacy Effects of the Practices Within Advancement Social Studies Via Individual Determination (AVID) on the History General Secondary Classroom Sarah Maiava Sustaining the Highly Mobile: Military Elementary Education Parents with Elementary Students Andrew W. Olmsted Facilitating the Development of Abstract English Language Arts Thinking in Adolescents Nicholas P. O Neill Increasing Student Intrinsic Motivation: Spanish How to Encourage Student Engagement and Ownership in the Learning Process Douglas G. Richert Examining Teacher's Differential Elementary Education Treatment Melinda I. Ross Grief in Adolescence: Classroom English Language Arts Practices That Support the Adolescent Grieving Process Cleome P. Rowe Building Sustainable Communities Biology, Science Using Place-Based Learning Middle Level Math Volume 10, Issue 3 Page 3

4 TESC Master in Teaching Program Spring 2011 Graduates Graduate Master s Project Endorsements Challys Samson Reluctant Student Participation in ELL English Language Arts and Native English Speakers: Causes ELL and Improvement Joshua P. Simpson The Impact of Masculinity and Gender Social Studies, History Norms on Academic Performance Middle Level Humanities Allison L. Smith Strategies to Support Students Learning English Language Arts English as an Additional Language Kathleen Dare Stidham Access to Opportunity: Some Digital Elementary Education Literacy Issues in Education Middle Level Humanities Kelsey R. Sutich Understanding Student Engagement: Elementary Education Contexts for Teacher Interventions Middle Level Humanities Christie Q. Tran Reconstructionist Multicultural Art Visual Arts Education Reading TESC Master in Teaching Program Fall 2011 Graduates Graduate Master s Project Endorsements Andrew Lawrence Hoy Strategies Integrating Social Studies and Middle Level Humanities Language Arts at the Secondary Level Anne A. Hundley Scaffolding Interdependence for Group Elementary Education Work Amanda R. Kirklin Teaching in an Inclusive Environment: Elementary Education Effective Classroom Strategies for Students Special Education with Learning Disabilities in Mathematics Chelsea R. Whitaker Strategies to Encourage Student Agency English Language Arts through Addressing Intelligence Beliefs, Social Studies Metacognition, and Autonomy Support Page 4 The Connection

5 TESC Master of education Program 2011 Graduates Emphasis: ELL Ron Driscoll Tim Robertson Casey Williams Kristine Weldin Emphasis: Mathematics John Baranski David Cheney Celei (Helen) Han Bobby Kenis Danielle Maletta Jenny Nunn Nicola Wethall Anne Wilson J Pasternak Commencement Speakers MEd Cohort Angela Davis Guest Speaker Through her activism and her scholarship over the last decades, Angela Davis has been deeply involved in our nation s quest for social justice. Her work as an educator both at the university level and in the larger public sphere emphasizes the importance of building communities of struggle for economic, racial, and gender equality. Kecia Kimara Husbands Undergraduate Student Speaker Kecia attended Cornish College of the Arts and Tacoma Community College prior to entering Evergreen s Tacoma Campus Program. She comes from a long line of service to children in need and is the third person in her family to attend The Evergreen State College. After completing her Special Education Endorsement requirements, Kecia plans to enter Evergreen s Master in Teaching Program. Nicola Wethall Graduate Student Speaker Nicola received her Bachelor of Science degree from Northern Illinois University and has taught high school math for 13 years, and currently at Oak Harbor High School. Nicola earned her National Board Certification in 2008 and won a Presidential Award for teaching mathematics in She entered the Master of Education Program in order to grow as an educator. MiT Cohort J Pasternak Volume 10, Issue 3 Page 5

6 An international buzz of collaboration and learning was heard in the air at The Evergreen State College s Longhouse on May 9 th, 2011, as twenty-one Indonesian educators attended a seminar acquainting them with Evergreen s interdisciplinary academic practices. The educators, mostly middle school principals from in and around Jakarta, were visiting the college s teacher education programs as part of a three-week professional development and cultural exchange program. This is an exciting opportunity to share Evergreen s unique vision of education with invested individuals from very different backgrounds and experiences, remarked Loren Petty, the field experience officer for TESC s Teacher Education Programs. We have a chance to share some of our program s core values and also are given the chance to have an open dialogue with educators and administrators working within a very different educational system. Visitors were welcomed by Tina Kuckkhan-Millerto (founding director of the Evergreen s Longhouse Education and Cultural Center at TESC), Teacher Education Programs staff, and academic advisor Teresa Santo-Woods (acting as translator). The visiting principals were also welcomed by a member of the Skokomish Nation, Delbert Miller, and observed a ceremonial drum performance from Miller in accordance with local tribal tradition. The Indonesian educators were then given a presentation on the college s rigorous Master in Teaching preparation program by the director of TESC s Teacher Education Programs, Dr. Sherry Walton. Walton fielded questions regarding the high standards required for admittance into the program, as well as inquiries about how pre-service teachers were given adequate classroombased training (Evergreen s MiT program requires two ten-week student teaching practicums to be completed as part of its graduation requirements). The visiting administrators were then split into smaller groups where they met with and discussed Evergreen s interdisciplinary approach to education with current faculty. Evergreen faculty involved in these sessions came from a variety of academic areas within the college and spoke about Page 6 Dr. Sherry Walton accepting Manos gift Visiting Indonesian middle school principals their own interdisciplinary courses. Faculty leading the session were: Eric Stein (Linguistics and History), Brian Walter (Mathematics, Statistics, and Fiction-writing), Kabby Mitchell III (Dance and African American Studies), and Teresa Santos-Woods (Academic Advising). In addition to participating in small group discussions with current Evergreen faculty, visitors were given a broad overview of the college s mission by Evergreen President Les Purce which concluded with a rousing rendition of the Evergreen State College s alma mater and geoduck fight songs. In addition to the exchanging of ideas, the visit ended with the Indonesian custom of exchanging gifts. The visiting principals gave Evergreen faculty and staff Indonesian handicrafts and presented Walton with a replica of Indonesia s most famous landmark, the Monumen Nasional (or Manos), a 433 foot tower topped by a flame covered with gold foil in Jakarta that symbolizes Indonesian independence and in turn received Evergreen memorabilia to commemorate their visit. Other parts of the exchange included visits to local area middle schools, local attractions such as the Nisqually National Wildlife Refuge, and additional school visits in Portland and San Francisco. The visit to The Evergreen State College was coordinated by the Friendship Force of Olympia and by Evergreen s Teacher Education Programs as part of their commitment to global outreach and professional development. TESC faculty member Brian Walter The Connection

7 North Thurston School District and the TESC Teacher Preparation Programs collaborated this spring to provide training to mentor instructors with student teachers. The professional development project Mentoring Beginning Teachers was spearheaded by Sherry Walton, Jana Dean and NTSD staff member Heather Rader. The four week training was offered one afternoon a week from April 28th through May 26th, and student teachers were encouraged to join their mentor instructors for the last half of several sessions. Heather Rader detailed the following outline of the training, which focused on how to effectively coach beginning teachers: How to Use a Coach: Purpose A good instructional coach will share the purpose of coaching and the vision the district has for teacher collaboration. We believe that all teachers deserve coaches. Leah Workman, a second-year teacher echoed that idea, "When my coach first came in, I was anticipating that she would assess and let me know what I needed to work on. Instead we talked about my frustrations and put together a plan of action around my concerns, not hers. The coaching model was very much teacher-led." Model Once the purpose and vision are established, we can get more specific: After I observe, I often get this question: What if my lesson bombs? I respond, "Then I will recognize myself in you, because I have had many lessons bomb. In fact, that's why I'm a coach - because I've been there and had to figure out what's next. We talk about how when students aren't showing evidence of what we thought they knew or what we thought they could do, then it just gives us information on what we need to think about for tomorrow. Coaching is a continuous process. Confidentiality It is "perfectly normal" for teachers to worry about being judged. Teaching is personal. We share who we are through our teaching, and some of us have had very little outside feedback about this dance we do each day with our students. At first it is intimidating to have another professional come to your room. You don't want to be judged and it brings up all your old insecurities about what you're doing that isn't good enough. Although you know the person is coming in to support you and serve as another set of eyes, you can't help but feel a little trepidation. Is it "safe" to show this person what I don't know?" Clarity As educators, we sometimes proceed with a mile-wide focus, when what we really need are small steps to go deep. Still, if a teacher is unsure of what small steps he/she could be making, that will become clear through the work. When we begin by taking time to discuss purpose, the model, confidentiality and clarity, the foundations have been strong for our work together. Recapping: Four Things to Consider 1. Ask about the purpose of coaching. If it's not stated or printed, ask, "What does the district/principal envision as the goal of coaching?" 2. Ask about the model. If the coach doesn't walk you through what it can look like, ask for specifics. 3. Share your concerns openly and ask about confidentiality. It's perfectly normal to wonder what's in it for you and your students. 4. Get clarity on your curiosity. You've been given a gift of another set of eyes, ears and hands. Think about how your students can benefit most from this opportunity. Just as "one size does not fit all" in teaching, the same is true for coaching. An instructional coach is not an expert on your teaching or your students; he/she strives to use observation, feedback, research in best practice and reflection to walk with you on this journey of improving student learning. Volume 10, Issue 3 Page 7

8 Armin Antonio (MiT 2002) was named Teacher of the Year by the PTSA at Baker Middle School in Tacoma. Sarah Applegate (MiT 1995) was the keynote speaker at the School Library Roundtable Meeting at the American Resource Center. Applegate s presentation, School Libraries, Student Research Skills, Student Success: Observations from Finland provided the audience of education and library professionals with a summary of her project on school libraries and information literacy instruction in Finnish schools. Wayne Au (MiT 1996), recently authored and edited a new book through publisher Rethinking Schools. The book is titled Rethinking Multicultural Education, and was recently praised in Education Review as a remarkable compilation of education research, professional opinion, and personal experience, as well as an extraordinary handbook for the instructor of racial and cultural justice. Armin Antonio Kathy Blue s (MiT 2009) Woodbrook Middle School students in Tacoma recently competed in an annual academic competition at Pacific Lutheran University as part of the Mathematics, Engineering, and Science Achievement (MESA) Day. Activities included maneuvering Lego robots through an obstacle course, the construction of a sail car powered by just a fan, construction of a windmill to test mechanical power and wind -to-vehicle transfer and the building of craft stick bridges to test load bearing. "When students have the opportunity to combine creativity with science, they get excited about science, pay more attention in class and are invested in their learning," stated Blue, a Woodbrook Middle School teacher and MESA advisor. "The hands-on projects students encountered at MESA Day allowed them a chance to create something special." Rob Cahill (MiT 2008) was recently named Teacher of the Year at Lakes Elementary School in Lacey, Washington. Cahill spearheaded a school-wide composting campaign - coordinating the efforts of administration, food service, teachers, custodians, and kitchen staff, along with help from the local nonprofit organization, Food to Flowers. Lakes Elementary School now composts 90% of its lunch materials, an estimated 9-10 tons of material each school year. The most inspiring thing about our program, said Cahill, is that we now have students composting every day. We have students monitoring sort stations, helping younger students compost, and we ve given students the opportunity to become active citizens and environmental stewards. Frank Casey (MiT 2006) organized Clover Park High School s first annual Arts Festival on April 28. The event was a great success - with lots of art, positive energy, and dozens of students, teachers, parents, and community members in attendance. Hilary Davis (MiT 2007), a 5th Grade Teacher at McLane Elementary School, was recently awarded the Champion of Differences award from the Olympia School District. The award is given out once a year to an employee who teaches the value of diversity. Davis was nominated by a peer to receive the award. I have always been interested in teaching diversity, she commented, but that value was enhanced by the focus MiT placed on being an activist for social justice in our classrooms. I'm proud of myself and the amazing education I received from Anita (Lenges), Sonja (Wiedenhaupt), Sherry (Walton), and the other educators [in the MiT program at TESC]. Thank you for stressing the importance of social justice, diversity, and community. Brian Eggleston (MiT 2005) won a Teacher of the Year grant from Saxton Bradley, a Seattle-based technology company. Eggleston, who teaches Spanish language at Washougal High School, will use the money to support the educational goals of his students with quality bilingual dictionaries, additional textbooks, and annual cultural celebrations. Brian Eggleston Page 8 The Connection

9 Ervanna Little Eagle (MiT 2004) was recently named Indian Educator of the Year by the Washington State Indian Education Association. Little Eagle, who teaches Language Arts at Tulalip Heritage High School, has worked to develop partnerships with the University of Washington and others to fund and organize field trip experiences for her students. Her students explored these experiences in-depth through reading, writing, and filmmaking. Mount Vernon School District commended her work as helping to bridge academics, culture, and hands-on learning together, these strategies help engage learners as never before. Tyson Lazarro (MiT 2006) and Jennifer Newton (MiT 2006) were married this year, and are moving to Beirut, Lebanon. Starting this fall, the couple will be teaching at the International College of Beirut. Ervanna Little Eagle Heather McCarthy (MiT 2002) is a 5th grade teacher at Tenino Elementary. Her students recently tested at a 7 th grade level. Jeremiah Tuckett (MiT 2006) was named the Teacher of the Year for South Sound High School in the North Thurston School District for the second year in a row. Joe Baginski (MiT 2003) - North Thurston Public School District Valerie Davis (MiT 1992) - Olympia School District William Depusoy (MiT 1992) - Seattle Public School District Laura Handy (MiT 2005) - Bethel School District Elizabeth Herriges (MiT 1996) - Federal Way School District Susan Koontz (MiT 2000) - North Thurston School District James Ogden (MiT 2002) - Bremerton School District Raven Skydancer (MiT 1995) - North Thurston School District Rosemarie Spaulding (MiT 2003) - Southside School District Hope Teague (MiT 2006) - Clover Park School District Katherine Trafton (MiT 2003) - Olympia School District Congratulations to all of our MiT alumni doing outstanding work in their classrooms and communities! Volume 10, Issue 3 Page 9

10 The Evergreen State College Master in Teaching Program recently presented its first annual Distinguished K-12 Educator Award to MiT alum Cecily Schmidt (2004). Cecily is a visual arts instructor at Capital High School in Olympia, and was recognized by the MiT Faculty, the Professional Educator Advisory Board, and TESC President Les Purce at a Recognition Dinner celebration on May 25 th, Capital High School Dean of Students, Daniel Grimm, nominated Schmidt for the award, citing her role as a leader of students and colleagues in regenerating both the arts department and physical environment of the school. She has transformed the climate and culture of the department and school into something we are all very proud of, commented Grimm in his nomination letter. We are so fortunate to have such a wonderful educator as part of this community, who is willing to take on challenges with enthusiasm and a determination that is solution focused. Cecily s service as a visual arts teacher at Capital High School culminated last year in a studentcentered arts crusade, dubbed the Art Explosion. After agreeing that they wanted to make art more visible throughout the school, students began painting murals and public displays of art including a large compass painted on the floor at the entrance of the school. The Cougar Compass as it has come to be called, was well received by the school community and has already become a landmark in the school, explained Schmidt. Meanwhile, Art Explosion is in the process of developing more ideas to transform Capital High School with art. When asked how she felt about winning the award, Schmidt responded, I was surprised to win it, especially since I am currently working part time...but I've since realized it's not about how much you work, it is the type of energy you put into it when you're there. I m also happy the award went to a visual art teacher, she added, especially in a time when the arts are in such danger of being completely erased from the curriculum. I see my role more and more as an arts education advocate, so hopefully this award will help in that pursuit. When reflecting on what has stayed with her from her experience with the MiT program, Schmidt recalled a frequent mantra of her faculty: You teach who you are. My professors always said this and I didn't quite get it until I started teaching, said Schmidt. The best teaching and learning happens in my classroom when I remember to be myself, be honest, and care about my students as individuals. Schmidt also received her National Board Certification in Cecily Schmidt (second from left) with Jan Kido, Betsy Diffendal and Sonja Wiedenhaupt, her MiT faculty, at the Distinguished K-12 Educator Award Dinner Page 10 The Connection

11 (From left) Erin Kievit, Jamie Sullivan, Lorri DeFoor, Sarah Bracken, Todd Sessoms, Autumn Sheldon, Alaina Hellum-Alexander Seven MiT alums were on the TESC campus in May to assist Sherry Walton with a presentation on Classroom Management. The alums included Erin Kievit (2005), Jamie Sullivan (2005), Lorri DeFoor (2009), Sarah Bracken (2007), Todd Sessoms (2007), Autumn Sheldon (2005), and Alaina Hellum-Alexander (2010). The presentation detailed behavior management strategies intended to support all students, including those with ADHD and specific learning disabilities. The alumni met with current first year MiT students to facilitate discussions of classroom management and behavior response strategies. Evergreen s Teacher Education Programs were front and center at 8th Annual Professional Educator Standards Board (PESB) Preparation Program Forum held April 14 th and15 th in Spokane, Washington. Sherry Walton, the Director of Teacher Education Programs at TESC, and Joseph Boyer, a year one MiT student, gave a presentation entitled, Focusing Attention on Using Student Data and Students Communities to Improve Student Learning. The 75 minute presentation brought together researchers and education professionals to discuss two local initiatives that TESC and local school districts collaborated on. These initiatives investigated how the implementation of pre- and post-assessment data, combined with reflection and community involvement, impacts and improves student learning. student positively There is some very solid evidence that suggests that both students and educators benefit from the use of pre- and post-assessment strategies in elementary and secondary settings, noted presenter Joseph Boyer, a first year MiT student. Our collaborative project sought to think about and implement ways of using pre- and post-assessment strategies that were both effective and manageable for teachers given their heavy workloads while also promoting both student and community involvement in the learning process. The collaborative project was partly funded through a grant from PESB, and placed a TESC researcher and faculty with interested staff and administration at a local area school. Among the outcomes were the adoption of a learning journal and several discussions concerning collecting and utilizing pre- and postassessment data to inform instruction. It is important for any teacher education program to not only develop professional ties to the community, Boyer stated, but also important for us to really use these relationships to explore ways in which educators can improve student achievement and success. The teacher education programs at TESC maintain several collaborative projects with local area schools in order to promote student learning and professional development. For more information, or to see how collaborative projects may benefit your school, contact Loren Petty, Field Experience and Community Relations, at pettyl@evergreen.edu. Volume 10, Issue 3 Page 11

12 Ingrid Pugh- Goodwin I had an excellent practicum experience. I was placed with an outstanding mentor teacher who has helped guide me through my practicum teaching in a solid and supportive way, and I'm excited to be returning to her classroom for my student teaching in the Fall. This experience gave me the opportunity to see both the strengths and weaknesses in my own teaching practice, and I look forward to using that knowledge to move forward in my teaching career. Trygve Berg My practicum experience was very beneficial. I valued the opportunity to learn from my mentor teacher, and my three-day teaching experience provided me with an opportunity to put into practice the theories and strategies that we have learned throughout the year. The educational component also provided an important bridge for me from basic observations to the experience of student teaching. Nikki Dunbar The Evergreen MiT practicum program allowed me to experience local classrooms in a variety of settings. I visited a junior high literacy support classroom in rural Shelton, a 3rd/4th grade class in suburban Olympia, and a sophomore English class in urban Tacoma. The diversity of experiences was vital to my understanding of how the school system operates within different communities, and for my future engagement with students. Available as a window cling sticker contact Loren Petty at pettyl@evergreen.edu Page 12 The Connection