Teaching Practice Under the Sea: The Electronic Portfolio and Me BACKGROUND
SAU # 24 and New England College: A Professional Development School Partnership
New England College is in a professional development schools partnership with School Supervisory Unit # 24, Henniker, John Stark, Weare, and Stoddard. A professional development school supports a multidimensional program collaboratively designed and managed by a school-university partnership. The major purposes of our professional development schools are to:
identify, develop, test, and refine practices tat promote student achievement;
support initial preparation and continuing professional development for educators;
to support applied inquiry designed to improve pupil and educator development.
(adapted from the website: http://www.aacte.org/Frequent_Questions/professional_dev_schools.htm)
The SAU # 24 New England College partnership has been in existence for well over 30 years, however, it was not until recently that we developed a more formal, professional development schools relationship. As such, a team of individuals, the partnership design team, representing all constituents, meets monthly to discuss the partnership’s goals, objectives, and progress toward meeting its action plan. The design team, with other members from the partnership, meets yearly to develop an action plan for the next year. The partnership is committed to working to enhance the learning of all members of the partnership. Its mission is:
to create effective learning opportunities and environments for all students and teachers preK-H. By sharing our collective resources and talents we will develop contributing members of society who engage in lifelong learning.
Please refer to the partnership website at: www.sau24necpartnership.org. Please note, this website is under development and continually changing. Also, on the partnership website you will find links to all the partner schools.
Partner Schools Websites:
New England College www.nec.edu
Supervisory Unit # 24 http://sau24.k12.nh.us/homepage/
Center Woods Elementary School http://cwes.weare.k12.nh.us/
Henniker Community School http://www.henniker.k12.nh.us/
James M. Faulkner Elementary School http://adam.cheshire.net/~stoddardschool/
Weare Middle School http://wms.weare.k12.nh.us/
John Stark Regional High School http://jsrhs.john-stark.k12.nh.us/
Roxanne Wilson, Assistant Superintendent, Thoughts on Professional Development Schools
Professional Development Schools (Roxanne Wilson, Assistant Superintendent SAU # 24, March 9, 2003)
Professional Development School was a new term for me a few years ago. Professional Development Schools have emerged across the United States in a renewed effort to provide better learning environments for children and youth. Colleges of education in collaboration with public schools have created alliances for the preparation and continuing professional development of teachers, administrators, and other school support personnel. NEC and SAU #24 have enjoyed a collegial relationship for a long time, but it has only been recently that we have formed a partnership. Instead of working alone using each other as resources, we have formed a Partnership leadership team, identified ways in which both our constituents benefit and have pooled resources to accomplish our mutual goals. This partnership cultivates research and development related to the teacher education, technology integration, service learning, community inclusion, team building, and school curriculum.
The benefits of NEC’s and SAU #24’s partnership are numerous:
ß Identify, implement, and assess mutually determined goals;
ß Conduct research on issues related to teaching, learning, technology, and service-learning;
ß Engage members of different schools, NEC faculty, pre-service teachers, and the broader community in related issues and increase awareness of each others roles;
ß Increase and improve professional development opportunities for teachers through specially tailored graduate courses and programs to address specific classroom issues;
ß Build teamwork by working together on authentic tasks;
ß Stretch and maximize resources and collaborate on funding sources;
ß Increase contacts and expand expertise while building networks;
ß Use each other to develop new practices and policies; and
ß Advocate teacher quality and assist the schools in meeting Federal requirements (NCLB Teacher qualifications).
Partnership Accomplishments:
ß Bringing together the technology departments from each school to focus on technology planning.
ß Introducing Service-learning to teachers and offering resources to sustain it.
ß Providing graduate courses in service-learning, technology, and special education.
ß Providing a Partnership point system to reduce the cost of courses.
ß Providing resources such as NICI, Virtual Library, On line Courses, Campus Compact etc.
Mission of the SAU # 24 New England College Partnership
The Supervisory Administrative Unit # 24 and New England College Partnership Mission
Our partnership is a collaborative group with representation from the communities of New England College, Weare, Henniker, Stoddard, and John Stark. We exist to create effective learning opportunities and environments for all students and teachers K-H. By sharing our collective resources and talents we will develop contributing members of society who engage in lifelong learning.
Roxanne Wilson, Assistant Superintendent: Thoughts on Technology Integration
Technology Integration:
One of the most significant changes we have seen in education is the introduction of the computer or technology into our lives. It has opened our homes and classrooms to the vast information galaxy that exists beyond our door. It has linked us all by virtual networks and has made our classroom walls extend far beyond the actual mortar and concrete. Technology has helped make our jobs more efficient through the use of word processing, databases and presentation software.
I see two roles that technology plays in student learning. The first is that technology is a tool that should be transparent to the student in accessing information. Just like going to the library, we gain access to the information we are seeking when we walk through those doors. The internet portals are examples of this. This tool also helps to “level the playing field” and break down barriers to allow us all to get the same information regardless of financial support. This tool also helps to support all types of learners in being able to receive instruction and demonstrate their learning. Augmentative Communication devices that are used by students with disabilities are examples of how technology is a tool to access the learning.
The second role that technology plays in student learning is to help them gain skills and processes necessary for careers. Technology is part of almost every job now, and having the skills to operate or use hardware and software will be critical to students’ success on the job. As the student progress through the grades, more sophisticated software is introduced and often related to specific jobs.
Technology integration goals are part of every district’s technology plans that have been submitted to the State Department. Each district has goals of having teachers and students become proficient with basic skills of using computers, specific software and other technological tools such as projectors. After teachers have basic skills in use, the goal is to have them utilize computers in lessons to help student get information, process the information and then demonstrate their learning. Software such as word processing, spreadsheets, databases, presentation software, email, digital movies, drafting and engineering, graphic organizers, and musical composition are all examples of what can be used in lessons. The outcome of the lesson is student learning -not the technology.
Center Woods Elementary School Mission
Center Woods Elementary School and Weare Middle School
Weare School District The primary purpose of education in the Weare School District is to prepare students to be responsible citizens in a democratic society with a base of critical skills and attitudes necessary to understand and meet the challenges of a continually changing world. The Center Woods Elementary School and Weare Middle School promote high expectations and standards for all students and staff, encourages them to strive for their full potential and instills in them a desire to expand their horizons through life-long learning. The school pledges to recognize and accept the unique needs, interests, and talents of all students and staff and to teach them to have this same respect for themselves and others. Providing an orderly and caring atmosphere fosters the creative spirit, encourages a positive self-image, and promotes critical thinking. Learning takes place not only in school, but in the home and community. A cooperative, supportive relationship among these groups creates a comprehensive and constantly improving educational experience.
Teacher Education Program at New England College
New England College is an independent liberal arts college that also offers professional programs. Maintaining a low student-teacher ratio, the College fosters close working and mentoring relations among faculty, staff, and students in an atmosphere of mutual care and respect. We are proud of our history of success in challenging and supporting students of diverse academic and cultural backgrounds who wish to achieve their full intellectual, personal, and social potential. New England College is nestled in an area abounding with natural beauty. Henniker is a village of 4,000 residents just 85 miles from Boston and 15 miles from Concord. The Contoocook River runs through the center of the village and alongside the campus with a picturesque covered bridge spanning the Contoocook River connecting the residence halls with the athletic fields.
There is a real sense of support and collegiality among faculty, staff, and students, and also between the College, townspeople, and our preK-12 partner schools. The campus is a comfortable and informal place, friendly and casual. The teacher education program at New England College is one of the largest majors on campus, hosting approximately 110 students out of a total student body of 850. In the teacher education program students and faculty work together to identify and solve community-based problems and gain the knowledge and power to take thoughtful and effective action. Imagine an education experience that allows you to become an active member of the school and community and where your contributions and achievements are authentic and valued. From your very first year in the Education program, you might read to a second grade child, create and lead an after school program, work in an urban school over spring break, direct a student performance, or help lead students to improve the quality of their own schools and communities.
Author:Cyndi Hurlbut
and Larry Restuccia School:A Collaborative Project with Center Woods Elementary School and New England College Organization:Center Woods Elementary School and New England College Credits:Debra Nitschke-Shaw, Director of Teacher Education
Meaghan Dube, preservice teacher, New England College
Lindsey Inman, preservice teacher, New England College
