Educate Magazine Spring 2015

News on Innovations, Effectiveness, Collaborations, and Relevance from the College of Education at Minnesota State University, Mankato.

PHOTO BY WES TAYLOR

Spring 2015 | Volume Five | Number One

A Team of Support From recruiters to advisors to instructors to field placement officers to mentors and more, a team of professionals at Minnesota State Mankato surrounds aspiring teachers and stays with them as professionals. Beginning with recruitment and extending through professional development, everyone in the College of Education serves a critical role in guaranteeing the success of these future educators. This issue highlights some of the ways we serve.

College of Education Dr. Jean Haar Dean

Departments

Aviation Counseling & Student Personnel Educational Leadership Elementary & Early Childhood Education K–12 and Secondary Programs Military Science and Leadership Special Education The Children’s House

Centers

Center for Engaged Leadership Center for Mentoring & Induction Center for School-University Partnerships The mission of the Minnesota State University, Mankato’s College of Education is to prepare professionals who embrace big ideas and realworld thinking to ensure student success.

The purpose of Educate is to inform education stakeholders of the ongoing work of the College of Education and its impact on the education profession. Educate is published two times per year by the College of Education and distributed to faculty, staff, students, alumni, and education supporters. The College of Education welcomes ideas for feature stories and other content consistent with the mission of the magazine. Please e-mail story ideas to col-of-education@mnsu.edu.

Educate

Spring 2015 | Volume Five | Number One College of Education Minnesota State University, Mankato 118 Armstrong Hall Mankato, MN 56001 Phone: 507-389-5445 Fax: 507-389-2566 Designer Wendy Johnston Managing Editor/Writer Carol Jones Photographers Chelsea Kocina Dan Moen Wes Taylor Jason Wirtz

Greetings, I am surrounded by professionals, passionate about their work and dedicated to preparing the next generation of confident, competent, caring educators. Together, we surround candidates who are inspired and eager to become that next generation.

The College of Education intentionally recruits high potential candidates, engages them in real experiences as early and as often as possible, and places them in high functioning settings. Our support continues as Maverick alumni grow into strong, effective educators. The stories in this issue of Educate reflect our efforts to leave nothing to chance.

What are the results of this wrap-around approach? Our candidates graduate as prepared professionals who are focused on meeting the needs of all students; our P-12 partners hire our graduates and invest in their ongoing professional growth; and our alumni successfully impact student learning, provide leadership in their schools and communities, and dedicate their lives to a fulfilling profession.

Minnesota State Mankato Mavericks—educators who are innovative,

collaborative, effective, and relevant.

Happy Spring,

Print Coordinator Doug Fenske

Jean Haar

A member of the Minnesota State Colleges and Universities System and an Affirmative Action/Equal Opportunity University. This document is available in alternative format to individuals with disabilities by calling the College of Education at 507-389-5445 (V), 800-627-3529 or 711(MRS/TTY). EDUC171NE_3/14

4 Making Connections and Increasing Diversity

Over the last several years, the Department of Educational Leadership has increased its focus to get more students of color into its graduate programs.

Making connections is crucial for recruitment.

“We are intentional about building relationships,” said Melissa Krull, professor of educational leadership.

A connection with Isabel Rodriguez will have an impact far beyond a single classroom.

6 Chaos Averted; Value Added

When a group of teacher candidates from Minnesota State Mankato’s College of Education descends upon a school every week, the result is value-added education rather than chaos. “I wondered how it would work,” said Jen Fraze, teacher on special assignment. I thought it might impede learning and teaching in the K-12 classroom, but I could see within the first week it did not.” A well-thought-out plan ensures a quaility experience for all parties.

8 Top-Notch Teaching What impact do curriculum changes and processes in the College of Education have on teacher candidates?

How well prepared are they for the first year of teaching? We learned a lot when we spoke with Philip Munkvold midway through his first year as a kindergarten teacher.

10 Accelerating and Improving Teaching Practice

Research shows that it takes three to five years to become proficient in practicing professions, like teaching. The Center for Mentoring & Induction helps accelerate the process in the Le Sueur-Henderson district, where new teachers who have mentors become proficient faster than those who don’t.

Educate is also available electronically. If you prefer to receive Educate electronically, please contact the College of Education at col-of-education@mnsu.edu

Long a leader at heart, Isabel Rodriguez hopes to make a bigger impact outside the classroom by earning a specialist degree in educational leadership and K-12 administrative licensure through Minnesota State Mankato.

BUILDING RELATIONSHIPS

PHOTO BY DAN MOEN

Making Connections and Increasing Diversity

The first contact future teachers, principals, superintendents, outdoor educators, counselor educators or librarians, to name a few, have with Minnesota State Mankato’s College of Education varies as much as the professional positions they will later hold.

For example, a new math teacher recalled the first time he heard about Minnesota State Mankato in junior high school. He was in the AVID program and one of his tutors was a teacher candidate at Minnesota State Mankato. Another recent College of Education graduate had a student teacher from Minnesota State Mankato. An elementary education teacher candidate learned about the College of Education when Robbie Burnett,

CONNECTING AND SUPPORTING EDUCATION PROFESSIONALS Faculty and staff of Minnesota State Mankato’s College

the Maverick recruitment coordinator, visited her school. Still another talked about his favorite physics teacher, who is an alumna and encouraged him to check out her alma mater. Others met Mymique Baxter, student relations coordinator, at college fairs where they learned about scholarships and Teachers of Tomorrow.

Exposure to Minnesota State Mankato’s COE takes many different forms. Recruitment, however, begins with intentional dialogue and turns into a supportive relationship. That support is a key component in the development of a richly diverse group of effective education professionals.

RECRUITMENT

of Education engage students long before they declare an education major, and we remain engaged with education professionals long after they earn their degree.

The College’s commitment to the education profession is realized through the multitude of connections and support services, from planting the idea of being a teacher in

ToT visit schools

Teachers of Tomorrow (ToT) Maverick Recruitment Coordinator (MRC) Student Relations Coordinator (SRC) College of Education (COE) First Year Experience (FYE) Teacher on Special Assignment (TOSA) Center for Mentoring & Induction (CMI) Office of Field & International Experience (OFIE) Center for School-University Partnerships (CSUP) Career Development Center (CDC)

the mind of a junior high student to continuing education for superintendents. Some are one-time meetings; others continue for years. All are important in ensuring the best education opportunities for Minnesota.

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Students meet AVID tutors from COE

MRC visits schools

COE faculty serve as FYE instructors

Faculty meet potential COE majors

SRC leads orientations

Making connections is crucial for recruitment. “We are intentional about building relationships,” said Melissa Krull, professor of educational leadership. “A school district administrator or a program alum might know someone whom they would like to see get an advanced degree. They refer them to us. Then, rather than simply providing a website link for information, we follow up and say, ‘What did you think? Do you have some questions? Here is the deadline for registration.’ That extra call or email lets them know that we want them at Minnesota State Mankato.”

Over the last several years, the Department of Educational Leadership has increased its focus to get more students of color into its graduate programs: master’s degrees in experiential education and educational leadership, specialist degrees in educational leadership and K-12 administrative licensure, and a doctorate in educational leadership.

“The need stems from the challenges in the education systems. Unfortunately, our children of color are not getting the same results as our white kids,” said Krull. “One of the ways to interrupt that problem is to diversify school and district leadership, which helps develop an environment with multiple perspectives. Multiple perspectives create a

ToT group meetings

Student clubs invite new members

PRE-SERVICE STUDY

Faculty advises students

culture of learning that is more conducive to serving all learners, not just some learners.”

An example of how a connection counted is Isabel Rodriguez, a graduate student working toward her specialist in educational leadership and K-12 administrative licensure.

A self-described planner and fixer, Rodriguez feels she has potential to make a bigger impact outside the classroom. “Although I always envisioned myself as a school leader, I kept avoiding it. Finding time was always my excuse, but you will never have the time,” she said, smiling.

An alumna suggested she check out the Educational Leadership program at Minnesota State Mankato Edina’s location. “She encouraged me and said it would be good,” Rodriguez said.

“I went to the interview. I was afraid I wouldn’t fit in. But I applied and was accepted,” she continued. “On my first day, I was the only Latina with only one other black student in the group. I was nervous, debating and thinking. I didn’t know what the journey would be like.”

Mentor teacher/ teacher candidate attend co-teaching training

OFIE facilitates field experiences TOSA coordinates field experiences Mentor teachers Student clubs support meet student in K-12 schools

University supervisor provides feedback

Students join learning communities

Krull acknowledged the challenge faced

by Rodriguez and others. “It is hard to be isolated. For example, if you are the only black, Hispanic, or Asian person, it can be a lonely time. We want to ensure that people do well in our program, stay with the program and achieve at high levels,” said Krull. “We work to create a safe environment so that students are not isolated or segregated or excluded in any way.”

“It has been great. I have learned a lot,” said Rodriguez. “I needed a supportive program. The leaders are passionate and committed professionals who lead by example.”

As her confidence in her leadership abilities increases, Rodriguez is making plans to connect with others. “I want to became a leader and a role model for Hispanics and other minorities in the community.”

Things like making the extra effort to invite people to enroll, modeling best practices in the classroom, creating a safe learning environment, and providing ongoing support in the field create a ripple effect. Just as an alumna recruited Rodriguez, she, too, will become a connection who counts.

SpEd holds professional seminars

STUDENT TEACHING

OFIE oversees licensure requirements CMI provides professional development seminars Faculty leads courses

PROFESSIONAL EDUCATION STUDY

Licensure Local district coordinator leaders submits conduct speed licensure interviews request

CDC assists with job search CMI trains mentors

CSUP provides training

AFTER GRADUATION

relevant

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PHOTO BY WES TAYLOR

Chaos Averted; Value Added Teacher candidate Brook McMeen gains practical experience and confidence through field experience. Students in the K-12 & secondary program are required to complete 100 hours of field experience before student teaching.

A common assumption might be that when a group of 15 to 20 university students descends upon a high school weekly, chaos would ensue. At the very least, you might imagine that it would be disruptive. However, when the group is a cohort of teacher candidates from Minnesota State Mankato’s College of Education, instead of chaos you get value-added education.

Each undergraduate teacher candidate in the K-12 & secondary program completes 100 hours of field experience prior to receiving a student teaching assignment. “It is quite a departure from 20 years ago when there was no field experience,” said Guynel Reid, professor of K-12 & secondary programs. “The high requirement continues to distinguish us from other teacher preparation programs.”

Jen Fraze, secondary district mentor/field placement coordinator for Mankato Public Schools, admitted she had concerns about hosting a cohort in its first semester of field experience. “I wondered how it would work,” she said. “I thought it might impede learning and teaching in the K-12 classroom, but I could see within the first week it did not.”

“From the beginning, we coach our university students to act as professionals,” said Allen Hoffman, assistant professor of K-12 & secondary programs. “Arrive early; turn your cell phone off; serve at the beck and call of the teacher; maintain your professionalism with students.”

During their university courses, students also learn about the foundations of teaching.

“Some of the first things we learned about were developmental stages. The lessons provide some context for our observations and help us appreciate the differences in every student,” said Brooke McMeen, teacher candidate.

In the field, university students are instructed to observe the way classroom teachers interact with students and how they build relationships. However, teacher candidates do not simply stand in the back of the classroom and watch. “Those days are gone,” said Hoffman. In addition to observing, teacher candidates have the opportunity to facilitate small groups, tutor and interact oneon-one with students.

McMeen is currently involved in two different field experiences: she serves as an AVID tutor and an English 10 classroom aide.

“As an AVID tutor, I help students practice critical thinking skills. As an English 10 classroom aide, I help record the warm up exercises, facilitate popcorn reads (student readers pop in and out of reading aloud), and answer any questions students might have.”

On campus, McMeen continues to learn education theory. In addition, the cohort shares and reflects on their successes and challenges during their field experiences. “It was reassuring that all students were experiencing what I was experiencing,” she said.

Fraze also sees the benefits of the program for the classroom teachers and K-12 students. “The partnership with the university brings new teaching strategies and practices into the classroom. Our teachers are valued for their professional input and our students benefit from additional positive interactions with adults,” said Fraze. “The reward is far greater than the risk.”

Risk is reduced with a well-thought out plan. “It is an established program,” said Reid.

“Although this particular group of teacher candidates are in their first semester of field experience (hours 1-30) the entire 100-hour field experience is standardized.”

Hoffman agreed. “There is a system of communication and orientation; potential problems have been identified and there is a mechanism for trouble shooting,” he said.

A standardized process is great, but not perfect. Sending 20 university students into a high school every week does indeed have the potential to create chaos. “I think the key is the personal investment by university faculty as well as our partner district,” said Reid. “No one is going to let a student flounder or a classroom teacher’s need go unmet. No one.”

Planning plus commitment and investment equals value added—and chaos averted.

innovative

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Top-Notch Teaching First-year kindergarten teacher Philip Munkvold regularly implements data analysis experience and instructional techniques learned as a teacher candidate at Minnesota State Mankato.

Just as education needs and practices evolve, so must teacher preparation and education curriculums—and Minnesota State Mankato’s College of Education has always been on the forefront. From its collaborations with the Wilson Campus School and Minnesota Outward Bound to professional school partnerships and field experience requirements to outdoor classrooms and technology for remote mental health counseling, the College of Education has established itself as a leader since it began preparing teachers in 1868.

In 2009, the Bush Foundation selected the University as a participant in the prestigious NExT project. Course content was modified.

Implementation methods were changed.

Teaching technologies were introduced. Data was collected.

Some curricular changes were made in conjunction with the NExT project; others were part of the College’s continuous improvement efforts. Changes in the elementary and early education curriculum include additional math requirements, a TESL course, additional reading courses, field experience requirements every semester and participation in edTPA— a national preservice assessment process.

Although the Board of Teaching currently mandates participation in edTPA, Minnesota State Mankato students participated in the pilot stages. “The program helps us move our candidates’ focus from themselves to the learners,” said Maureen Prenn, professor of elementary education. “The great thing for our students is they approach edTPA long before

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student teaching. Our candidates dive in early. In the first term our official scoring was reported to the Board of Teaching, all of our elementary education candidates passed the edTPA. That is a major accomplishment.”

So what impact do the curriculum changes and processes have on teacher candidates? How well prepared are they for the first year of teaching? We spoke with Philip Munkvold midway through his first year as a kindergarten teacher.

According to Munkvold, there is no more committed faculty or staff that those in the College of Education, and he appreciates the practical and relevant nature of the program’s curriculum. “It reflects what I do everyday as a classroom teacher,” said Munkvold. “For example, we had experience analyzing data and planning reading interventions. We used real student samples and classroom data to plan effective lessons. Now, as I teach reading to my students, I call on those experiences—making it much easier for me as a first-year teacher.”

Another area of curricular focus includes ensuring that graduates are culturally responsive. “We gained a broad understanding about equity and what it means to be culturally responsive,” Munkvold explained. “Sometimes equity does not mean equal; what one student needs to succeed might be vastly different from what another student needs. We learned to celebrate differences rather than ignore them.”

Munkvold also valued the way his professors modeled best teaching practices like inquiry learning. “They presented concepts,

engaged us in discussion and asked us to explain our thinking.”

He shared how he uses those techniques to teach math to his kindergarteners. “We want students to see math as a whole rather than just a series of numbers to memorize,” said Munkvold. “So we explore numbers through conversations and let students share their thinking.”

He continued, “Right now we are working on addition. I might give the kids some props and a number sentence such as 2+3=5 then ask them to tell me a story to illustrate it. They might say, ‘Two fish were swimming in the ocean; three more fish joined them. Now there are five fish.’ With discussion, they build a foundation of numbers and their relationship to others.”

Lastly, Munkvold commented on the opportunities he had to apply education theory. “Field experience went hand-in-hand with coursework. For example, when we learned about the foundations of teaching, we went out weekly and applied them in the field,” he said. “We didn’t just learn theory to be forgotten by the time we were student teachers; we applied the concepts in practice. Learning then applying theory in the same week helped plant the seeds in my brain. With repeated practice, it became natural.”

So is Minnesota State Mankato still a leader in teacher preparation? Are its teacher candidates prepared to be effective teachers? If Philip Munkvold is any indication, the answer to both questions is a resounding “Yes!”

effective

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PHOTO BY JASON WIRTZ

Accelerating and Improving Teaching Practice Graduate teaching fellow for Le Sueur-Henderson Public Schools, Dayna Nielsen, said working with a mentor helped hone her skills and gave her more confidence as an educator.

“People often see graduation as the end,” said Lori Bird, director of the Center for Mentoring & Induction. “But, really, it is the starting point of a career.” Research shows that it takes three to five years to become proficient in practicing professions like teaching.

However, first-year teachers are expected to take on the same responsibilities and achieve the same result as veteran teachers. And, because of the complexity of the work, new teachers can become overwhelmed.

It is not just about delivery of instruction.

‘Other duties as assigned’ often include data collection and documentation, classroom management, parent conferences, student counseling, extracurricular activities and more. Bird said, “It can be overwhelming to make sense of it on one’s own, particularly in the beginning of a career. By providing a comprehensive support system, we can accelerate their practice and help new teachers reach proficiency much more quickly.”

Nationally, attrition statistics in the field of teaching are alarming. “Without mentoring, nearly 50 percent of teachers leave the profession in the first five years,” said Bird.

“When I watch the 150-200 graduates walk the stage each semester, I wonder, ‘Are we going to lose half of them?’”

The College of Education works hard to mitigate the loss. Through strong relationships

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with K-12 schools, the Center for Mentoring & Induction provides a positive transition from university student to successful career educator.

One of the Center’s long-term partners is Le Sueur-Henderson Public Schools. Christine McDonald, principal at Hilltop Elementary in Henderson, said, “We see mentoring as a career-long process. As educators, we need to be reflective about our practice and ensure that what we do is best for our students.”

Although the mentoring program at Le Sueur-Henderson Schools began 10 years ago, the practice and program has evolved a great deal. “We began training with the Center for Mentoring & Induction at Minnesota State Mankato about six years ago,” said April Rosendale, teacher on special assignment for Le Sueur-Henderson. “We have learned new and more effective practices of mentoring and coaching teachers—those just coming into the profession as well as our seasoned veterans.”

Nearly 25 percent of the teaching staff in the LSH district has completed training through the Center.

Dayna Nielsen, a graduate teaching fellow in her second year at Le Sueur Henderson Middle School, appreciates having a mentor.

“It is nice to have that one person you can go to, especially in a place where everyone else is new to you. My mentor helps me set goals

and checks in with me,” said Nielsen. “I might ask her to look at a rubric or give me feedback on a lesson plan. She also is there to celebrate my successes.”

The training at the Center for Mentoring & Induction teaches the process of helping someone move from where they are now to where they want to be. “There are times when I ask a question or mention something that my mentor might not understand or agree with, but she always looks for a way to support me in my goals,” said Nielsen. “There isn’t any judgment. She doesn’t try to tell me how to do something, but challenges me to think about things in a different way.”

It isn’t just the new teachers at LSH who have mentors or coaches. “Every teacher has a coach, whether they have been teaching one year or 30,” said McDonald.

Master teachers receive training in cognitive coaching, instructional mentoring, observing and conferencing, and analyzing student work. “Those trainings have direct application in the classroom and ultimately benefit P-12 students,” said Rosendale.

McDonald agreed. “As an administrator, I see a great deal of growth in instructional design and intentionality in teaching,” she said.

“I attribute that 100 percent to the mentoring and coaching program.”

Graduation is Not the End The College of Education’s

commitment to students continues well beyond the last class.

Students receive end-of-program support and guidance from a variety of sources in a variety of ways, including licensure documentation, student teaching placement, mentoring and induction, and professional development. The University’s role no longer ends at graduation.

Innovative partnerships, services and training offered through the Center for Mentoring & Induction and the Center for SchoolUniversity Partnerships continue to impact students, teachers, schools, districts and the entire

PHOTO BY DAN MOEN

field of education.

collaborative

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PHOTO BY CHELSEA KOCINA

118 Armstrong Hall, Mankato, MN 56001

Donors serve a critical role in supporting both Minnesota State Mankato students and faculty. Recently, the College of Education received an anonymous $1 million gift made in honor of the donor’s father and wife—Minnesota State Mankato alumni and lifelong educators.

“We are honored by the confidence this donor has in us,” said Dean Jean Haar. “The gift supports our transformational work in preparing graduates and will ultimately impact the K-12 students who learn from them.”

Join our team as we continue to prepare future great teachers. For more information, contact Margaret Li at margaret.li@mnsu.edu or call 507-317-1264.