arizona state university’s mary lou fulton teachers college, the college of liberal arts and...

Arizona State University’s Mary Lou Fulton Teachers College,

The College of Liberal Arts and Sciences,

The Office of the Vice President for Education Partnerships,

The Rodel Foundation of Arizona, and

Urban and Rural Partner K-12 Districts in Arizona

U.S. Department of Education

Five-year Teacher Quality Partnership Grant

$ 33.8 million

Prerequisite Objective: Collaborating with the Arizona Department of Education, create the state’s first teacher tracking data system, which will be used to measure the quality and impact of teachers (including ASU grads) on K-12 student achievement

Objective One:Strengthen the subject-area competency of ASU-prepared teachers

Objective Two: Strengthen the clinical competency of ASU-prepared teachers

Objective Three: Collaborating with partner districts, strengthen student achievement and school functioning in 25 historically failing schools

Content and Pedagogy Experts

from ASU, AZ community colleges, and K-12 schools

Representing the Arts, English Language Arts, Math, Social Studies, and the Sciences

Creating, reforming, and piloting

new coursework

in the academic disciplines

for future elementary teachers

Objective 1:

The Teaching Foundations Project

iTeachAZ Vision

To develop effective and reflective

teachers who make instructional decisions based on student needs, local and

state data, and research-based best practices.

Objective 2

The ASU Mary Lou Fulton Teachers College (MLFTC) has an eleven-year track record of nationally award-winning teacher education program partnerships with high-poverty school districts.The district-based PDS Teacher Education Programs are now called iTeach and they are the model for all undergraduate elementary (and related programs) in the MLF Teachers College

TAP System for Teacher and

Student Advancement

School-Specific Support for Comprehensive Reform

Leadership and Teacher Teams

School-Specific Support for Comprehensive Reform

Leadership and Teacher Teams

Induction, Mentoring, Coaching Professional Development Induction, Mentoring, Coaching Professional Development

BESTBuilding Educator

Support Teams

Comprehensive Reform of High-Needs Schools

Administrator Support Leadership Coaching Administrator Professional

Development

Leadership Coaching Administrator Professional

Development

Objective 3Objective 3

Evaluation of Impact on Student Achievement

Evaluation of Impact on Student Achievement

Data Services On-Demand

Data Services On-Demand

Evaluation and Data Services

PORTAL

PORTAL - Partnership Office for Research on Teaching,

Assessment, and Learning

This is how we know if our reforms make a difference

The Teaching Foundations Project:Rigorous, Inquiry-Based, Content-Rich Lower-Division/General Studies Courses for Future Teachers

Partnerships are essential between ASU and all Arizona community colleges

The Teaching Foundations Project

The Arts ConsortiumLeader: Sandra Stauffer ASU Co-Leader: Marjorie Schiller, Central Arizona College

The Social Studies ConsortiumLeader: Ron Dorn, ASU Co-Leader: Nora Reyes, Mesa Community College The Math ConsortiumLeader: Fabio Milner, ASUCo-Leader: Jessica Knapp, Pima Community College

The Science ConsortiumLeader: Robert Culbertson, ASU Co-Leader: David Morris, Eastern Arizona College  The English Language Arts ConsortiumLeader: Jim Blasingame, ASUCo-Leader: Sharon Fagan, Chandler-Gilbert Community College 

Each of these groups has an active online

community and invite participation

The Teaching Foundations Project has developed a rubric to guide course reform

Higher-Order Thinking Skills:

The course challenges students to think and act intentionally

The course is highly relevant to students and other stakeholders because of the authentic and creative application of academic learning to important day-to-day realities

The course is rich in connections, within and/or outside the content area of the course

Instruction and content-rigor

Course instruction is highly student-engaging; students think, communicate, and participate at an uncommonly high level on topics that challenge them to apply knowledge, reason, perform skills, and/or create products

Disciplinary knowledge is central to the course; while metacognitive strategies should be required and supported, these courses should not be thought of as “methods” courses.

Assessments and Communication Skills

Course assessments move beyond basic knowledge-level multiple-choice formats alone to measure students’ mastery of reasoning, skill performance, and/or the creation of products

Extensive writing for learning, reflection and demonstration of understanding

Elaborate and ongoing oral communication of knowledge, reasoning, skill, process

Technology Integration

Use of digital research tools to find, organize, create, manipulate, analyze, and share information

Use of digital tools and media to create, to express and explore ideas, to enhance presentations, and to participate in Web 2.0 activities and communities

The Teaching Foundations Project

How will these courses better prepare future elementary teachers in terms of their content-area knowledge?

NEXT steps:Guaranteeing RigorInstitutionalizing the Courses Preliminary Syllabi due in February Institutional approvals at the university and

community college levels (general studies, instructional councils, etc.) – the way prepared for piloting

Mid-design external review of courses and sample lessons with extensive feedback

On-going on-line review by ASU faculty and members of our partner communities

Final external review and affirmation for scheduling

HOW ELSE CAN YOU BECOME INVOLVED? Join a content-area consortium and the on-line

conversations about the courses as they are developed

Pilot a course, or join the on-line community that will support the pioneering faculty who do

Serve as an external evaluator, helping us to insure that the courses are rigorous

Consider a research project that would measure the impact of these courses – perhaps on the K-8 students who our interns, student teachers, and graduates impact

Online Resource Center

We N

eed Your F

eedback

1. Overview content areas

2. Rationale: the needs that the courses must meet

3. Sequence for developing the courses

4. Examples of content lectures

5. Examples of student activities

6. Vision for online resources

7. Piloting and professional development for self-perpetuation of courses

Social Studies Consortia Report

1. Overview content areas

2. Rationale: the needs that the courses must meet

3. Sequence for developing the courses

4. Examples of content lectures

5. Examples of student activities

6. Vision for online resources

7. Piloting and professional development for self-perpetuation of courses

Overview Content Areas

Overview Content Areas

This consortium has the official name of social studiesin recognition of the general field of knowledge as it isconstructed in K-12 schools. We realize that history isconsidered in the humanities at ASU, but for thepurposes of K-12 organization, the consortiumconcerns the fields of:

HistoryPolitical Science/GovernmentEconomicsGeography

1. Overview content areas

2. Rationale: the needs that the courses must meet

3. Sequence for developing the courses

4. Examples of content lectures

5. Examples of student activities

6. Vision for online resources

7. Piloting and professional development for self-perpetuation of courses

Rationale: the needs that the courses must meet

Rationale: the needs that the courses must meet

2 courses must serve multiple functions:• be scalable to meet the needs of over athousand students;• be accessible to methods courses as referencematerial for those aspiring teachers whocompleted the same requirement through adifferent course;• be accessible as background material forupper division methods course and for stateteacher certification exam preparation;• be accessible as background material for in-service teachers who require additional contentbackground knowledge in the social sciences;• be built in a sequence of courses that buildupon one another in a way that prior courseslay down background information that allowsany “signature” upper division courses to betaught with greater depth;• contain elements that integrate across theelementary courses developed in otherconsortia; and

• incorporate U.S. and Arizona constitutionrequirements for teacher certification

Current System:Isolated islands ofRigor & RelevanceIn a sea of mediocre& mis-aimed courses

1. Overview content areas

2. Rationale: the needs that the courses must meet

3. Sequence for developing the courses

4. Examples of content lectures

5. Examples of student activities

6. Vision for online resources

7. Piloting and professional development for self-perpetuation of courses

Sequence for developing the courses

Sequence for developing courses

PermanentCorse will meetH and SB

1. Overview content areas

2. Rationale: the needs that the courses must meet

3. Sequence for developing the courses

4. Examples of content lectures

5. Examples of student activities

6. Vision for online resources

7. Piloting and professional development for self-perpetuation of courses

Examples of content lectures

Example of Government Content Lecture

Logon: socialPassword: studies

Example of Geography Lecture

Logon: socialPassword: studies

1. Overview content areas

2. Rationale: the needs that the courses must meet

3. Sequence for developing the courses

4. Examples of content lectures

5. Examples of student activities

6. Vision for online resources

7. Piloting and professional development for self-perpetuation of courses

Examples of student activities

Example of 1st Course Vision

Example of Student Activity in Geography

Assignment guiding students in acquiring resources related to the 18 geography standards

• Students will use an exciting grading program

• The grading program can be shared ASU & CC

http://socialstudies.courseassign.com/

http://socialstudies.courseassign.com/

1. Overview content areas

2. Rationale: the needs that the courses must meet

3. Sequence for developing the courses

4. Examples of content lectures

5. Examples of student activities

6. Vision for online resources

7. Piloting and professional development for self-perpetuation of courses

Vision for online resources

1. Overview content areas

2. Rationale: the needs that the courses must meet

3. Sequence for developing the courses

4. Examples of content lectures

5. Examples of student activities

6. Vision for online resources

7. Piloting and professional development for self-perpetuation of courses

Spring 2011: Jeff Bass

Summer 2011: Brian Dille and Jeff Bass (online), Faculty Associates at ASU (hybrid)

Fall 2011: Academic Success Cluster with ENG 101 - Jeff Bass

Piloting and professional development for self-perpetuation of courses

1. Do students feel prepared for methods courses?

2. Do methods teachers see a big difference in the rigor of their students?

3. Do students feel prepared for enriched student teaching?

4. Do student-teaching evaluators feel students bring rigor to the table?

5. Do students pass AEPA middle school social studies test with flying colors?

6. Do districts see a difference in the content knowledge of ASU hires?

7. Do these courses grow and adapt?

Ultimate tests of Rigor & Relevance