Presented by: Darrell P. Kruger, Illinois State University, USA, Yoshifumi Sato, Hokkaido University of Education, Japan, and Ian Andrews, Simon Fraser University, Canada
Theme: Assessment, Education, and Accountability
Time offered: Session E
Description: The goal of this panel discussion is twofold: (1) for representatives from Pacific Rim partner institutions to discuss their existing international education programs and (2) to share strategies that have enabled successful international partnerships. Each panelist will provide a 20-minute thumbnail sketch of their institutions: (a) existing programs and (b) indicate how they intend to grow existing programs as well as whether they intend to develop new programs abroad. Session attendees will leave the panel presentation and discussion with an understanding of (1) the variety of programs (i.e. study-abroad, summer versus academic year, student exchange, etc.) (2) their geographical distribution vis-ã-vis developed versus developing world and (3) the nature (i.e. thematic foci, for example, urban education, social justice issues, etc.) of partner programs. Moreover, discussion will position the typology of international programs represented by partner institutions within the larger framework of international education models.
Presented by: Marilyn K. Moore, Molly Munson-Dryer, Lynn Steffan, Illinois State University, USA; Kazuyoshi Okubo, Hokkaido University of Education, Japan; and Sharon Wahl, Simon Fraser University, Canada
Theme: Assessment, Education, and Accountability
Time offered: Session E
Description: The panel will consist of individuals who work on clinical experience and certification at their respective universities. The following topics will be discussed: A general overview of how a student becomes a certified teacher and the type of course work that is taken; a general overview on Livetext and the process of collecting data and making decisions using the data and making placements in the schools. Each University will have approximately 20 minutes to explain their programs. It will be followed by a question and answer session directed by the above categories. The audience participants will benefit from a comparative analysis of each program and should be able to bring home ideas to their own universities regarding teacher education.
Present by: Kerry Feldman, Martha Hatch, Donna Gil Shaw, Letitia Fickel, Pat Shesbro and Frances Pekar, University of Alaska–Anchorage
Theme: Assessment, Education, and Accountability
Time offered: Session D
Description: This panel of faculty and administrators will discuss the challenges of partnering between a College of Arts & Sciences and College of Education for delivering disciplinary content courses and how they are being overcome through an innovative interdisciplinary program for teaching majors in Alaska. The panel will discuss the politically heated background to the call for a new teacher education curriculum by the Alaska State Legislature and how a College of Arts and Sciences began discussions with College of Education administrators to address the issues. The panel will then discuss the resulting interdisciplinary teacher education program which has resulted in high Praxis II scores in content areas by students. Finally, faculty in the program discuss an urban-rural village student science lab experience for future teachers in Alaska which exemplifies how the AEIN is extending the initial program for future teachers. Those attending the session will learn how one might enhance partnering between faculty in Colleges of Education and Arts & Sciences, including a focus on enhanced IT platforms for content courses and the infusion of culturally responsive teaching in these courses.
Presented by: Bert Klunder, Robert Lee, Amy Roser, and Lynne Curry, Illinois State University, USA
Themes: Special Education and Diversity
Time offered: Session A
Description: This panel discussion showcases an evolving system of academic support programs for underrepresented (low income and first-generation) undergraduates at Illinois State University (ISU) recently combined in the I-SUCCEED (Illinois State University/College Can Equip and Enhance Duration) Program. I-SUCCEED is a collaborative inter-institutional partnership (involving ISU, Malcolm X City College of Chicago, and Chicago Public Schools) combining programs grown from the Chicago Teacher Education Pipeline (CTEP) efforts (including the Teacher Education and Access to College for Highschoolers/TEACH After-School Program, and the Chrysalis Summer Bridge Program) with a first-year undergraduate support program (Success 101) designed specifically for underrepresented student groups at ISU. The ultimate aim of the I-SUCCEED program is to improve access, retention, and diversity at post secondary institutions statewide through developing adaptable and replicable two-year and four-year comprehensive case management models for undergraduate academic support that can effectively serve Illinois' growing underrepresented college-age student populations, particularly those who aspire to become future teachers in urban public schools. Panelists will explain the recent history and steady growth of I-SUCCEED component programs and discuss possible futures for these combined efforts.
Presented by: Marilyn Morey, Cindy Langrall, Karen Lind, Willy Hunter, and Chris Merrill, Illinois State University, USA
Theme: Science, Technology, Engineering and Math
Time offered: Session B
Description: ISU was recently awarded four Mathematics and Science Partnership grants funded by the Department of Education to develop STEM related Master's Degree Programs. The intent of the programs is to increase the number of highly qualified teachers in STEM content areas. New programs in STEM leadership, elementary mathematics and science, middle level mathematics and science, and secondary chemistry education have been developed. The challenges of developing these new programs, descriptions of the programs, and the research to be conducted during the implementation of the programs will be discussed. The intent of the programs is to improve the content and competency levels of the teachers enrolled in these programs and to subsequently improve the performance of their students in mathematics, science, and technology. Each of the four programs has some emphasis on integration of STEM education in the classroom and development of teacher leadership in STEM education. Come and learn about these newly developed graduate programs in teacher education that we hope will result in improved instruction that will better prepare students for a more global society. The panel members will include program developers, faculty, and graduate students currently enrolled in the programs.
Presented by: Robert Fitzgerald, Andy Davis, Jim Kelly, University High School, USA; and Ben Wellenreiter, Illinois State University, USA
Theme: Assessment, Education, and Accountability
Time offered: Session F
Description: Three secondary level and one middle school level teacher will present methods of teaching the Constitution and its significance. The focus will be on going above and beyond simply teaching the "nuts and bolts" of the Constitution, looking more so at foundations, current issues, and modern-life applicability. The Constitution is one of the most sacred texts in the United States. It not only provided a framework for the national government, but more importantly it created a national culture symbolic of representative government, individual liberty, and equal justice under the law. As pushed by the American Democracy Project, teaching the Constitution and its significance is essential for civic growth and preparedness of American students. Attendees of this panel will leave with ideas about how to possibly better teach the Constitution in their high school or middle school classrooms.
Presented by: George Padavil, Diane Weekes, Kathy Mountjoy, and Susan Krusemark, Illinois State University, USA; Joaquin Villegas, Northeastern Illinois University, USA
Theme: Special Education and Diversity
Time offered: Session A
Description: Currently, more than 5 million children in the United States are regarded as English Language Learners (ELLs), and this number is predicted to double by the year 2050. The complex aspects of working with ELLs need to be made an integral part of teacher preparation, and for professional development to be effective, a comprehensive program for pre-service and in-service teachers needs to be developed. The Training All Teachers (TAT) project, which was initiated by two teacher education institutions, is designed as such a comprehensive program. The four goals of TAT are (1) to infuse ELL issues throughout the professional educator curricula; (2) to implement infusion strategies and then test pilot them in the classrooms; (3) to formalize the infusion of ELL issues in the teacher education curricula; and (4) to extend the training model to teachers and school districts. The TAT project is planned for completion in four phases, corresponding to each of the four goals. During each phase of the project, the project team will collect a range of data to measure the effectiveness of the project. The panelists will present findings from the first phase of this project that focused on the infusion of ELL issues in teacher education courses at Illinois State University and Northeastern Illinois University. Plans for the second year will focus on using Sheltered Instruction Observation Protocol (SIOP) training for teachers in selected school districts.
Presented by: Howard P. Parette, George R. Peterson-Karlan, and Brian W. Wojcik, Illinois State University, USA
Theme: Assistive and Instructional Technology
Time offered: Session C
Description: Today's learners and tomorrow's teachers have grown up in a technologically rich world that currently includes a range of information and communication technology (ICT) tools that are readily available. Such tools are emerging at a rapid pace, though the ability of institutions of higher learning and public schools to conduct research on their effectiveness (i.e., how they can be effectively used to support learning on the part of students with disabilities) is woefully inadequate. Despite the lack of an evidence base for readily available tools, they hold potential to support access to the curriculum for students with disabilities and enable the curriculum to be differentiated to address the needs of diverse learners both with and without disabilities. This presentation will feature demonstrations of an array of tools available on the Internet that can support differentiated instruction in classroom settings. At the conclusion of the presentation, participants will have awareness of five different categories of tools.