Graduate Education Newsletter _Winter 2021

Sai n t M i ch ael 's Col l ege

W i n t er 2021

Gr adu at e Edu cat i on New sl et t er Launch of the NEW Holistic Restorative Education Certif icate Program

By Amy Saks Pavese

SUM M ER COURSES See more of our highlighted summer courses on the next page!

This January, our exciting new Holistic Restorative Education ENVI RONM ENTAL (HRE) Certificate program CLASSROOM successfully launched with its first Learn about The Center cohort of ten students. Designed for the Environment at and coordinated by Annie SMC on page 9.

O?Shaughnessy, this transformational graduate DEPARTM ENT program consists of four courses COM M ON READ focused on the development of the Explore the engaging interdependent core practices of mindfulness, restorative approaches, discussion of The Hate U healing-centered engagement, and equity-focused teaching. Annie offered a preview Give by Angie Thomas on of each course through a well-attended online webinar series in October. The page 13. program has been very well-received by educators and school leaders alike who recognize the timeliness of it and the critical need for educators with the knowledge EARLY LEARNI NG and leadership skills the program is designed to develop. With one three-credit CENTER course per semester, students in the first cohort will complete the certificate program Join us in celebrating the in spring of 2022. reopening of this center on page 7.

(Continued on Page 13: Holistic Restorative Education)

NEW Summer Courses GED 526 A: Beyond Mindf ulness: Supporting the Inner Lives of Educators and Students This experiential and interactive course invites educators, whether mindfulness novices or experienced practitioners, to renew their bodies, minds and spirits; reflect on their educational practices; and expand their knowledge about nourishing the inner lives of their students (pre-K though adulthood). Topics to be explored include developmental perspectives on love, wonder, gratitude, kindness, creativity, meaning and life purpose, ecological regeneration, and social justice.

1 See full course description here>> 3 credi ts

GED 571: Antiracism: Critical Theory & Praxis This course employs racial reflexivity to explore the ways in which we are all stakeholders in the advancement of antiracist policies, ideologies, and social ways of being. We will employ critical reflexivity to intentionally attend to the context of knowledge construction, confront our own assumptions, and consider how social positionality affects one's analysis of inequity and racism.

See full course description here>> 3 credi ts

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Summer Course Highlights? Summer Tuition Discount Check out a few of the courses offered this summer. SMCoffers a summer tuition discount of 25%on GED courses.

For more information about additional course offerings, visit the SMCGraduate Education website>>

GED 607: Li teracy Instructi on for Adolescents wi th Readi ng Di ffi culti es: Interventi on and Instructi on The What Work s Cleari nghouse, the Internati onal Readi ng Associ ati on, and the Nati onal Counci l of Teachers of Engli sh have all exam i ned research on effecti ve classroom and i nterventi on practi ces for adolescents w i th readi ng di ffi culti es. Thi s course i s desi gned to bui ld on thi s k now ledge base as w e explore w ays to assess and adjust li teracy i nstructi on to the strengths and needs of adolescent students.

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GED 612: M ath and Di versi ty (moving from Fall to Summer) Thi s course w i ll explore theori es, i deas, and practi ces for teachi ng m ath to students w i th di verse characteri sti cs at the PK-8 levels. Students w i ll i nvesti gate current li terature on cultural, pedagogi cal, and developm ental i ssues related to how chi ldren learn m athem ati cs i n the four selected areas of di versi ty: m ath and students w i th speci al needs, m ath and students w i th m ath di sabi li ti es, m ath and students i n poverty, and m ath and students w ho are speakers of other languages.

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GED 668: Admi ni strati on and Interpretati on of Woodcock -Johnson IV The Woodcock -Johnson Psycho-Educati onal Battery - Fourth Edi ti on (WJ-IV) i s a w i de-range, com prehensi ve set of i ndi vi dually adm i ni stered tests for m easuri ng cogni ti ve abi li ti es, academ i c achi evem ent, and oral language developm ent. The WJ-IV has been updated to reflect the contem porary research on cogni ti ve abi li ti es, to i ncrease uti li ty relati ve to determ i ni ng speci al educati on eli gi bi li ty, to provi de greater di agnosti c capabi li ti es to i nform i nstructi on, and to reflect the research regardi ng language developm ent and overall academ i c achi evem ent. Through parti ci pati on i n thi s course, parti ci pants w i ll learn about the tests, factors, and scori ng opti ons that result from the adm i ni strati on of thi s test battery. Students w i ll also learn to adm i ni ster, score, and i nterpret the WJ-IV. Classroom di scussi ons, dem onstrati ons, and acti vi ti es w i ll be supplem ented by three com plete adm i ni strati ons of the battery. Students w ho successfully com plete thi s course w i ll have m et the trai ni ng cri teri a recom m ended by the authors and publi sher of the WJ-IV. The course w i ll also i nclude a di scussi on of a vari ety of essenti al related topi cs such as Verm ont?s speci al educati on eli gi bi li ty cri teri a as they relate to tests and scori ng opti ons. The WJ-IV w i ll also be thoroughly exam i ned i n regard to i ts use w i thi n Responsi veness to Interventi on (RtI) m odel of student support.

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Welcoming New Instructors

By Rebecca Haslam Sarah Ahrens has been reveling in the process of art making and teaching for over twenty years. She has taught visual arts in diverse educational settings, including public middle and high schools, in residential treatment programs, and through various community arts organizations. Passionate about the collaborative potential of the creative process, she often seeks out collegial partnerships to construct transdisciplinary units that powerfully integrate the arts. ?She is intensely curious to discover ways in which aesthetic inquiry, when embedded in curriculum, can monopolize on sensory experiences to forge personal pathways of genuine engagement for teachers and students alike. In teaching GED 649 Arts: The Creative Process this spring, Sarah is eager to co-create playful, reflexive learning Sarah Ahrens opportunities with students as they consider their own artistic identities. This course will encourage educators to cultivate creative capacities in themselves and, in M.Ed. doing so, provide them with insight and strategies for encouraging these dispositions in their students as well. Sarah is delighted to be joining Saint Michael?s Graduate Education programs?efforts in promoting the transformative value of arts-informed educational experiences.

By Valerie Bang-Jensen The Education Department is thrilled to welcome our new Instructor, Kristyn Achilich. No stranger to Saint Michael?s, Kristyn was a star student as an undergraduate in Biology (SMC?05 ), where she was one of the first students to be selected to the prestigious event ?Posters on the Hill?in Washington, D.C. showcasing her undergraduate research.

Kristyn went on to earn an M.S. in Food Systems at UVM, and taught high school Biology, Chemistry, Physics, and Environmental Science in schools in Vermont and New Hampshire. Many students enjoyed her exam methods, one of which involved students planning a meal and then calculating its nutritional value!

Kristyn Dumont Achilich M.S., M.Ed.

Armed with firsthand practical and pedagogical experience, Kristyn returned to Saint Michael?s where, since 2015, she has been teaching courses in Environmental Studies and Science, including Environmental Education. She recently earned a M.Ed. in Curriculum, Instruction, & Assessment from our department, with her research and capstone project focused on developing a curricular guide called The Campus Farm: Developing a Tool for 21st Century Learning in Higher Education. (Continued on Page 13: Achilich)

A Warm Wel come to New Facul ty i n Graduate Educati on Kristyn Achilich, Instructor of Education and Director of the Center for the Environment Sarah Ahrens, Adjunct Instructor in Arts in Education Program Jeff Evans, Adjunct Instructor in Curriculum and School Leadership Programs Rhiannon Kim, Adjunct Instructor in Holistic Restorative Education Certificate Program We?re also very happy to welcome Professors Ben White and Mahmoud Arani, who will be joining our department with the merger of MATESOL and Graduate Education.

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Cooperating Teacher Spotlights We would like to express our sincere gratitude to all of our devoted cooperating teachers (CTs). Having an effective mentor is crucial for our student teachers?development. Our program would not have the reputation that it does without your hard work, expertise, and support. We highlight a few of our CTs each newsletter as a gesture of our appreciation.

Jen Nesson

By Amy Knight

Jen Nesson is a dynamic and joyful first grade teacher at the Integrated Arts Academy in Burlington. Twenty-four years ago, she began her teaching career in San Francisco Ten years ago, she made her way to Vermont. Jen shared that when she began teaching in California, the majority of the students in her classroom were English Language Learners. In these beginning years of her career, her school had no EL teachers on staff. Therefore, the language acquisition instruction was the responsibility of the general education teacher. Jen shared that it always felt natural to incorporate English instruction into her daily work. ?Language instruction is what we do in those early years (K-2) - all day! It was an easy fit!? Now, at the Integrated Arts Academy, Jen feels honored to continue to have the opportunity to teach new Americans. She embraces the diverse backgrounds of her students and works diligently to build strong, close partnerships with their families. (Continued on Page 10: Nesson)

Theresa Mazza & Polly Vanderputten

Thank youtoMy CooperatingTeachers

By Vika Simons

This past fall semester I had the opportunity to student teach in the World Language Department at South Burlington High School. I was paired with Theresa Mazza for Spanish and with Polly Vanderputten for German. My experiences at SBHSwere unforgettable. The school community was very welcoming and helped me whenever I had questions. I had the opportunity to learn from and eventually teach with two remarkable high school language teachers who had very different styles, but the common vision, that all students should have the opportunity to learn a second, third or even fourth(!) language.

Theresa Mazza approaches language instruction using the Organic World Language (OWL) methodology. Classes are taught 90%+of the time in Spanish and students are encouraged to only speak Spanish. If they are unable to say a word, they can try to use words they do know to have someone figure it out, or they can draw it as a picture, or try to act it out.

Theresa structured the first remote workdays of each new unit so that students had to find vocabulary that dealt with a certain subject. Theresa challenged me to be more creative while teaching. This meant that I had to find ways to make new lessons blend together with review lessons. To blend these together in a typical year is challenging enough, but I also had to do this while planning both in-person classes and remote classes and remote classes via Zoom. (Continued on Page 11: Mazza & Vanderputten) 4

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St u den t Spot l i gh t s: Col l eagu es at Jer i ch o El em en t ar y Sch ool

By Anna Lonczak After graduating from Saint Michae?s College with a bachelor's degree in psychology and environmental studies in 2015, Sarah Thompson worked as a paraprofessional at Union Memorial School for five years. Now, after graduating with a master's degree and elementary license as a member of the inaugural MAT cohort, she is a 3rd grade teacher at Jericho Elementary School. She has continued to grow and reaffirm her teaching philosophies, all while completing her first year of teaching during the pandemic. Sarah admits that this year was pretty overwhelming at times, but she is thankful to have an amazing support system in her teaching team that she can go to for guidance.

Sarah grounds herself in the classroom by maintaining her philosophy that relationships should come first with students. She firmly believes that the key to having success in the BA'15, MAT '20 classroom is by building strong relationships and a firm foundation of trust with the students before any meaningful learning can take place. Sarah has seen her confidence with teaching grow tremendously through her experience this year, and she reflected on what advice she would give to fellow first year teachers.

Sarah Thompson

I was so scared on my first day! My confidence has grown tremendously since then. I know my students, and I have relationships with all of them. I am able to plan lessons quickly and teach them confidently?this was something that was so difficult at the beginning! I realized that my students don?t know if I skip something or teach something differently than the book tells me to?so it is okay! If you forget something today, you can go back to it tomorrow. You can be flexible!

If you could give any advice to f irst-year teachers, what would you tell them?

First, it?s normal to feel like you have no idea what you are doing. Fake it until you make it! Everyday you will try something new, and have things that work, and some things that don?t. You learn from everything you try.

How have you seen yourself grow as a teacher f rom your f irst day of teaching?

Galen Perkins has had a multitude of teaching experiences since graduating from the SMCGraduate Education Program, and she is consistently fulfilling leadership roles as an educator. Before starting her first of nine years at Jericho, she had experience working as a 1st and 3rd grade teacher, as a Title I reading teacher, and as a behavior specialist. Galen is currently the Student Support Coordinator at Jericho Elementary School, and this is her fourth year there with this role. She is currently completing her internship through the CAGSSchool Leadership program at SMC. While her focus areas for this internship are equity and MTSSsystems, she has also had the opportunity to help develop trainings and to run staff meetings. As part of her current role, she works in a coaching capacity with staff members for both academic and behavioral areas.

Galen has had to consider her core values and reflect on how these have impacted her work as an educator in the CAGSleadership program, and she considers this time of reflection to be instrumental in how she has developed her teaching and leadership philosophies. (Continued on Page 14: Galen Perkins)

Galen Perkins M.Ed. '17

Sa r a h a nd Ga len have sever a l collea gues at Jer icho Elementa r y School who a r e a lso r ecent gr a duates of SM C Education pr ogr a ms. These include CJ Riden, M ir a nda Tr emblay, a nd Lila Fr a nk. (Our a pologies if ther e a r e other s we have missed.)

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Congratulations to Jim Dirmaier, M.Ed. on being named the EWSD Center f or Technology Outstanding Teacher of the Year!

By Amy Saks Pavese W hat susta ins you a s a tea cher ?

Jim Dirmaier, Engineering and Architectural Design Instructor at the Center for Technology in Essex, completed his Master of Education with a concentration in Curriculum at Saint Michael?s College in 2020. Jim was recently honored for his hard work and dedication to students as the recipient of the Center for Technology Outstanding Teacher of 2020 Award. In the interview below, Jim shares his journey to teaching and his experience in the M.Ed. program at SMC.

?In one word: enthusiasm. I entered the education profession with full knowledge that it was a stressful, low-paying occupation. But I also found out, in a short time, that I loved it and that I could inspire my students. Their excitement, successes, and positive energy keep me enthused and continually energized. It may sound like I draw inspiration from out of thin air.

Still, the truth is that I seek out fellow educators, STEM initiatives, and any other methods that help to maintain and grow my enthusiasm for teaching. It takes work, but the payback in student engagement is well worth it.?

How ha s your cour sewor k in the SM C Gr a duate Education pr ogr a ms suppor ted your wor k in the field?

"Before applying for the SMCGraduate Education program, I seriously considered a couple of other graduate schools that offered more technically focused degrees. However, I wanted to improve my course curriculum: its structure, scope, and appeal to non-traditional students. The college's excellent reputation among my colleagues, the in-person instruction, and the curriculum degree concentration helped me choose SMC.

W hat dr ew you to tea ching?

?From an early age, my interest in how mechanical things work, how to improve them, and a love for drawing induced me to try a technical drafting class in high school. This class inspired me to further my education, and I received two Engineering Technology degrees from Keene State College. After college, I worked in a variety of engineering jobs at two companies for about six years. During that time, I kept in contact with my technical program teacher from high school, Dan Bouchard, and was also a substitute teacher for him for a short time. That experience led me to consider changing professions. With support from Dan and my father (a high school guidance counselor for 35 years), I entered the Mentor Program to earn my technical teacher licensure through UVM. That was the path I took but what interested me, and still sustains me, is the desire to inspire students about engineering, architecture, and technology. To give them the skills and opportunities that fuel their excitement about these career fields is, I feel, an essential thing.?

The ways in which the Graduate Education program has supported my teaching success are many. All the courses I took included culminating projects that were practical and could be used directly in my teaching practices. The final products from these courses consisted of curriculum maps, Plans of Studies, key lesson plans, and meaningful and efficacious research.

There were absolutely NO wasted classes; every product from these classes was usable, applicable, and pertinent to the work of inspiring my students. I love that. As an engineer, I appreciate efficiency, and it is clear to me that the faculty and staff of the Graduate Education program at SMCspend a good deal of energy to make this happen."

(Continued on Page 7 : Jim Dirmaier)

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Early Learning Center Reopening!

By Jenny Stearns We are beyond excited to announce the reopening of the Early Learning Center!

Following the closure of the Early Learning Center (ELC) at Saint Michael?s College in June this year, a small group of dedicated staff, parents, and community members worked tirelessly to re-establish an independent, non-profit early childhood education center in the same building on campus.

Thanks to the motivation and positive approach shown by everyone involved, the new center opened on August 31st, 2020. The majority of staff members from the SMCELC will continue to work at the (Lef t to right: Jenny Stearns (SMC), Cindy Beaudoin-Valyou (Center Director), Laura Lee (ELC Board President). Hannah Cruickshank (ELC center and the new Center Director is Cindy Early Educator) Beaudoin-Valyou.

The ELC Inc. is licensed to care for 40 children, ages 6 weeks to 6 years and is currently accepting enrollments. The enrollment inquiry form, and more information, including how to support our fundraising efforts, can be found on our website http://elcvt.org For more information about the reopening, see this article from Mark Tarnacki: https://www.smcvt.edu/about-smc/news/2020/august/now-independent-early-learning-center-reopening/

(Continued from Page 6: Jim Dirmaier) Anything else you?d like us to include?

"In addition to these very relevant products, I also improved my understanding of how students think and learn, leading to better ways to connect and communicate with them. I now realize that this scientific understanding of how students learn has increased my empathy and patience for each of my students, a process that allows me to reach them where they are in their learning path.

"SMC has been a prominent part of our family life: my father came to Vermont to study (and later teach) at SMC, both of my kids are current students, and my wife works at the college. I am very proud of both the college and our connections to it.

I feel very honored and humbled to receive this award.

I hope that it has a ripple effect commemorating those that have helped me over the years become who I am, both as an educator and a person. I feel strongly that Saint Michael's College has played a considerable role in that success. I also consider this award an acknowledgment to my family, mentor, and fellow educators for their incredible support over the past twenty-five years. My only wish is that my father and Dan Bouchard were still here to celebrate with us."

Lastly, the curriculum in the Master's of Education program pushed me to better myself. The faculty seemed to be 'dialed in' to guide every student towards excellence. Their knowledge, support, and enthusiasm were ALWAYSpresent, making sure that I never even considered creating and submitting anything less than my very best work. The Capstone Research Seminar is an excellent example of this; I have incorporated those research findings into my teaching approaches."

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I nterested i n Earl y Ch i l dh ood Educati on?

SMC began offering the ECE Endorsement in January 2019. Since that time, six students have achieved the Endorsement and twelve more are currently in the program. The ECE Endorsement provides an excellent opportunity for students who are currently enrolled in the Elementary Education program at St. Michael's or have recently graduated in Elementary Education (since 2019). The Endorsement can be achieved by taking two additional courses and completing a practicum in an early childhood placement.

GED 521: Earl y Ch i l dh ood Educati on: Foundati ons Offered every fall semester

Thi s course i ntroduces the fi eld of early chi ldhood educati on. It provi des an overvi ew of major hi stori cal and contemporary program models, current research on early chi ld development and educati on, poli cy and advocacy i ssues, fami ly and communi ty perspecti ves, and the Vermont Early Learni ng Standards.

Students develop sk i lls to observe, contrast, and analyze a vari ety of programs through observati ons i n a range of early chi ldhood educati on centers. A course i n human development i s a prerequi si te.

GED 524: Earl y Ch i l dh ood Educati on M eth ods & Practi ce Offered every spring semester

Thi s course i ntroduces students to all aspects of an early chi ldhood curri culum. It provi des an i n-depth explorati on of the theory and appli cati on of early li teracy, math, sci ence, and the arts i n addi ti on to developmentally appropri ate practi ce as outli ned i n the Vermont Early Learni ng Standards. Students are also requi red to complete a practi cum (mi ni mum of 50 hours) i n an approved early chi ldhood educati on setti ng.

If you are int erest ed in enrolling in t hese courses, or if you would like furt her informat ion, please cont act Professor Jenny St earns in t he Educat ion Depart ment (jst earns@smcvt .edu).

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Our Environmental Classrooms

By Kristyn Dumont Achilich This semester has taught us more resilience than we know of ourselves as educators. We?ve developed lessons in formats we?ve never dreamed of before, and we?ve gone outside. This is sometimes an aspiration for our own teaching, a dissemination of best practice for one student group or another, a pedagogical innovation we want our prospective teachers to have in their toolboxes. This year, it was a necessity. While many schools in Vermont found themselves outside, many faculty and staff at St. Michael?s discovered our outdoor classrooms. While many spaces around campus were informally vetted as outdoor classrooms out of necessity, the Center for the Environment has been actively stewarding 4 sites in particular to teach in, f or, and about the environment.

The organization and development under the Center?s umbrella is just a year old, however the Teaching Gardens, Farm, and Natural Area have been around for 10, 6 and 3 years respectively. The fourth space is the campus at large and looks like a tree nursery between Alliot and Joyce and a collection of natural habitat labeled as ?no mow zones?,and a variety of above and underground infrastructure (rainwater runoff, geothermal and solar arrays to name a few) marked by informational signage around campus.

Students in courses across our academic program found more than space at the Farm, the Natural Area, the Teaching Gardens, and the campus grounds at large. Instructors of Biology, Chemistry, Education, Philosophy, English, First Year Seminar, Art & Design, and Media, Journalism & Digital Arts, to name a few, used the natural environment as a fodder, inspiration, muse, and healing throughout the fall semester.

Using the spaces allowed students to experience the science and art of stewardship and land decision making in a series of Bio 151 lab explorations. Students took soil and water runoff samples from the Farm, the Natural Area, the manicured and ?no mow zones?around campus and used a number of proxy assays to identify the effects of naturally occurring and applied nutrients on the surrounding environments. What do students take home from these experiences? Jonah Fanelli, Project Coordinator for the Center and Assistant Farm Manager, often witnesses the learning and has this to say, ?I see students find a sense of place, ownership, and belonging that I think many students come to college searching for. It's powerful to see them realize how they can leave their mark here on campus, and how that experience will inform their lives and careers after they leave Saint Mike's.? That?s more than connections to content areas and class work. It is a connection to place, this place at Saint Micheal's, but also a signal of their value and impact in the world as students consider their place in society. Let?s look at just a few of the formal learning experiences these sites afforded to our students this semester. (Continued on Page 12 : Our Environmental Classrooms)

Tw o GREAT Tex t Set s t o Sh ar e w i t h y ou r El em en t ar y St u d en t s: Fr om Pr ofessor Ban g-Jen sen 's Cou r se, Liter atur e for Childr en and Adolescents

" Un -BEE-l i evabl e"

" Bl i n dn ess: A Su per pow er "

by Ol i ci a Roch e '21

by Ten l ey M azer ol l e '21

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"W her e's Claudine?"

W i t h Deepest Gr at i t u de t o Dr . Cl au di n e Bedel l

By Am y Sak s Pavese

If you were taking classes in the fall, you may have been wondering, ?Where?s Claudine??After six years serving tirelessly and with complete dedication in the role of Director of Graduate Education, this year Dr. Claudine Bedell returned to teaching full-time in the Education Department at Saint Michael?s College. In addition, she took on the role of Concentration Coordinator for our M.Ed. and Certificate of Advanced Graduate Study (CAGS) programs in Curriculum.

After delaying a sabbatical last year in order to facilitate the launch of the Master of Arts in Teaching program, Claudine began this academic year with a sabbatical in the fall during which she carried forward work on the Vermont Licensure Portfolio (VLP). The VLPwas designed collaboratively by all Educator Preparation Programs (EPPs) in the state for initial licensure of all pre-service Cl au di n e Bedel l , teachers. Claudine has been a leader at the state-level in her work co-directing the Ed.D. Educator Preparation Inquiry Collaborative (EPIC), which includes members of each Vermont EPP. The mission of EPICfocuses on inquiries in educator preparation and a calibration system for the VLP. Through this work, Claudine collaborates with colleagues across the state to critically analyze and reflect on student work, resulting in ?profound effects?on their practice and contributing to a stronger system of educator preparation overall in the state.

Claudine was drawn to this work as her areas of expertise are in curriculum and assessment, and because most of the classes she teaches have a portfolio component embedded in them. Furthermore, she has found that work with colleagues across the state has created a truly collaborative experience in which, instead of working in silos, teacher educators are sharing best practices in teacher preparation and professional development benefitting all pre-service teachers across the state. Claudine?s leadership as a co-director of EPIC has inspired many of us within the Education Department at Saint Michael?s to participate in professional development and statewide calibration sessions. These have better equipped us to support our teacher candidates in completing the Vermont Licensure Portfolio in a deliberate and meaningful way so that the portfolio is not only an assessment of learning but an assessment that encourages reflection and deepens candidates?learning as well. (Continued on Page 15: Claudine Bedell)

(Continued from Page 4 : Nesson) Jen has welcomed our Saint Michael?s students into her classroom and provided incredible opportunities for college students to work with her first graders over the years. For our students that have the pleasure of watching Jen teach, her philosophy is clear: it?s all about the connection! On any given day, you will hear her yelling out to her kids, ?I love you!?as they come and go from her classroom.

Jen is currently providing remote instruction to all fully remote students in the Burlington district. Even with the challenge of distance, students are able to feel her warmth and care. Their faces light up as she reaches out to greet each child as they log on. In this unique year, she works well beyond the typical work day to prepare her instruction and support both the students and their families.

This fall when there was so much uncertainty for teachers, Saint Michael's approached Jen to ask if she could continue our partnership amidst all of the other additional responsibilities teachers are taking on. She immediately said, ?Yes! When do you want to meet? We can figure it out. I consider it our responsibility to support the next generation of teachers.? The Education Department is so grateful for Jen?s continual mentorship and commitment to our students and their learning!

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New Di rector of Graduate Educati on: A my Sak s Pav ese, Ph .D.

By Claudine Bedell We are excited to announce that Amy Saks Pavese began her new role as Director of Graduate Education this past summer 2020. Amy?s roots at Saint Michael?s College run deep. She has worked at the College for over eleven years and has successfully taken on multiple roles: Assistant Professor, Licensure Coordinator, Master of Arts in Teaching (MAT) Coordinator, and Student Teacher Placement Coordinator, to name a few. Her service to the College and beyond has also been varied and rich. In the Department, she has been an Education Department search committee coordinator and member and a member of the Educator Preparation Inquiry Collaborative (EPIC). At the College, she has participated as a faculty team Am y Sak s Pavese, member for the Floor Visitors Program, she has been a faculty leader for Ph .D. Mobilization of the Volunteer Efforts (MOVE) extended service trips to Boston and Buffalo, and she has been a member and co-chair of the Multicultural Programming Committee. Beyond the College, she has participated in the Vermont Agency of Education ROPA Standards Revision Committee and as a search committee member for the Underhill Central School Principal. Amy has had a lasting impact on many communities through her commitment to service.

With expertise in Educational Foundations, Amy has often taught the bookend courses of our licensure programs at both the undergraduate and graduate levels: GED 516: Educational Foundations: Understanding the Past and Creating the Future/ED 231: Inquiry and Innovation: Education in the 21st Century and GED 555/ED 428: Student Teaching Seminar. Amy?s students rave about her passion and enthusiasm as well as her engaging, thoughtful and effective instruction. They especially appreciate her compassion and awareness of their needs Amy, her husband Jeff, daughter Amelia, and son Thomas live in Jericho, Vermont where Amy enjoys cooking and gathering friends and family to eat and celebrate life together. She eagerly awaits the days when it will be safe to do so again. When asked what she is looking forward to most in her new position, she said ?Carrying forward the innovative and collaborative work of the Graduate Education programs to continue to meet the ever-changing needs of our current and prospective students, their students, and the field.?

The Education Department feels incredibly fortunate to have Amy in this new position. Her focus on providing students the best possible educational experience, her kindness and consideration of others, her diverse areas of expertise, and her experience with our 24 programs at the graduate levels make her the perfect person to take on this role. Thank you, Amy!

(Continued from Page 4 : Mazza & Vanderputten) Polly Vanderputten approaches language instruction by establishing an environment where the students know that they are her primary focus. Polly challenged me to think deeply and critically about the WHY of each lesson. We had many conversations about the importance of the essential question as the driver of my lesson plans. She pushed me to answer the questions ?Why??and ?Why does it matter??over and over again.

That practice has allowed me to think more critically about why I am doing anything in class or in remote work. It has made me think about what I am doing and the reasons behind it. It helped me to get out of the dreaded ?activity land?and be able to understand

planning and teaching in a deeper way.

As a student teacher, I felt excited because after four years of preparation, I was ready to be in a classroom full time. And while I certainly was not thinking about teaching during a pandemic, I could not have had better matches as cooperating teachers. As the semester went on, there were highs and lows as there are in any new experience, but it was all worth it because I grew as a teacher. Theresa and Polly supported me so much when I needed it and were able to answer all of my questions. I am grateful to each for their continued challenges, support, and belief that I will be a great novice teacher come next September.

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(Continued from Page 9 : Our Environmental Classrooms) Many instructors connect the place to the content, but in the case of the Teaching Gardens, the space has served as an outdoor classroom for many disciplines for 10+years. Often the site of discovery and development with Professor Valerie Bang-Jensen?s Children?s Literature course, students installed Kate Messner?s picture book Upin theGarden, Down intheDirt.

Other garden visitors frequented the Little Library and swapped books.

And, the gardens serve as a safe space to explore socio-cultural identities either on the large slate rock used as a chalkboard, the word garden where stones are used to leave little messages or upon the installation of A Black Lives Matter sign.

At the Natural Area, students in Professor Brian Collier?s Ecological Art course used items and materials found on the land to build awareness around how the site is used. Naturally occurring materials were allowed to degrade and return to the land. Professor Declan McCabe?s students set and check game cameras regularly to monitor animal populations using the 300+acres as habitat. And, countless visitors use the site for recreation and bird watching.

The Farm at Saint Michael?s is 1.75 acres of diversified vegetable and berry production from February to November.

A three course series leads interested students to year long internships and immersive summer experiences on the farm including research spanning topics from food security to sustainable farming practices to Integrated Pest Management. The site and program foster peer to peer teaching and learning with a focus on leadership development. The outcome of this work is about 5000 pounds of food a year that feeds students, staff and faculty through the dining hall, farm stand and a CSA (Community Supported Agriculture membership). The function of the farm as a working educational farm affords numerous other courses to study local food systems, place-based environmental values in the working landscape, and environmental education.

Instructors in English, Environmental Studies & Science, Education, and Biology frequent the site. What?s more, the farm serves as a service site for the Outdoor Volunteer Efforts program of the MOVE office and regularly partners with our GreenUp students. The farm also stewards our small maple sugaring operation in the spring!

While these sites follow the seasonal patterns of Vermont and spend much of the winter months in hibernation, lots of preparation and evolution happens under the cold white blanket of snow for active spring, summer and fall months! The Center?s small force of student employees is crucial in the human-centered preparations. We let nature take care of herself! Stay tuned for updates for winter and early spring explorations in all of these sites!

For questions about how to access the sites or if you?re eager to incorporate learning experiences in the out of doors into your spring courses, please contact Kristyn, Director of the Center at kachilich@smcvt.edu.

Pleasenote, normally, all of thesespacesregularly collaboratewithmany community partnersandvisitingschools. Currently, campusisclosedtocommunity visitsbut wehopethat canchangethisspringasCOVID mitigationeffortsbecomeincreasingly moreeffective. Welook forwardtocollaboratingwithour prospectiveandpracticingeducation studentsat that time.

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Th e Depar t m en t 's Com m on Read: The Hate U Give by An gi e Th om as

By Beck y W i ggl esw or t h

The Saint Michael?s College Education Department selected TheHateU Give, by Angie Thomas for its 2020 Department Common Read. This selection, the department?s first young adult novel, explores topics of race, racism, police brutality, political activism, grief, friendship, family and wealth disparity. Inspired by the Black Lives Matter movement, this book tells the story of 16-year-old protagonist Starr Carter, who witnesses the death of her friend as a result of police brutality.

Although published in 2017, the book invites readers to connect to and think deeply about incidents of racism and police brutality that occurred throughout 2020.

During the fall semester, the Education Department hosted two powerful events to engage students with the themes from the text. TheHateU Givewas the Vermont READS2020 selection by the Vermont Humanities Council, and Saint Michael?s College collaborated with Champlain College to plan and organize the events.

Both Common Read events were offered via Zoom and provided students with opportunities to hear from

experts as well as ask questions and share reactions to the text.

The first event was a discussion of the film (also called The HateU Give). The event began with an introduction by Dr. Margaret Bass, Special Assistant to the President for Diversity and Equity, who shared her experience with and expertise gained from teaching an undergraduate class on the film. After the introduction, students participated in breakout room discussions facilitated by faculty of both Saint Michael?s and Champlain College.

(Continued on Page 14 : Common Read)

(Continued from Page 3: Achilich) Kristyn?s deep content knowledge and systemic approach means that she directs both the new Center for the Environment and the Farm at Saint Michael?s College with an eye toward the details of shovels and signage, while designing leadership and internship programs for SMCstudents, and inviting all sectors of the Saint Michael?s College community, from courses to clubs to community partners, to get involved. Her undergraduate advisor, Professor of Biology Mark Lubkowitz, describes her as ?a visionary, logistical genius, and role model.?We couldn?t agree more, and

anticipate new opportunities to incorporate environmental education into our undergraduate and GED coursework and planning ways to collaborate with her in developing authentic learning experiences on the campus farm and in our environmental classrooms that she stewards with student leaders.

Kristyn lives in Underhill and can be found hiking, mountain biking and backcountry skiing on Mt. Mansfield with her husband Jason, a special educator at Brown?s River Middle School, and her son Lincoln.

(Continued from Page 1 : Holistic Restorative Education) Our second HRE cohort will begin in January 2022 with applications due in November 2021, though individuals who have previously completed the first course on mindfulness with Annie and are interested in joining the current cohort may still be able to do so and should contact Amy Saks Pavese, Director of Graduate Education, at asakspavese@smcvt.edu. The HRE Certificate can be earned as a stand-alone graduate certificate or as part of a M.Ed. or Certificate of Advanced Graduate Study (CAGS). We are thrilled to be able to offer this crucial program and to have Annie at the helm.

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(Continued from Page 5 : Galen Perkins) This work has helped her recognize that building strong relationships, collaboration, equity, and growth all remain at the core of her teaching values. When making decisions, she always tries to make sure that she stays true to her values and that her decisions are in keeping with her philosophy. Looking forward Galen hopes to move into an administrative role within the next couple of years, but presently she is enjoying her current position as she continues to learn a lot and grow her leadership skills in this current role. admit when you need help. Always strive to improve your teaching practice?it doesn't have to be a big thing, starting small is okay too. Remember to take time to decompress when you can.

How did your education f rom Saint Michael?s help you go into the f ield of teaching?

The St. Mike's Graduate program has helped me take steps toward developing a deeper understanding of the field and learn new skills to apply to the work I am currently doing, as well as develop foundational skills for moving into a leadership role.

Was there any specif ic Education class you took at Saint Michael's that you still think back to with your current instruction?

If you could give any advice to f irst-year teachers, what would you tell them?

There are so many wonderful classes that have impacted my work, it?s hard to pick! Supervision & Evaluation (Laurie Singer) provided great information on working with adults - from collaboration, to coaching, to evaluation. School and Community (Val Gardner) pushed me to think about the role that schools play in our society and provided some good resources for creating effective schools and developing strong relationships with the community and other key stakeholders.

Teaching is a hard job, but the potential rewards are huge. You won?t know what you?re doing at first, and that?s okay. Make time to observe other teachers. Form strong relationships with your students based on mutual respect and the belief that all students are doing the best they can with the skills they have. Take the time to reflect on your teaching and be willing to

(Continued from Page 13 : Common Read) The second event, ?TheHateU Give: Classroom Perspectives,?featured a panel of teachers and experts who offered first hand experience of using the book to teach about race and racism in the classroom with middle and high school students. The panel included Dr. Margaret Bass of Saint Michael's College, Kaitlyn Roukey, SMC'20, 8th grade Language Arts at Vergennes Union High School, and Christine Beveridge Howell, Program Manager, Champlain College Women's and Gender Center.

TheHateU Givewas the 8th annual Education Department Common Read. Each year, students and faculty in the Education Department participate in events focused on a common text. These compelling books provide opportunities for discussion, critical analysis, and connections to school learning communities and practice, while engaging the community in deeper questions such as what is social justice, inclusion, and cultural responsiveness. Past reads include: Wonder, Homeof theBrave, El Deafo, Brown Girl Dreaming, SameSun Here, Girl Rising, And George. For further information, please contact a member of the Common Read Committee: Valerie Bang-Jensen, Rebecca Haslam, Kristen Hindes, Cathy Quinn, Tess Dussling, Mary Beth Doyle, or Becky Wigglesworth.

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New Graduate A ssi stant

By Am y Sak s Pavese

We are very excited to welcome Anna Lonczak back to Saint Michael?s College as the Graduate Assistant! Anna is a SMC2020 graduate of our Elementary Education program. While pursuing her bachelor's degree, she double majored in Spanish and Elementary Education, earning her initial license last spring after student teaching at Hiawatha Elementary School in Essex Junction. Anna had the joy of being able to study abroad for a summer in Costa Rica and a semester in Madrid, Spain, as she gained fluency in Spanish. She was also a member of the Saint Michael?s Volleyball team, playing the position of defensive specialist during her undergraduate studies. Anna is currently Anna Lonczak pursuing her master?s degree through the MAT program while also earning her PK-12 ELL endorsement. She hopes to combine her passion for language learning and education by teaching English abroad in the near future. In her spare time, Anna enjoys gardening, walks with her dog, acting, and laughing at comedy specials. Originally from New York, she has had a great time exploring the different adventures Vermont has to offer, and she frequently spends time at the Burlington Waterfront. Anna is excited to be back at Saint Michael?s as the Graduate Assistant and to continue her education, and we are grateful to have her on board!

(Continued from Page 10: Claudine Bedell) On behalf of the Education Department, I want to extend our deepest gratitude to Claudine for all she accomplished as Director of Graduate Education. Her student-centered approach, collaborative nature, and her openness to innovation (and the hard work that comes along with it) allowed our Graduate Education programs to thrive and grow. Under her leadership we added the Director of Curriculum, Master of Arts in Teaching, and Holistic Restorative Education Certificate programs, all of which have been well-received, popular offerings. In addition, the department has added the Early Childhood Endorsement program, designed and coordinated by our colleague Jenny Stearns, and Claudine spearheaded the effort this summer to provide a Summer Workshop Series on Online Teaching and Learning to meet the needs in the field during the pandemic. She continues to innovate in her role as Curriculum Concentration Coordinator and in her teaching. When asked about her hopes for the future of Graduate Education at Saint Michael?s College she noted, ?I hope that the graduate education programs continue to evolve and innovate to meet the needs of schools, educators, and children. I hope we continue to attract high quality students and faculty to carry forward the mission of the education department and College influencing educators and students to ?do good?well into the future.?

When asked what it has been like being on sabbatical during a pandemic, Claudine shared some of the surprises, gifts, and challenges. She was most surprised by ?the amazing change of pace,?adding, ?it took a while to get used to it.?(As someone who used to get emails from Claudine at all hours of the day and night, I am not surprised that it took a while for her to get used to the change of pace.) In terms of gifts, on a personal level Claudine has appreciated being home full-time with her family. Professionally, she has enjoyed having the time to take a deep dive into the educational literature, writing to share with others the accomplishments of teacher educators in Vermont, and the impact of her research on her own classroom practice. On the other hand, home-schooling her son Max three days a week due to the pandemic has certainly proven to be a challenge amidst the sabbatical work, as well as a blessing.

With her sabbatical behind her, Claudine enthusiastically returned to teaching full-time this semester. When asked what most excites her about this change she responded, ?Getting to teach more is a true gift! We have amazing students. I love being in the classroom.?She went on to explain, ?I still get butterflies in my stomach each time I start a new course. I thrive on the energy of my students and look forward to seeing them and creating an engaging class for them.?We are fortunate to have Claudine back in the classroom sharing her many gifts with even more students now.

Thank you, Claudine, for your many accomplishments, whole-hearted dedication, and extensive service!

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