Browsing by Author "Crampton, Anne"
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Item Minnesota State Teacher Development, Evaluation and Peer Support Model Pilot: Initial Evaluation Report(2014-02-05) Dretzke, Beverly; Ingram, Debra; Kwon, Melissa; Peterson, Kristin; Sheldon, Timothy; Wahlstrom, Kyla; Crampton, Anne; Dahmes, Shannon; Larabee, Kaitlyn; Lim, AliciaMinnesota Statute requires that districts begin evaluating teachers in the 2014-2015 school year. In response to the statute, during early winter 2011, the Minnesota Department of Education (MDE) convened a work group to consult with the Commissioner to develop a state model for teacher growth and development. In winter 2013, MDE released the Minnesota State Teacher Development, Evaluation, and Peer Support Model (hereafter “Model”) and began planning for a pilot of the Model during the 2013- 2014 school year (hereafter “Pilot”). The Model includes three components: 1) teacher practice, 2) student engagement, and 3) student learning and achievement. Sixteen school districts and one charter school across Minnesota agreed to participate in the Pilot. Six of the districts are implementing the full Model (all three components) and nine districts are implementing one or two components of the Model. The size of participating districts varies widely, ranging from 287 students to 7,356 students. In August 2013, the Joyce Foundation funded the University of Minnesota’s Center for Applied Research and Educational Improvement (CAREI) to conduct an evaluation of the Pilot. This report summarizes results of surveys and interviews conducted during November and December 2013 with Pilot participants. This status report is the first of three reports. The report for the entire Pilot year will be available in August 2014 and a final report, which will include information on the value-added assessments, an element of the student learning and achievement component, will be submitted to the Joyce Foundation in December 2014. The data in this report is preliminary and encompasses only the first three months of the school year; thus readers should not over-generalize the findings or conclusions presented here. The purpose of this interim report is to provide formative feedback to the Minnesota Department of Education (MDE).Item Minnesota State Teacher Development, Evaluation and Peer Support Model Pilot: Initial Evaluation Report Executive Summary(2014-02-05) Dretzke, Beverly; Ingram, Debra; Kwon, Melissa; Peterson, Kristin; Sheldon, Timothy; Wahlstrom, Kyla; Crampton, Anne; Dahmes, Shannon; Larabee, Kaitlyn; Lim, AliciaMinnesota Statute requires that districts begin evaluating teachers in the 2014-2015 school year. In response to the statute, during early winter 2011, the Minnesota Department of Education (MDE) convened a work group to consult with the Commissioner to develop a state model for teacher growth and development. In winter 2013, MDE released the Minnesota State Teacher Development, Evaluation, and Peer Support Model (hereafter “Model”) and began planning for a pilot of the Model during the 2013- 2014 school year (hereafter “Pilot”). The Model includes three components: 1) teacher practice, 2) student engagement, and 3) student learning and achievement. Sixteen school districts and one charter school across Minnesota agreed to participate in the Pilot. Six of the districts are implementing the full Model (all three components) and nine districts are implementing one or two components of the Model. The size of participating districts varies widely, ranging from 287 students to 7,356 students. In August 2013, the Joyce Foundation funded the University of Minnesota’s Center for Applied Research and Educational Improvement (CAREI) to conduct an evaluation of the Pilot. This report summarizes results of surveys and interviews conducted during November and December 2013 with Pilot participants. This status report is the first of three reports. The report for the entire Pilot year will be available in August 2014 and a final report, which will include information on the value-added assessments, an element of the student learning and achievement component, will be submitted to the Joyce Foundation in December 2014. The data in this report is preliminary and encompasses only the first three months of the school year; thus readers should not over-generalize the findings or conclusions presented here. The purpose of this interim report is to provide formative feedback to the Minnesota Department of Education (MDE).Item Minnesota State Teacher Development, Evaluation and Peer Support Model Pilot: Participant Recommendations(2014-02-06) Dretzke, Beverly; Ingram, Debra; Kwon, Melissa; Peterson, Kristin; Sheldon, Timothy; Wahlstrom, Kyla; Crampton, Anne; Dahmes, Shannon; Larabee, Kaitlyn; Lim, AliciaIn August 2013, the Joyce Foundation funded the University of Minnesota’s Center for Applied Research and Educational Improvement (CAREI) to conduct an evaluation of the Minnesota State Teacher Development, Evaluation and Peer Support Model Pilot. This report summarizes participant recommendations gathered via surveys and interviews conducted during November and December 2013 with Pilot participants. The report for the entire Pilot year will be available in August 2014 and a final report, which will include information on the value-added assessments, an element of the student learning and achievement component, will be submitted to the Joyce Foundation in December 2014. The data in this report is preliminary and encompasses only the first three months of the school year; thus readers should not over-generalize the findings or conclusions presented here. The purpose of this interim report is to provide formative feedback to the Minnesota Department of Education (MDE).Item Minnesota State Teacher Development, Evaluation, and Peer Support Model Evaluation Report(2015-01) Dretzke, Beverly; Ingram, Debra; Peterson, Kristin; Sheldon, Timothy; Wahlstrom, Kyla; Baker, Julia; Crampton, Anne; Lim, Alicia; Yap, ShannenItem Mobilizing Love in Literacy Classrooms: Connection, Resistance, and Pedagogy(2017-06) Crampton, AnneThat love has something to do with teaching and learning is a claim that finds its way into numerous, overlapping, and contending theoretical frameworks, including arguments from critical, progressive, psychoanalytic, feminist, and post-structural traditions. However, to date there is very little critical empirical research that seeks to better understand and make solid this claim, to link it to everyday classroom actions and interactions. This multi-site critical ethnographic study asks how love is mobilized in an exploration of powerful, sometimes difficult, moments of connection and learning in two English-Social Studies classrooms--one in a large city high school, and the other in a small charter middle school--with teachers who sought to challenge educational inequities through a critical literacy curriculum and critical instructional practices. Using mediated and critical discourse analysis to examine classroom actions and interactions, the study looks at how students affect and are affected by their social “others” in meaningful and complicated ways. A theory of “cosmopolitan desire” is offered to describe the affective experience of connecting across difference. The study also frames students’ aesthetic and resistant projects as expressions of armed love (Freire, 2006); these demands for self and community are necessary rejections of oppressive and damaging discourses, fueled by the desire to envision a more just social reality. Finally, the study explores practices of pedagogical love, finding instantiations of dialogic (Freire, 1996) and nurturing relationships (Noddings, 2013), as well as demonstrations of radical inclusion and love (Greenstein, 2016; hooks, 2003). This work has implications for how we might realize and better understand the stakes in the vague schooling goal of “getting along,” bearing in mind the ongoing conundrum in hoping that through public education, “youth [will] accomplish what we haven't been able to accomplish--to establish rich, vibrant, and cooperative interracial relationships, contexts, communities, and projects” (Fine, Weis, & Powell, 1997, p. 248). It also makes plain the scale of a teacher’s labor, and considers how to make academic literacy productions meaningful, and potentially transformative.