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Inspiring Visions Building Bridges Partnerships intricately scaffold the preparation, support, and development of teachers in the Professional Development School (PDS). They spring from organized PDS initiatives such as the PDS Leadership Institute. They also originate out of necessity and innovation, and usually support or extend the collaborations begun in broader initiatives. The second PDS Leadership Institute series continued in the fall semester with two meetings smack in the middle of its 18-month series of collaborative professional development. These meetings followed a Summer Soiree in June where participants pushed their limits on the Minnesota State University, Mankato, Ropes Course with the Adventure Education Program. Leadership Institute, Cohort 2, Fall 2011 The last time the 2nd cohort of teacher-leaders gathered they stared fear in the face on forty-foot poles at the Adventure Education Program’s Ropes Course on the Minnesota State University, Mankato, campus. This event kicked off their summer planning with Professional Initiative Project (PIP) teams based in their home districts. PIP projects were designed as a means for participants to address a district need and implement plans to achieve common goals. They met again on September 22, 2011, and took an opportunity to hash out the details of their projects and share it with other district teacher-leaders. A common theme developed around the use and support of technology in the classroom. An overwhelming opportunity today for including new technologies in the classroom aligns well with the aims 6 http://ed.mnsu.edu/csup/
of the Leadership Institute, which offered a session focused on Global Education opportunities last February. In accordance with September’s Signature Trend, a past member from the first cohort, Lynn O’Brien, developed a presentation on the impact of mental health initiatives in a school and/or district. Her learning led a fellow Institute participant to invite her to present again at staff development in Le Sueur as well as generated awareness for the policies and practices currently in place in PDS districts. On November 18, the Signature Trend concerned strategies for educating English Language Learners (ELL). A research-based activity led participants through conversations on current ELL practices and options for improving instruction and accountability standards within their home districts. Participants returned from district discussions to debrief their learning. As members commented on successes and challenges increasing ELL achievement and/or culture, many spoke to the force of PDS efforts, such as co-teaching and AVID, as effective methods that can be accessed within most districts. Adventure Education Program director, Sam Steiger, facilitated activities in an effort to consolidate thinking and trust within the group. The impact of these activities can be joyful and humbling, and convey key themes for the topic at hand. For instance, one activity entitled Lines of Communication stretched participants’ ideas of the physical route a line of communication can take, particularly considering some language as a barrier. Intentional, but silent communication occurred within another activity and ended on a collective success. By January’s session, PIP teams will be nearing complete implementation of their projects, which are listed on the right. Our next issue will highlight the graduation of the second cohort and their highlights from PIP projects. The remaining Signature Trends will cover Early Childhood and Connecting with Family. Winter 2012 Partnership Le Sueur-Henderson Building Personal Learning Networks (PLNs) for whole district, where educators have access to global learning communities on any and all personal projects and/or learning St. Peter Environmental scan, as part of district accreditation, reviewing the demographics, programs, perceptions, and all forms of data to inform new district and site plan Waseca Analyzing student progress and formulating possible intervention solutions for students via the Viewpoint data system Faribault Using children’s books, produced in multiple languages, to be read by high school students who speak the language, recorded on video, and shared via the web with students, teachers, and families in the community. Sibley East Mapping the K-12 technology scope and sequence across the district Mankato Studying the effects of Positive Behavioral Interventions and Supports (PBIS) in implementation across the district to determine which initiatives are working and how. Owatonna Providing intentional staff development to facilitate collaboration for implementation of co-teaching models district-wide. College of Education Providing teacher candidates and faculty in K12 & Secondary Programs (KSP) and Special Education (SPED) ways to connect in meaningful ways to reflect the need for collaboration in K-12 school environments. 7
Page 1 and 2: artnership PCENTER FOR SCHOOL-UNIVE
Page 3 and 4: TABLE OF CONTENTS Winter 2012 Partn
Page 5 and 6: Note From the Editor Ben Pendarvis
Page 7: Heather Verstraete, Bloomington TOS
Page 11 and 12: How has AVID impacted your school,
Page 13 and 14: ng Deeper and Wider Pipeline #2 - P
Page 15 and 16: QUT students and exchange program f
Page 17 and 18: After the last full school year of
Page 19 and 20: Marti Sievek can speak to the posit
Page 21 and 22: 7th Annual Fall Play Therapy Confer
Page 23 and 24: Innovative Program Targets Coaching
Page 25 and 26: if a student can make one strong co
Page 27 and 28: Teaching Fellows ? ? Describe your
Page 29 and 30: Jenna Haala Graduate Program: Maste
Page 31 and 32: New Systems for Working Together Th

Winter 2012 Partnership Magazine - College of Education Home ...

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