Three teacher candidates successfully completed their internships at Medfield this year. One intern was placed at the school during the Covid-19 pandemic, and learned from his mentor how to teach remotely using technology. Partnership efforts were valuable during the pandemic as NDMU faculty member, Ryan Schaaf, provided professional development to the faculty and interns at Medfield on how to use Google Drive for online collaboration and instruction. Additionally, a newly formed group on campus, Gators Teach, participated in a holiday gift drive at Medfield. They collected and donated educational games, crafts, and toys for families in need at Medfield.
Four teacher candidates successfully completed their internships at Oakleigh this year. One of the teacher candidates, who was placed at Oakleigh during the Covid-19 pandemic, learned quickly how to adapt to distance learning under the guidance of her mentor teacher. In addition to interning, Sara Kanwisher, volunteered to tutor students after school to help increase student achievement in reading and mathematics. Also, fourteen students from NDMU volunteered during Oakleigh’s Math Night in December. During Math Night, Notre Dame students worked with Oakleigh students and parents, and engaged them in fun and educational math activities.
Arnold hosted two Adult Undergraduate interns, 1 ACT intern, and 1 GEI intern this year. These interns were placed in Grades 2, 3, and 5. AACPS was very active this year in providing professional development to interns and mentors in explicit comprehension and small reading groups, math with the CRE methods, and equity-based teaching strategies. First-hand knowledge in these areas truly benefited the interns during their placements. In addition, teacher interns were busy working on their edTPA requirements – preparing and videotaping motivating and engaging daily lessons. Self-reflection was important as they critiqued their own lessons and discussed how they may want to use specific teaching strategies differently in the future. Partnership funds were used to purchase the book, Cooperative Discipline. Various methods outlined in the book were used during faculty meetings to share and glean new meanings for behavior management. Mentors helped interns learn to use the MCCS and AACPS curriculum for effective lesson planning, behavior management skills, and data analysis to direct instruction.
Belvedere hosted two Adult Undergraduate interns, one ACT intern, and one GEI intern this year. The interns worked in special education and Grade 3 classrooms. Professional development was delivered through the administration and central office resource teachers in math, language arts, and equity. Equity PD delved into data conversations to analyze gaps in education. The interns were busy working on their edTPA requirements, videotaping their lessons for evaluation and self-reflection. Intern experiences this year helped them to hone their teaching skills in readiness for their own classrooms in the future. Belvedere mentors were very supportive of the interns by sharing their expertise using the Maryland Common Core Standards and the AACPS curriculum.
One ACT intern was placed in the English Department at Western this year. The partnership offered a professional books study this year using Brene Brown’s Dare to Lead. Eight Western teachers participated in the book study and gained valuable information about how vulnerability, values, trust, and resilience are each key to true teacher leadership. The partnership also offered a school-wide professional development session to Western faculty, led by Assistant Professor, Molly Dunn entitled, A Workshop to Practice, Learn, and Contemplate: The Application of Mindfulness for Resilient K-12 Educators. Evaluations from both the book study and PD session were excellent.
Two interns successfully completed their internships at Woodlawn High this year – 1 GEI and 1 ACT intern. Their content areas included Science and Math. The coordinating council continued their tradition of offering semester-long ‘chew and chat’ professional development sessions for the interns this year. These sessions allowed interns to participate in professional development topics based on their specific needs, and provided them with an additional team of practicing teachers to tap into for support and advice. Some of the topics included ‘chats’ on classroom management, special education, setting up your classroom, and first-year reflections. The partnership offered two school-wide professional development sessions to Woodlawn faculty. The first workshop was led by Assistant Professor, Dr. Kristine Larson, and her colleague Dr. Amrita Chaturvedi, Assistant Professor of Special Education at St. Louis University titled, Integrating Mindful Breathing Practices into Our Schools. The second workshop was led by Professor, Dr. Christa deKleine, titled, Examining the Role of African-American Vernacular English (AAVE) on Student Achievement. Feedback from participants indicated that both PD sessions were very useful for immediate classroom practice. Partnership funds were used to develop a professional library for interns and mentors to access from year to year.
Lansdowne hosted 6 GEI interns and 3 undergraduate interns during its fourth year as a PDS School and Learning Center. The school warmly welcomed the interns by creating a welcoming bulletin board upon their arrival. During their 10-week placements, interns participated in Chat and Chew sessions that targeted topics such as behavior management strategies and interpretation of school data to support research projects. Interns participated in monthly grade level meetings and all professional development sessions scheduled at the school. Exit surveys indicated that interns found their participation in grade level meetings to be a valuable learning experience. The school continued to explore topics related to equity and diversity during team discussions and faculty meetings. Student interns were also invited to participate in a book study that addressed issues related to equity. Each benefited greatly from engaging in these experiences.
Johnnycake hosted six student interns this year – 1 undergraduate, 2 GEIs, 1 ACT, and 2 MATs. Two interns completed edTPA during their placements at Johnnycake. The school warmly welcomed the interns by introducing them at the opening faculty meeting. Student interns fully participated in all grade level meetings and professional development sessions at the school. The school’s focus on topics related to equity and responsive strategies allowed the interns to grow in their understanding of strategies to meet the needs of a diverse student population. Schoolwide instructional goals addressed foundational literacy skills and math problem solving skills. Weekly chat and chew sessions allowed interns to explore topics related to curriculum, behavior management, and interpretation of school data. The student interns completed exit interviews that indicated their overall positive experiences at the school.
Hillcrest Elementary hosted seven student interns this year – 2 undergraduates, 3 GEIs, 1 ACT, and 1 MAT. Six of the interns participated in edTPA. The partnership highlighted efforts to welcome and support student interns as a goal. Interns were invited to an initial meeting with the site coordinator and provided with an orientation to the building and PDS expectations. Monthly chat and chew sessions and grade level meetings provided interns with ongoing support and opportunities to discuss areas of need including behavior management strategies. Interns were encouraged to participate in extracurricular activities at the school including Literature Night and Math and Science Night. Exit interviews indicated overall positive experiences during their placements.
Forest Hill Elementary hosted six interns this school year, who represented Undergraduate, MAT, and ACT programs. Each intern engaged in county wide professional development opportunities related to the newly adopted writing program for HCPS. One intern attended multiple sessions on topics relating to the STRIVE program for students with Autism. Interns were provided with FHES welcome packages that included information on FHES, the PDS collection process, timely resources, and a host of additional teacher support materials. Mentor teachers received support and tokens of appreciation for a job well done. Four of the interns were offered teaching positions with Harford County Public Schools for the 2020-2021 school year.
Broadneck hosted two Social Studies interns this year. After being introduced at a staff meeting, the interns participated in an exciting scavenger hunt to get them acclimated to the school. In addition to prepping for classes and learning to become effective teachers, mentees were acclimated to the edTPA process. The partnership created an “EdTPA cheat sheet” to help mentor teachers navigate the EdTPA process with their interns. In addition, the partnership held a discussion around the book, Blindspot: Hidden Biases of Good People, to support both the equity initiative at BHS and the mission of creating inclusive communities at NDMU. Moreover, Broadneck partners created a Top 10 Tips video to help teachers support students with disabilities. Site coordinator, Jamie Culp, held a meeting with the Human Resources office to support interns becoming employed with AACPS. Additionally, the site coordinator created a “Strategy Share Board” to encourage interns to observe multiple BHS teachers. Coordinating Council members attended three conferences: Maryland EdTPA Conference, the Maryland Professional Development School Conference, and the National Association for Professional Development. These professional development opportunities were important to the partnership’s future growth.
Stemmers faculty participated in a book study on Unshakeable: 20 Ways to Enjoy Teaching Every Day. One-hour professional development workshops, delivered by NDMU faculty members, Madeline, Ball, Angela Snyder, and Stephanie Savick on technology, classroom management, and cultural proficiency were also offered to Stemmers teachers after school. In November, GEI intern, Lucius Robinson, attended the National Council of Teachers of English meeting with Professor Kelly Bull and fellow English certification candidates. Site coordinator Jen Miller and Principal Bryan Thanner continue to offer excellent support and guidance to interns. Many teachers at Stemmers expressed interest in Notre Dame’s new, online 12-credit certificate in Differentiated Instruction.
Kenwood High School focused their professional development efforts on issues related to equity and justice this academic year. Stakeholders attended early morning Chew and Chat sessions to further their education in Digital Tools, School Counseling, Co-Teaching Models, and IEPs. They also attended one-hour professional development workshops after school led by NDMU faculty members: Molly Dunn, Kelly Bull, Joan Sattler, and Christa DeKleine. Many faculty members participated in the book study, Better Than Sticks and Carrots: Restorative Practices for Positive Classroom Management. In addition, several teachers at Kenwood showed interest in the new Notre Dame online 12-credit certificate in Differentiated Instruction. Eighteen teachers have now expressed interest in serving as mentors to NDMU interns next year.
John Ruhrah had a great year in the midst of many changes. The entire school relocated to their newly renovated building mid-year. The second change, experienced by all, was the move to distance learning in the spring due to Covid-19. Despite all the disruptions, NDMU interns at Ruhrah flourished! Interns included four GEIs, an ACT, and an MAT. Special mentor training in edTPA was helpful in guiding our interns to success. All interns fully participated in team meetings and professional development.
Aberdeen Middle hosted an intern in the special education department this year. Her action research project, which focused using area models with special education students was a huge success. She presented her research in a gallery walk where she was able to run a question and answer session with interested faculty and staff. Liaison, Angelo Letizia, attended two major conferences this year to support partnership efforts, the edTPA Conference, and the MD PDS Conference. In addition, the liaison become a certified edTPA scorer. These professional development efforts have allowed the liaison to better integrate edTPA into the mentor training process at Aberdeen. The partnership also undertook graphic novel book study, and included a combination of in-person meetings, email communications, and school newsletter postings.
Aberdeen High hosted two interns this year, one in ESOL and the other in English. The liaison attended the AHS Monthly SPA meetings to become familiar with school progress goals as a way to integrate school goals with PDS goals for the school. Aberdeen High also participated in a graphic novel book study which included mentors, interns, and other teachers from the school. Feedback from those who participated in the study was overwhelmingly positive.