Announcement to Master’s and Specialist Level Students in Educational Administration
Regarding the new Missouri Administrator Certification Pilot Test Program
As many of you know, the state mandated exam for Missouri principal and superintendent certification is undergoing considerable revision. The revised exam, the SLAA (School Leaders License Assessment) is in the final stages of development and will be implemented in 2015. UMSL students have an opportunity to take the “pilot” exam at no charge, between the dates of April 15 and 25, 2014. The advantage of participating in the pilot is twofold: (1) it will allow you to see the format used and the types of questions that will be asked, and (2) each participant will receive a $77.00 voucher that can be applied toward the price of the real exam when you choose to take it. Please understand that the score you earn on the pilot exam will in no way affect your certification. Your answers will be used merely to determine which questions are valid to be used on the final exam. Therefore, we suggest that you consider participating in the exam opportunity. If you are interested, please send your name, cell phone number, and personal or UMSL email address to Dr. Kathleen Brown, Department Chair, ELAPS, 269 Marillac or email me at Kathleen-Brown@umsl.edu. Please put “pilot test” in the subject line. Those who agree to take the pilot exam will be notified when a final date, time and location are determined. We are leaning toward Wednesdays April 16 or 23, 5:00 – 6:30 p.m. or Thursdays, April 17 or 24 from 7:00-8:30 p.m. in one of our South Campus classrooms. Let me know if you have a preference for one of those days.
Post expires at 10:59am on Thursday April 24th, 2014
he Institute is a 5-day intensive cultural competence immersion experience. Our goal is to place ourselves in different geographic spaces throughout St. Louis City to meaningfully interact with communities representing those spaces.
We have four core tenets of our approach:
- Being in different spaces
- Meaningful interactions (with service providers, community members, and clients)
- Learning through contribution (service learning)
- Empathy development leading to cultural understanding and competence (through deep reflection teams that meet before, during), and after the 5 day experience.
For more information visit http://coe.umsl.edu/pcs/Cultural%20Competence%20Institute/St%20Louis/index.html
Post expires at 4:01pm on Friday June 20th, 2014
Take the Next Step: Become a Distinguished Educator
Whether you are a PreK-12 classroom teacher, a school administrator, or an educator/trainer in a museum, business or youth serving organization, the new Summer Master Educator Institute at the University of Missouri St. Louis offers you the opportunity to follow your passion and deepen your knowledge. Our new concentration areas give educators a degree or non-degree path to expertise.
Degree or Non-Degree
Degree: The Master’s Degree option consists of 9 hours of foundations courses that examine history, the impact of community on our youth, issues of social justice, teacher leadership, and student advocacy; two 9-credit hour concentration areas that provide the core of expertise in the areas you choose and give you the depth and expertise in areas that match the needs of you and your students; and a two-semester, 6 credit hour capstone where you become a researcher in your own organization or classroom to really understand how to ask the right questions, collect meaningful data, and analyze and present it in a way that informs others.
Non-Degree: If you have a Master’s degree, or aren’t quite ready, and simply want to come for more in-depth content about a particular area, just come spend the summer with us and choose one of the concentration areas below.
Don’t wait! Get started this summer with your first concentration area! Check out the Summer Institute here.
Rebecca Rogers’ and Melissa Mosley’s new book, Designing Critical Literacy Education through Critical Discourse Analysis: Pedagogical and Research Tools for Teacher Researchers, (Routledge, 2013) was recently reviewed in the NCTE sponsored journal Talking Points.
Rogers was also the co-author with Inda Schaenen on an article, Critical Discourse Analysis in Literacy Education: A Review of the Literature published in Reading Research Quarterly (volume 49, issue 1) one of the premier journals for literacy researchers. Link to an abstract of the article here.
Lisa Dorner and Angela Layton, doctoral student in the College of Education, recently published an article in Linguistics & Education titled Children’s Multilingual Discourses (or interacting, representing, and being) in a First-Grade Spanish Immersion Classroom.
Mark Pope is co-author with William Briddick and Fatima Wilson on an article in Career Development Quarterly titled, The Historical Importance of Social Justice in the Founding of the National Career Development Association. The authors discuss the role of social justice in the founding of the National Career Development Association (NCDA). They discuss the historic context of the founding, the social justice work of the pioneers of vocational guidance, and the social justice influences that permeate the fabric of NCDA even today.
Nick Husbye, assistant professor of elementary literacy education, was nominated for the School of Education dissertation award at his alma mater, Indiana University. His outstanding dissertation was titled, Of Movies and Multimodality: Film Design and Modal Complexity as Literacy Practices in the Elementary Classroom. Congratulations, Nick!
Helene Sherman was honored at a reception to celebrate the newly created Dr. Helene J. Sherman Lecture at the Beginning Teacher Assistance Program (BTAP). Clark Hickman, associate dean of Professional and Continuing Studies in the College, nominated Sherman to receive the honor. The lecture series will be the keynote address at the annual BTAP conference held each fall.
Sherman began the annual BTAP conference in 2005 for new teachers to meet in a supportive environment where their common issues and challenges can be discussed and addressed. Since then, more than 1,000 new K-12 teachers (in their first through fourth years of teaching) have attended the annual conferences offered through Professional and Continuing Studies at UMSL.
Sherman finds the work with new teachers rewarding. “It’s wonderful to hear that what these new professionals learned in their preparation programs is really helping them design their lessons and deal with all their responsibilities,” she said. “And of course, I like seeing that we are providing a way for new teachers to network, problem-solve and support each other in their professional development.”
Of the new lecture series in her name, Sherman said, “I am very honored and expecially grateful for Clark Hickman’s initiative in establishing the lecture series. My hope is for this program to continue, in new and interesting forms, for many years to come so that we continue making a meaningful contribution to new professionals and student learning.”
The next BTAP Conference will be held Oct. 11, and participants can be graduates of any college of education. Teachers who attend will:
- Meet in a supportive environment where both professional and personal issues can be addressed and resources provided.
- Develop professional relationships with university faculty and practicing classroom teachers to share best practices based on research;
- Reflect on current educational standards and effective classroom practice;
- Cultivate an attitude of continuous improvement through reflection and discussion;
- Earn credit for advancing one’s state teaching certificate from Initial Profession Certification to the level of Continuous Professional Certification
For more information on BTAP visit our website here.
Our new Studio Schools program for undergraduates got a boost from the Roblee Foundation with their $15,000 gift to strengthen our 32 Studio School partnerships throughout the St. Louis region.
In this innovative capstone program, our teacher candidates join professionals in the classroom as active participants in a differentiated staffing team. In this system, our teacher candidates team up with school staff expertise in providing P-12 students in-depth and targeted support and intervention. The teams plan and provide focused learning experiences that can include small group settings, whole class lessons, or enrichment and support lessons. The candidates become part of the fabric of the school and school district and as a result, become fully able to demonstrate their impact on student learning.
The Studio Schools program began in Fall 2012 working with 13 schools and quickly expanded to 32 partner schools last fall. Approximately 250 teacher candidates now work as part of school staffing teams to help P-12 students improve their academic achievement where it is most needed. The generous gift from Roblee will support and strengthen the Studio Schools by developing a governance board, as well as by delivering relevant professional development to the clinical teachers, clinical educators and teacher candidates in the areas of video- taping for deeper learning and “Inquire Into My Practice” techniques.
The Joseph H. and Florence A. Roblee Foundation is dedicated to promoting change by supporting organizations that address significant social issues, improve quality of life, and help individuals fulfill their potential.
For more information about our new teacher preparation program and Studio Schools, please contact Stephanie Koscielski at firstname.lastname@example.org.
Moseley, a graduate student in secondary education, received a Fulbright English Teaching Assistantship to work at the Universidad Nacional de Mar del Plata in Buenos Aires Province, Argentina. She will begin her work in March, and for the next eight months she will assist in a classroom of aspiring English teachers, helping them with English language acquisition as well as learning about United States culture. She also plans to create an “American Culture” club that will meet once a week outside of class so her students have a platform where they can ask questions about United States culture.
“I will be bringing artifacts such as magazines, music, postcards, clothing and other things from the U.S. to share with my students and to help them gain a better understand of American culture,” she said. “I believe it’s easier to understand a language when you understand the culture.”
“I hope to bring to them a greater understanding about life in the U.S., teach them more about the English language, especially in terms of grammar and syntax,” said Moseley. “I hope throughout this opportunity, my students and I are able to bridge a gap between our cultures, discuss similarities and differences in our educational system and address the challenges that second language learners encounter.”
Moseley, who moved to St. Louis six years ago from Columbia, Mo., teaches Spanish at Gateway STEM High School in the St. Louis Public School District and is tutoring liaison at the Youth Learning Center in St. Louis. She will round out her busy schedule in Argentina as a volunteer at a youth service organization where she plans to mentor disadvantaged youth, encouraging them to continue their pursuit of Education.
She said she’s traveled outside of the United States before but this will be a completely different experience and one she’s very excited about.
“I hope to better understand how it feels to be a second-language learner because that’s what I will be when I get to Argentina,” she said. “I have a minor in Spanish and I’m conversational, but I would like to be fluent. This opportunity gives me a chance to gain useful strategies that can be used in my classroom to make Spanish language acquisition for my students more authentic.”
Click here to hear Moseley discuss her Fulbright in a video by Myra Lopez.
In a 21st century world, the ability to analyze, filter and judge the mountain of information that comes into our workplaces and homes every day depends heavily on critical thought. Critical analysis develops the capacity to distinguish fact from fiction and is prominent in the new Common Core Standards. Instead of relying on memorization and covering broad areas of knowledge, Common Core Standards ask students to dig deeper into material and to explore topics in depth.
Local school districts are adjusting their curricula to reflect the new standards, and teachers are learning to innovate and dig deeper to meet those challenges. Such was the work of a group of St. Louis area teachers convened over the past two years through the Gateway Writing Project (GWP), a National Writing Project site based in the UMSL College of Education.
The ability to write logical arguments based on substantive claims, sound reasoning, and relevant evidence is a cornerstone of the Common Core State literacy standards, with opinion writing—a basic form of argument—extending down into the earliest grades. Although the standards stress research—both short, focused projects (such as those commonly required in the workplace) and longer term in depth research (which is necessary for college papers) —it is most prominently emphasized in the writing strand. Good argument writing develops the skills to research and analyze topics across the curriculum.
GWP Workshops for Argument Writing
Beginning in 2011, a top-notch band of GWP-trained classroom teachers agreed to examine the implications of the Common Core writing standards, both by reading high-quality sources and then using new strategies to teach argument writing to their own students. They met over the school year to dig deep into their reading and then reflected on ways they could develop effective ways to teach argument writing.
Together they learned more about asking their students to explore complex questions that did not have a prescribed answer and designed inductive activities that gave students opportunities to experience the power of personal discovery. As teachers shared an array of interesting and timely topics, they came to the conclusion that “arguments are everywhere” and observed that their students became better critical thinkers and better writers, no matter the writing task or the testing method.
Their work resulted in a series of well-received argument writing workshops in 2012 and 2013 for 90 secondary teachers from virtually all content areas. Workshop included topics such as: the essential difference between writing a persuasive piece and writing an argument; explanations and discussion of the critical elements of argument writing; different types of and purposes for argument writing; and, demonstrations of actual lessons teachers could take back to their classrooms.