As part of our ongoing work to blend clinical field experiences with methods and common content (foundations), TERI is hosting a Curriculum Integration Retreat on campus this May 16-18th. On May 16 & 17, we will be offering professional development on adaptive expertise, academic language, the identity study, and other essentials in the redesign. The entire day of May 18th will be spent in work groups, program and foundation university-based faculty will be working through the process of integrating coursework (assessments and curriculum). We extend an invitation to you to join us if you wish, for some or all of it, but we need to hear from you by May 10th to make sure we have food ordered.
The May 16-18th Curriculum Integration Retreat is not an TERI event that we’re asking all district partners to attend (we are quite cognizant of the fact that it falls smack in the middle of a very busy spring) but we would love to have you drop in or stay for a while if you are interested in learning more about the work underway. Please do register, even if you think you’ll just be dropping by for a bit.
Here’s the information from my colleague, Elizabeth Finsness:
WORKING RETREAT
As a result of many hours of work from members of the CEHD and our school partners, we have much progress to share in The Teacher Education Redesign Initiative since we last gathered in January.
Please join us for as much as possible over three days of curriculum and assessment redesign discussion and development, professional learning about academic language development across all the content areas, and initial licensure program integration with common content.
Please RSVP by May 10
Retreat Schedule:
Day One: Monday, May 16th (For all CEHD, initial licensure programs and interested P-12 colleagues)
General Session: 1:30 – 4:30 PM
Location: Science Teaching and Student Services Building, East Bank
Reception: 4:30 – 6:30 PM
Location: Campus Club, Coffman Memorial Union, 4th floor
Session Details:
What’s Up with TERI? An update and overview of TERI progress in curriculum and research design
Supporting P-12 students’ academic language development in the content areas: What do our teacher candidates need to know and be able to do? This session will address:
• What is academic language?
• Why is it important for ALL teachers to be teachers of language?
• How can we prepare teachers to fulfill this role?
This session explores the linguistic demands of school and sets the stage for our work session on Tuesday.
Day Two: Tuesday, May 17th (For all CEHD, initial licensure programs and interested P-12 colleagues)
General Session: 12:30 – 4:30 PM
Location: Science Teaching and Student Services Building, East Bank
Lunch and snacks served
Session Details:
Academic Language Part II:
This second session on academic language outlines the requirements of the Teacher Performance Assessment regarding academic language. We will explore examples of written texts and discuss implications for teacher preparation. Participants will have time to work together and will leave with a lesson on academic language ready for use with teacher candidates.
Assessing Adaptive Expertise: Spotlight on the Teacher Identity Study
All licensure candidates will be required to complete five common assessments, of which the Teacher Identity Study is one. This session has four goals:
• Participants will be introduced to the Teacher Identity Study and understand how it fits within the common content and with work done in program areas.
• Participants will gain experience in the type of reflection candidates will be doing through the identity study prompts.
• Participants will contribute to developing Teacher Identity Study indicators.
• We will deepen our understanding of what teaching dispositions means.
Day Three: Wednesday, May 18th (For all CEHD, initial licensure programs and common content. Partners welcome focus will be between university course instructors)