How nice to have classes begin once again. The last month has felt a little like this Larsen cartoon – one of my favorites. When the students arrive back on campus, it’s good to remember why we are really here. Click on the image to get a readable size.
Introduction:
I’m not sure what box I’m thinking outside of here. But I can’t quite parse the student numbers issue. But I think we should start dreaming programs and let the student numbers issue follow. We need to develop several large courses to attract students from across the university…think three credit diversity requirement of Race and Racism in the US. Think Multicultural Children’s Literature. Think Progressive Thought For Democratic Schools. Think Schooling and Parenting For A Democratic Society.
Scenario One.
Four year program. Students from all programs take foundation, psychology, introduction to education courses together as a group. Team taught across el/md/sec/fdn faculty. School experience through SL connections throughout. Methods stay within programs. Student teaching local, faculty from all programs supervise across programs.
Variation: Primary education goes to echd. Elem works with grades 3-6, blends with middle level ed. All methods taught in one block with pull out discussion sections dealing with program specific adaptations.
Variation: Echd comes into DOE. Teacher education programs under one organizational roof. One teacher education faculty = echd, intermediate, middle, secondary.
Scenario Two.
Fourth year and fifth year program. Foundation, psychology courses taken all together as a group. Faculty team. Summer school (public school) methods experience between 4th and 5th year. Fifth year internships constitute student teaching. BA and MEd. Grant support. Interns pair up, take over classroom teaching slot. Teacher released for graduate work and program supervision/teaching.
Variation: Fifth year internship occurs partially in urban school with need. We (whoever that is – released teachers??) work there. Graduate work 2/3s distance learning + one UVM person in the school.
Scenario Three.
ElEd. Foundations first year. Psychology second year. SL connection with both courses in schools, after school programs, boys and girls clubs, homework sessions at schools. Methods third year modularized, integrated with school SL strands across whole year. Summer school teaching between third and fourth year. Major internship fourth year. Heavy technology involvement throughout. El/Md/Sec/Fdn faculty teach throughout. Grant support.
Scenario Four.
Interprofessional Model. Teams of faculty work with cohorts of students. Team = education generalists, sw faculty member, foundations faculty member. Content modularized as much as possible with ample use of technology. Social work students in schools as well. Each cohort has a faculty leader responsible for overall conduct of content. Grant supported.
Scenario Five.
We do pre-professional prep. in junior and senior years to large numbers of students – if they will come. Between fourth and fifth year, we run several summer school programs to deliver an introductory methods experiences. Fifth year student teaching, interns paired, take over class, teacher released for supervisory and methods teaching responsibilities along with a university faculty person. Ample technology support. BA + MEd. or PBAC. Module/competency based. No “courses” as such.
Scenario Six.
We go to “experts” like Deborah Meier, others + an ongoing focus forum of our students – the really “wired @Generation ones” to really renovate what we do before we do anything!
Other ideas?????
New (recycled) ideas:
Summer school learning. Could be focused on struggling populations.
Cross program course work.
Modularized experiences
Teacher release/graduate work.
Ba/med program for eled.
Release primary prep. to echd.
Teacher ed faculty one faculty, teaching together.
Heavy, focused, planned technology involvement.
Things to keep in mind:
Numbers count.
External money counts.
Flash/early involvement attracts current students. Are we talking about new students?
Technology is the new frontier.
Teach for America model attractive in terms of money and numbers and quality?
Urban Frontier program.
I absolutely love this picture. Its at Oakledge, two days ago, about 330pm. It isn’t often that I can get this kind of depth of field and capture what is beneath and above the surface. There is life below, above and on the edge that separates the two.
The front is so delicate, so precise. What’s the science of hoarfrost on the edge of these cookies, er… oak leaves?
Earlier in the week, the wind chill was -4F. walking into work. That is waaaaaay too cold for early in December. A pictoral memory of the way the Green was once not too long ago may carry me through the next few months. Always (well, usually) the perpetual optimist, at least I’m awake when I enter the building on these very dark mornings. The solstice approaches. Come quickly. Please.
Last week my 178 class really dug into their future. Lots of concern among you all about your marketability once graduated from our program. Lots! I said I’d try to get a late afternoon jam session together with several faculty where we might be able to explore these issues together. You have the concerns, we have the stories from folks who have graduated from the program. Putting these two together will speak to your concerns. We’ll spring for some pizza and drinks. Tentatively, we are set up for 539 Waterman on WEDNESDAY, OCTOBER 5TH, 430-530PM. COME ONE COME ALL. If you’d like to listen to this as a podcast, use the link below.
My sophomore class evidenced a huge amount of interest in getting together a whole bunch of majors in the program for an evening of open discussion about the world of work and their eventual entry into it. There were lots of questions that pointed to concern about the job market, their marketability, the usefulness of a major in education as opposed to a major in an A&S course, and on and on. Melissa Giordano – Thank you Melissa! – asked around and came up with Wednesday evenings as a time when most of her contacts could come. I’m going to start getting this organized tomorrow and will be getting back to advisees, classmates, other faculty to get this pulled together. Seems like it might make a good pizza night event??? What do you think??
Oh…remember this, gang??
I’m thinking that I’ll post information for advisees here – useful information when it comes along. That way, especially during pre-registration times, postings to some might in fact be helpful to all. I’m not sure. I’ll have to play with it for a while but at least this is a start. By the way, I just got back from a three day vacation with the Fam. We went to Good Harbor Beach in Gloucester, MA. Yay for the North Shore. We had mostly good weather.
What else. Let’s see. You may not have heard:
Okay. Office hours for me at this point will be Mondays, 3-5; Wednesdays 10-12; Fridays 2-4. The routine is to call Cheryl Schneck to make an appointment (6-3356). If that doesn’t work, then email me. I have close to 60 advisees. I can’t have everyone emailing me. That would be my full time job!
I’m busy this Fall teaching Ed 24, 178, 188, and several guest appearances in Ed 10. Phew. It is going to be a very busy semester.
More later. Looking forward to seeing all my old (and new) advisees.
Charlie
This is a test.
Introductory movie shown at awards ceremony for Department of Education, 2004.
