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Welcome to the
NET-Q Communique
newsletter that highlights the wonderful partnership work among our metro school districts, our rural partner school districts, our four higher education partners,
our national partner - National Commission on Teaching and America's Future (NCTAF),
and our digital partner - Georgia Public Broadcasting (GPB).
Vol. 2, Number 2 ~~ October 2012
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Mentor Modules.com is a free online multimedia course and resource for developing mentor teachers and instructional coaches in PreK-12 schools.
These instructional resources help to prepare experienced teachers, instructional coaches, teacher educators, and administrators to mentor new teachers. You may have heard about NETQ, a project initiated by Georgia State University with funding from a U.S. Department of Education's Teacher Quality Partnership grant. One of the NETQ initiatives is to help prepare and induct new teachers. These modules are part of that
NETQ mission.
The modules are a resource for professional learning facilitated in schools, districts, and in colleges of teacher education. They are free and available to all! The modules include multiple video samples, links to articles and research reports, and activities.
Check out the Mentor Modules site
Once you've taken a look, let us know what you think by clicking on the "Course Evaluation".
Dr. Caitlin Dooley provided the leadership for and coordination of the development of the new Mentor Modules, in collaboration with our NET-Q digital partners (Georgia Public Broadcasting). For more information, contact: cdooley@gsu.edu
Caitlin McMunn Dooley, Ph.D., Associate Professor
Early Childhood Education Department/Georgia State University
Director, Ph.D. Program in Early Childhood and Elementary Education
Co-Editor NCTE's Language Arts
Co-P.I. NET-Q Teacher Quality Partnership Grant
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Dr. Gwen Benson, Associate Dean, Community and School Partnerships, Georgia State University
Benson Goes to Washington:
AACTE Supports New Educator Preparation Reform Act
Sen. Jack Reed and Rep. Mike Honda hosted a press conference on the Capitol grounds in Washington, D.C. to announce the introduction of the The Educator Preparation Reform Act. American Association of Colleges for Teacher Education (AACTE) was featured with Georgia State University's Associate Dean of the College of Education, Gwen Benson, and recent GSU graduate Rachel Mendel outlining the importance of the Teacher Quality Partnership (TQP) grants.
This will take you to the video on youtube.
Viewing Tip: Remember that Gwen Benson starts around 6.30 and Rachael Mendel starts
just before 12 minutes.)
".. a very important and exciting advocacy success for AACTE members.
AACTE has been hard at work, diligently advocating for greater federal support of educator preparation reforms to be included in the reauthorization of the Elementary and Secondary Education Act (ESEA) and Title II of the Higher Education Act (HEA). After analyzing AACTE's policy recommendations for ESEA and Title II HEA, Sen. Jack Reed (D-R.I.) and Rep. Mike Honda (D-Calif.) introduced "The Educator Preparation Reform Act," a bill that incorporates a considerable number of those priorities. Among the key provisions are: strengthening and expanding the Teacher Quality Partnership (TQP) grants, reforming the TEACH grants, strengthening accountability for programs that prepare teachers, supporting the development and use of a pre-service teacher performance assessment, and streamlining and updating data collection requirements. Currently, 25 national higher education and K-12 organizations have endorsed the bill, including members of the Higher Education Task Force on Teacher Preparation...."
Excerpts from letter by Sharon P. Robinson, Ed.D.
President and CEO American Association of Colleges for Teacher Education (September 21, 2012)
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Aletha Armour, Albany University Partnership Teacher Resident
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Gloria Peterson, Albany University Partnership Teacher Resident
Georgia Council for Exceptional Children
Mini-grant for New Teachers
The Council for Exceptional Children (CEC) is the flag-ship organization in the field of special education, and the work of this group is critical in promoting the success of all learners. We are thrilled to learn that the vision Althea Armour and Gloria Peterson hold for their work as a special educators was recognized by our state's chapter of this incredible organization.
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The New 2012-13 Special Education and Mathematics Teacher Residents Prepare for Their School Year
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Many, J. E., Fisher, T., Ogletree, S., & Taylor, D. (2012). Crisscrossing the university and public school contexts as professional development school boundary spanners. Issues in Teacher Education, 21 (2).
Abstract
P-12 and university educators who prepare preservice teachers need tools to facilitate mutual understanding and bridge differences between stakeholders, structures, and norms in university and public school contexts. A boundary spanner, who is an individual who bridges discourses, provides cultural guidance, and acts as change agent, can serve as a tool to accomplish this (Buxton, Carlone, & Carlone, 2005). This research concerned the perceptions and experiences of boundary spanners who were involved in teacher preparation initiatives through the public school and university professional development school partnership. Three themes were evident in their work: (a) their strengths at understanding the other, (b) their attempts to deconstruct traditional power relationships through support of and dialogue with stakeholders across contexts, and (c) their ability to draw on prior knowledge in order to shape the ways they engaged with colleagues in their new spaces.
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Research Wednesday Lecturer
In addition to presenting at the Research Wednesday, sponsored by the Educational Research Bureau of the College of Education, Dr. Leonard also devoted a special conversation with K-12 Special Education teacher residents, secondary education mathematics teacher residents, along with the NET-Q District Coordinators and grant leadership team members.
Jacqueline Leonard (Ph.D., Mathematics Education, University of Maryland at College Park, 1997) is the Director of the Science and Mathematics Teaching Center (SMTC) and Professor of Mathematics Education at the University of Wyoming. She is the first person of color to serve as the SMTC Director in the Center's 40-year history. Dr. Leonard is the recipient of several federally funded grants that examine issues of culture, language and opportunities to learn STEM in urban settings. Other degrees include Bachelor of Arts from St. Louis University, Master of Arts in Teaching from the University of Texas at Dallas, and Master of Theology from Southern Methodist University. She is also a Deacon in the African Methodist Episcopal Church and connects her research to community-based programs in churches, museums, and other local sites. Her research agenda focuses on teaching mathematics for cultural relevance, social justice, and empowerment.
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NET-Q PATHWAY SUMMER SCHOLARS PROGRAM
The Pathway Summer Scholars Program, supported by the Network for Enhancing Teacher Quality Grant (NET-Q) in local Professional Development Schools (PDS), is offered to Teachers and Administrators interested in starting a graduate program at Georgia State University (GSU) or currently enrolled in a graduate program at GSU. Information about the program is sent to all PDS schools beginning early fall semester and Administrators are asked to distribute among all faculty. New graduate school applicants must apply to GSU for Summer Semester enrollment by February 1st.
For more information, click here for Pathways
2013-14 application details)
The Pathway Summer Scholars Program provides financial support for participants (free tuition and a stipend) during summer semester only. In addition to taking course work, participants are matched and assigned to work with GSU faculty as Graduate Research Assistants (GRA). The support from faculty allows participants an opportunity to design and conduct research that can inform their professional practice. At the end of the semester, Scholars come together to share their experience and their research with each other. Following the summer Pathway experience, participants are expected to return to their schools and classrooms and further develop the research started summer semester. This may require them to make minor or major changes in their direction and implementation based primarily on their students need.
Some Pathway Scholars have developed long term relationships with faculty that continue to guide and support them through- out their graduate studies. Scholars have often commented that the experience of looking at their practice and researching alternatives has helped to make them feel "empowered" to do better. Others have said, "I've learned so many ways to be more aware of my student's needs, such as language barriers, giving explicit directions, how to better use technology and more" and, "As a new teacher, I've learned a tremendous amount about teaching Math to ELL students in the mainstream classroom". This experience for new teachers, seasoned teachers and administrators has been one that they often request to continue to be a part of. The support given by the faculty and the grant has given many of the Pathway Scholars a reason to continue their graduate studies.
The number of Scholars, teachers and administrators continues to grow. Beginning in 2007-2012, 60 participants have received Pathway awards representing 24 PDS/NET-Q Schools.
2012 Pathway Summer Scholars
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Angela Anglin, Tucker MS
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Sabrina Rollins, Tucker MS
Alicia Lepianka, Pebblebrook HS |
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Joi Nunnally, McNair MS
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Ben Smalley, Pebblebrook HS
Julia Pendexter, Morrow HS
Natalie Farthing, Rock Chapel ES
Rachael Mendel, Dunwoody Springs ES
Tiffany Kennedy, Tucker MS
Sherelle Minter, Kimberly ES
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Kudos to Our
NET-Q Partner Named Blue Ribbon School: Hendricks Elementary
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Principal Patrick O'Connell and Students
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In a recent interview, Mr. Patrick O'Connell, principal of Hendricks Elementary School in Austell, GA, had these thoughts to share.
"I am very proud of the work that our school and school community have done to help our students to perform at very high levels at Hendricks Elementary School. The recognition that our school received as aNational Blue Ribbon School was earned specifically because our students have made exemplary improvements in student achievement over several years. I believe that the high quality professional learning experiences that have been available to teachers at Hendricks are among the chief reasons for the success. At Hendricks, I work hard with our staff to make sure that relevant, job-embedded professional learning activities are part of a culture of continuous improvement. Our partnership with NET-Q is a great example of a model for school improvement. Working with NET-Q has allowed us to expand our professional learning network; the collaborative experiences we have have helped us investigate ways to integrate technology into our instructional practices and to increase engagement, for example. The future is so bright for us, and we are pleased to look ahead with partners who share our passion."
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Principal O'Connell and Lori Beck,
Assistant Principal/NET-Q Site Coordinator
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"I'm so proud of our kids
and our teachers," said Patrick O'Connell, principal at Hendricks Elementary School. "This is really a special way to recognize excellence."
What Determines a Blue Ribbon School?
Eight Georgia schools, including four in metro Atlanta, were named 2012 National Blue Ribbon Schools by the U.S. Department of Education.
The schools were honored for either helping students achieve high academic performance or for dramatically improving their academic performance. A public school can be designated as a Blue Ribbon School for high performance if its scores on reading and math assessments were among the highest in the state. The school must have met federal adequate yearly progress goals for two years in a row.
This is the link for the complete article about Hendricks ES.
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NET-Q
Forget-Me-Notsssss
ALL PARTNER SCHOOLS, COMPLETE YOUR
NET-Q ONLINE SURVEYS
AND
QUALIFY FOR YOUR ADDITIONAL FUNDS.
DUE NOVEMBER 19TH.
GOOD NET-Q NEWS!
NET-Q FEDERAL FUNDING HAS BEEN RENEWED FOR
YEAR 4.
2013-14
Teacher Residents
If you know anyone interested in becoming a science or special education teacher resident, please contact Dr. Joe Feinberg -
science
(jfeinberg@gsu.edu)
or
Dr. Day Patterson -
special education
(dspatterson@gsu.edu).
IMPORTANT REMINDER:
PLEASE SUBMIT
(1) YOUR MONTHLY INVOICES AND
(2) YOUR
DOCUMENTATION OF
IN-KIND SUPPORT - - DUE THE LAST BUSINESS DAY OF EACH MONTH.
NEED NET-Q Funding AND BUDGET SUPPORT?
Dr. Susan Ogletree, Co-PI for NET-Q Finance/Budget
EMAIL: sogletree1@gsu.edu
(404) 413-8091
Pier A. LeFlore, NET-Q Business Manager
EMAIL: paleflore@gsu.edu
(404) 413-8436
ACCESS YOUR GRANT NETWORK
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Dr. DaShaunda Patterson NET-Q Project Director NET-Q Teachers in Residence-Special Education Clinical Professor, Educational Psychology and Special Education dspatterson@gsu.edu Dr. Gwen Benson Associate Dean of School and Community Partnerships gbenson@gsu.edu Dr. Bill Curlette NET-Q Evaluation and Research Professor of Counseling & Psychological Services wcurlette@gsu.edu Dr. Caitlin Dooley NET-Q Coaches in Residence and Digital Partnership Assistant Professor, Early Childhood Education cdooley@gsu.edu Dr. Joe Feinberg NET-Q Teachers in Residence Assistant Professor, Middle-Secondary Education jfeinberg@gsu.edu Dr. Susan Ogletree Director of Educational Research Bureau sogletree1@gsu.edu Ms. Connie Parrish NET-Q CCLC Coordinator ececzp@langate.gsu.edu Dr. Dee Taylor NET-Q Leadership Support NET-Q Communique Editor dtaylor29@gsu.edu Dr. Susan Taylor NET-Q CCLC Coordinator swtaylor@gsu.edu Ms. Patsy Terry NET-Q Pathway Scholars and Higher Ed. Partnerships pterry@gsu.edu Dr. Gwen Williams NET-Q Liaison for Satellite Teacher Support - Initiatives (for Albany State University) gwill59445@yahoo.com NET-Q Communique Dr. Dee Taylor, Editor |
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