On Friday, November 9th, the Bradley PDS Partnership chartered a 55-passenger bus to the Illinois Association of Teacher Educators Fall Conference in Lisle, IL. The theme of the 1-day, statewide conference was “Common Core Standards: Restructuring Teacher Preparation for 21st Century Skills.” Bradley University and Peoria made a huge showing at the conference. Eleven teacher education professors, 2 English professors, 1 community leader, 13 practicing teachers/administrators, 10 student teachers, and 16 teacher education majors were in attendance. Moreover, 27 Bradley students, professors, and representa-tives from Bradley’s PDS sites presented at the conference.

Reflecting on the experience, 93% of Bradley PDS Partnership attendees reported that they learned something new about teaching and learning at the conference, and the same percentage said that they learned something they could use in their classroom. Moreover, 67% felt they had opportunity to network with other professionals, and 71% would like to participate in a future bus trip.

David Thompson, who co-presented a concurrent session with Dr. Celia Johnson entitled “Incorporating 21st Century Skills: Strengthening Common Core

Standards and Technological Literacy in the Social Studies”, commented, “The conference truly helped connect me even more to the professional side of teaching through meeting with other pre-service teachers, teach-er educators, and leaders in edu-cation.” (Continued on page 10.)

IATE FALL CONFERENCE A SUCCESS

BRADLEY UNIVERSITY

COLLEGE OF EDUCATION AND HEALTH SCIENCES

JOAN L. SATTLER , DEAN

FALL 2012

BRADLEY PDS

PARTNERSHIP POST

Bradley PDS Partnership

Spring Celebration

Thursday, April 18th 4:00 to 6:00 p.m.

Westlake Hall

See the Call for Proposals

on page 11.

PDS NEWS

“Cluster” Model 2

S.M.I.L.E. 3

A Change in the Wind 4

Manual Models 5

Old Dog, New Tricks 6

Health Fair/Get Moving 7

Building Away 8

World of Opportunity 9

Hands on ELL 10

SAVE THE

DATE!

PAGE 2 BRADLEY PDS PARTNERSHIP POST

Bradley’s Department of Teacher Education freshman field experience course, ETE 116: Schools and Schooling in American Society, allows students the opportunity to

exhibit professional and ethical behaviors during 25 hours of directed observations in an academic setting. Pre-service teachers work with small groups of children from birth through twelfth grade, collaborating with cooperating teachers in Peoria Area schools to develop foundational knowledge, a sense of school culture, and awareness of the social and emotional development of children.

During the fall 2012 semester, Bradley piloted an ETE 116 “cluster” model at Whittier Primary School. The pilot grouped two students into one classroom in grades kindergarten through third grade to provide greater support for Bradley’s pre-service teachers and Whittier’s students. Michele Smith, K-12 Reading Specialist at Whittier, worked with Dr. Noreen Dillon and Dr. Peter Olson at Bradley to secure the placements. At the end of the semes-ter, Whittier teachers’ comments were quite positive:

The student I have is able to work with students individually and in small groups. She has even done some whole group activities. I think we definitely need to continue this collaboration! It is a win-win situation for everyone involved.

Please count me in for next semester. I am always willing to have additional adults in my room assisting students. I will take as many as I possibly can!

My Bradley Buddies have been great! I would really love to have a couple come in and do interventions, re-teach, or work with a work station group.

The experience has been great for the students in my class. Overall, I think it has been a great program. The biggest factor at first was getting them to feel comfortable

and willing to participate. I have them focus on one-on-one or in small groups to work on gaps as we progress through the curriculum.

I enjoyed having a field experience student in my classroom. She was very helpful as a reading/homework buddy. I would be more than happy to take on another student during second semester. I would prefer just having one.

The Bradley pre-service teachers who participated in the cluster pilot also had good things to say: Having two people in one class is good for both the students and the teacher. I did a lot of one-on-one

reading with students who really needed extra services. I gained confidence in myself as a leader and role model for the kids, and made some really great relationships with the kids in my class.

I saw what it takes to work with students that have all different kinds of disorders such as ADHD, autism., and other disabilities. I learned a lot about teachers, teaching, students, and myself.

I appreciated being able to collaborate and talk about any problems or just our experience in general. We could also discuss how things were going in the classroom and any activities we were doing.

Initial findings indicate that the cluster model supports Bradley pre-service teachers toward accomplishing the ETE 116 goals, and supports Bradley PDS students in academic learning, especially in the area of reading. Bradley intends to continue the cluster model pilot at Whittier again during spring 2013, with intent to expand the model to additional Bradley PDS sites during the 2013-2014 academic year.

Bradley pilots a field experience

“cluster” model in teacher education By Noreen dillon

Fall 2012 Bradley PDS Partnership Post Authors

The articles in this issue were written and/or edited by the following people: Regina Howe, Noreen Dillon, Jana

Hunzicker, Peter Olson, Joan L. Sattler, and Bob Wolffe.

THANK YOU! The Bradley PDS Partnership

Council extends a special thank you to all of the guest authors who

contributed to this issue!

PAGE 3 FALL 2012

S.m.i.l.e. family fun fall festival

Benefits Local Families By deitra kuester

Real world collaboration skills were put to the test when Bradley students from Dr. Deitra Kuester’s Educational Collaboration class (ETE 445) successfully sponsored, organized and hosted the Family Fun Fall Festival during Parents’ Week. Project S.M.I.L.E. (Students Making an Impact and Leading Education) begins with seed money provided by Dr. Kuester (instructor of the course) and

her husband. The project supports a philanthropic, real world need that allows students the opportunity to learn and apply classroom concepts throughout the semester, while simultaneously giving back to the com-munity.

Building upon Amanda Danko’s (senior majoring in Special and Elementary Education) suggestion, with the leadership skills of her team (Katie Cullotta, Kelsea Sollberger, seniors majoring in Special and Elementary Education, and Jennie Balikov, senior majoring in Special Education), ETE 445 students came together and offered families and friends a variety of energy-packed, fun-filled, sensory-focused activities.

Creative talents among participants were demonstrated at the pumpkin decorating station, and others enjoyed the delicious baked goods and popcorn while judging donated scarecrows. Painted faces brightened the cornhole tournament, while children of all ages plucked prize-winning ducks from a pond, tossed multi-colored balls into pails, tested their skee ball and bowling skills, and won prizes at a variety of other kids’ games. Bob Sollberger (Peoria Fire Department) shared fire safety tips with participants, while Wags for Mags offered pet interactions and information about ser-vice dogs. Participants enjoyed live entertainment by Bradley’s own Improv Troupe, BBQ Kitten. Family fall photos with Lydia were sponsored by Bradley student organization HEAT (Help Empower and Teach). Al-umi-nium (AL) was a huge hit as the First Robotics Competition Team #2081 offered STEM interaction with robotics and scientific models.

Proceeds from the event were donated to the Peoria Regional Chapter of Autism Society of America, which is a local organization that provides support to families with children with exceptional needs in Peoria and surrounding counties.

Project S.M.I.L.E. ETE 445 Educational Collaboration Class of 2012: Pictured left to right (back) Katie Cul-lotta, Amanda Danko, Stefany Cornejo, Kristin Brosmer, Allison Borland, Kelsea Sollberger, Kyle Schmitt [volunteer], (front) Jennie Balikov, Dr. Deitra Kuester, Lauren Halverson, Josh Sepich [volunteer]. Class members not pictured: Carly Capadona, Rachel Donini, Samantha Gibbert, Katherine Gross, Shelby Lindaman, Tonya Mitchell, and Aimee Pilalis.

STUDENT-CENTERED

ADVISORY PROGRAM

AT MANUAL ACADEMY

PAGE 4 BRADLEY PDS PARTNERSHIP POST

When you look at the members of a school district, you sometimes wonder how they make it work. Many people have different viewpoints, ideas, and working styles; yet they still manage to achieve their number one goal: Teach the children of the future. When I conducted an interview of the new principal at Glen Oak, Principal Branscumb, I was intrigued to learn about her past educational experiences. Starting her teaching career in 1987, she has worked at four schools in the Peoria area. The last two schools she has worked at are Roosevelt Magnet and Glen Oak. At Roosevelt she was the assistant principal for two years, and then led the school as the principal for her remaining four years. It was after that that the superintendent reached out to her and asked for her assis-tance in raising Glen Oak to the same standard as Roosevelt Magnet.

I was intrigued to know her secret to being able to work with a large amount of middle school students. She explained, “You need them to think you are a half-a-bubble off. You have to be genuine because they pick up on that right away. You have to be creative because you have to keep their attention. You have to be flexible because you have to change things all day long.” After she told me that, I was able to reflect on how flexible my teaching has become since novice teaching at Glen Oak. I am currently teaching my unit and have learned that plans never happen down to the minute as I planned them to be. I have learned at Glen Oak that as a future teacher, you merely have to be genuine, flexible, and engage your students in learning.

Consequently, I asked Principal Branscumb what makes a school effective. Her answer was one simple word, teaming. She explained teaming as teachers in the same grade level teaming up together to form lesson plans, field trips for that particular grade, and strategizing how to prepare their students for standardized testing. She told me that teaming is the main objective when trying to fill a teaching position at a school. She explained that you are going to need the help and support of your fellow team teachers; therefore everyone on a team needs to be able to work together in a productive fashion. No one wants to feel alone on a team; therefore teaming is an essential ingredient in what makes up an effective middle school.

All in all, Principal Branscumb outlined that in order to have an effective middle school education you must have middle school students separate from primary school students, engaging and hands-on activities, and teach-ers with many different personalities that enable them work with the many different personalities of middle school students.

A CHANGE IN THE WIND AT GLEN OAK: AN

INTERVIEW WITH PRINCIPAL BRANSCUMB BY KATHRYN AGUIRRE

Martha Ewan-Skoczewski and Taunya Jenkins before presenting at the IATE Fall Conference.

At the IATE Fall Conference, Taunya Jenkins and Martha Ewan-Skorczewski delivered an interactive presentation about Manual Academy’s student-centered advisory program, which offers specific placement of students into small, daily learning communities according to their needs. The program offers a variety of content-specific enrichment, academic support, and development of social-emotional skills. Participants had an opportunity to analyze hypothetical student data and consider appropriate advisory placements based on specific student needs. Due to IATE participants’ enthusiastic response, Manual plans to present the topic again!

PAGE 5 FALL 2012

BRADLEY COUNSELING INTERN PARTICIPATES IN

MANUAL ACADEMIC PROGRESS CONFERENCES

On October 3rd, school counseling intern Jael Mahasi participated in Manual’s Academic Progress Conferences (APCs) for the first time. She reflected, “I was excited to help because I already have a background in teaching high school. I taught high school in Kenya, East Africa for seven years before immigrating to the USA. I also served as a student advisor during that time, so going to Manual re-kindled a flame that had been lying dormant for 14

years!” Jael spent about ten minutes talking individually to each student who came to her table. “Those who were weary got a word of encouragement. Those who were already excelling got kudos,” she reflected. “For those struggling due to challenges at home, she made recommen-dations for the school counselor. “It was very heartwarming to talk to those precious young men and ladies,” she said. “Just seeing the appreciation on their faces and most really saying thank you meant a lot. My only hope is that my being there impacted their lives for the better.” Jael is currently completing an internship at The Antioch Group, a private, faith-based organization serving clients who do not have insurance yet need counseling services. She will graduate in May 2013.

FUTURE MIDDLE SCHOOL TEACHERS

TOUR MANUAL ACADEMY BY DUSTIN BUTLER

On October 23rd, Dr. Hunzicker’s ETE 228: Strategies for Middle School Instruction class took an afterhours tour of Manual Academy. Adding to an already long day, Mrs. Zilkowski, the ninth grade academy leader, was gracious enough to take us through much of the school, answering our questions and explaining the school’s mission, struggles, and accomplishments.

Since we were there primarily to tour the middle school, Mrs. Zilkowski took us to this “school within a school,” and at six o’clock in the evening, I was surprised to see several teachers still on the job. Mrs. Zilkowski stopped for a moment to tell one of them, a first year teacher and Bradley graduate, the purpose of our visit. This first year teacher’s smile and warm greeting spoke volumes about the school climate that Manual is trying to promote.

Another matter of great importance at Manual Academy is attendance. As we have learned, middle school students need to belong and to feel successful. These factors are not lost on educators at Manual, who have turned attendance into a school wide movement, providing simple but meaningful rewards when goals are met. Of course, to succeed, you have to show up.

Last but not least, Manual Academy has developed a successful advisory program; no small feat when the fail rate for such programs vastly outweighs the successes. Manual’s advisory is so successful, in my opinion, because it focuses on acute needs, and prepares its teachers to meet these needs through rigorous professional develop-ment. Manual is a Title I school, which places most of the students in the “at risk” category. These students need constant feedback on their academic strengths, support where they are weakest, and a strong character develop-ment program. Manual teachers and administrators are working hard to meet these needs and prepare their students for success at the high school level.

They say you can’t teach an old dog new tricks. However, after many years of one individual working with one Bradley PDS site, I have enjoyed transitioning to four schools. In this process, I have kept our PDS program’s tradition of working with the schools to

develop projects that meet needs for both Bradley’s pre-service professionals and the students, faculty and staff at the school sites. Conversations continue to optimize the effects of Bradley pre-professionals’ work in PDS classrooms. For example, during fall 2012 Roosevelt Magnet School host-ed 18 Bradley novice teachers, and Trewyn K-8 School hosted 11. These substantial numbers infuse Bradley PDS classrooms with more minds and hands to support both students and teachers. It also assists Bradley pre-service teachers with transportation, since it enables many to carpool.

In addition, several school-specific projects have occurred. In September, Bradley students and faculty worked with a group from Roosevelt to refurbish the school’s court-yard. Discussions will commence soon to look at possibilities for Bradley students learning about K-8 social studies methods to work on unit planning.

At Manual Academy, implementation plans are nearing completion on several projects: Working with the Manual Rounds program as new teach-

ers visit classrooms and reflect upon what they observed; Providing Bradley student support to high school seniors

as they complete FAFSA (financial aid) forms for college; Involving pre-service teachers in assessing student writing

and using these data to support individual instruction; Including Bradley faculty in school-wide professional

discussion planned by the Climate Committee; and Training Bradley students for participation in the AVID

tutoring program.

These efforts are in addition to ongoing participation in Manual Academic Progress Conferences (APCs) where members of the Peoria community meet one-on-one with Manual students. At St. Mark School, tutor-ing programs and health support efforts continue. I will meet soon with the principals at both St. Mark and Trewyn to assess needs at their buildings and at Bradley so we can coordinate new programs to enhance learning opportunities for all. ~ Bob Wolffe

OLD DOGS , NEW TRICKS

AT FOUR PDS SITES

PAGE 6 BRADLEY PDS PARTNERSHIP POST

Three of Roosevelt’s 18 novice teachers (L to R): Loren Lacy, Kim Karpus, and Taylor Berkseth.

Three of Trewyn’s 11 novice teachers (L to R): Jennie Balikov, Kelsea Sollberger, and Anna Treesara.

FIRST GRADE LITERACY

COURSE CONNECTION

On November 9th, Dr. Peter Olson gave a presentation about the Whittier tutoring project at the Illinois Association of Teacher Educators (IATE) Fall Confer-ence. The presentation was entitled “Taking Methods Courses out of the ‘Ivory Tower’ and into the Schools.” Dr. Olson reflected upon this ongoing, three-year partnership that has allowed pre-service teachers the opportunity to teach literacy skills to first grade students at Whittier Primary School. Each semester, about 20 Bradley students from Dr. Olson’s literacy methods course work one-on-one with Whittier students on phonics, fluency, com-prehension, and writing. Michele Smith, K-12 reading specialist, and Stacy Pelphrey, third grade teacher, provided insights from the perspective of the Whittier community.

Did

you

kno

w? D

urin

g Fall 20

12

, Ro

oseve

lt ho

sted

18

Brad

ley no

vice teach

ers and

Trewyn

ho

sted 1

1!

On November 27th, Bradley nursing pre-professionals hosted the Fall Health and Safety Fair at St. Mark School. The purpose of the fair was to allow nursing students to practice their professional nursing roles as advocates and educators for children and families while providing a service to our local community.

The nursing students prepared for two months and submitted proposals to erect a health or safety station at the fair. After study-ing pediatric health promotion topics and cognitive and psychoso-cial development, the nursing students were directed to provide an interactive, developmentally appropriate station and use creative learning strategies to engage students while promoting health or safety awareness. Many used local resources such as HyVee, a fire station, the Bradley bookstore, and a dentist office for supply donations while others sought expert resources like Dr. Higgs from Bradley Student Health Services and a Child-Passenger Safety Technician from Children’s Hospital of Illinois. The nursing students prepared 17 health or safety stations with topics such as disability awareness, booster seats, weather safety, no bullying, and internet safety.

Overall, Bradley’s nursing students delivered three hours of fun and education for approximately 120 students from pre-K to fifth grade. St. Mark Principal Jimmie Moore declared this year’s event, “Another success,” and many of the school’s teachers commented on the creativity of the Bradley nursing students. St. Mark students remember this event year to year, looking forward to the visit from the Bradley Nursing Department. One student asked Professor Lambie, “Did you bring a fireman this year?”

PAGE 7 FALL 2012

GET MOVING : AN INTERDISCIPLINARY UNIT AT ROOSEVELT

During October and November, 20 Bradley pre-service teachers enrolled in Dr. Jana Hunzicker’s ETE 315: Methods of Literacy II course partnered with Mrs. Teresa Biddison’s sixth grade class at Roosevelt. The pre-service teachers worked with individuals and pairs of students to teach a five-day interdisciplinary unit about fitness. During the literacy portion of the unit, students read Get Moving! All About Muscles by Lisa Trumbauer (www.readinga-z.com), learned and practiced a reading comprehension strategy, learned two new vocabulary words, and complet-ed an expository paragraph about fitness. During the P.E. portion of the unit, students participated in fitness

stations focused on aerobic activity, flexibility, strength build-ing, and balance. The classroom partnership benefited the sixth grade students by providing one-on-one and small group instruction that promoted the lifelong skills of reading, writing, and fitness. The pre-service teachers benefited by planning and implementing instruction for actual students. Pre-service teacher Ellen Herkert commented, “It makes a world of differ-ence between simply learning how to write a lesson plan and actually getting to implement it with a student. It teaches you more than you could just sitting in a classroom and learning about it because you learn how to adapt to your student and teach in a way that most benefits him/her. It was a little nerve-wracking at first, but once I got comfortable I gained confi-dence and feel more experienced now as a future teacher.”

NURSING STUDENTS HOST

HEALTH & SAFETY FAIR AT ST. MARK BY AMANDA LAMBIE

Dr. Patricia Nugent and Julianna Alexander, an elementary science concentration major, had the opportunity to present at the Illinois Association of Teacher Educators (IATE) Fall 2012 Conference, held in Lisle, Illinois. “Build Away: How we Incorporated the “E” in STEM Education into an Early Child-hood Education Urban Setting” focused on describing an experience that occurred in spring 2012 in the after school program at Valeska Hinton Early Childhood Education Center. Julianna worked with Mrs. Kelly Erney (Valeska Instructor) to incorporate an engineering project with a few students in the afterschool program.

The students listened to a story about Javier and his sister. Then they were asked, How will Javier and his sister get across the river bank? After students learned about different bridge structures, they worked in groups to construct their own bridges. These bridges were then tested to see if they would be able to help Javier and his sister.

At the conclusion of the project, students were presented with medals in honor of their great work. Julianna reported that she learned an incredible amount about children of this age, specifically that even young children are capable of engaging in the engineering process. Students demonstrated their ability to Ask, Imagine, Plan, Create and Improve. The project and presenta-tion afforded an extremely valuable avenue for Julianna to be involved in close mentorship relationships with both Mrs. Kelly, Dr. Nugent, and students at Valeska Hinton.

BUILDING AWAY AT VALEKSA HINTON BY JULIANNA ALEXANDER AND PATRICIA NUGENT

PAGE 8 BRADLEY PDS PARTNERSHIP POST

Dr. Patricia Nugent and Julianna Alexander, following their presentation at the IATE Fall Conference.

The mission of the Bradley PDS Partnership is to promote

academic and professional development for P-12 students,

pre-professionals, practitioners, and professors.

In September 2012, each Bradley PDS site was given a 3x8 foot vinyl banner to display in their school’s main foyer. The banners feature the new PDS logo to remind visitors of our current PDS theme: lifelong learning and leadership.

“My student teaching experience has been great! I have learned so much. I honestly didn't know teachers have so many responsibilities. Not only are we educators but we have to be able to possess the qualities of a secretary, mother, nurse, counselor and so much more! It has definitely been challenging because I came in with a totally different mindset. I thought teachers JUST teach, but that is not the case. There is so much more!”

~ Kimberly Friend, Whittier Primary School, December 2012 Graduate

PAGE 9 FALL 2012

The inclusion of Trewyn K-8 School as a Bradley PDS site offers a world of opportunity and creative excitement for students who, though residing only a few miles from the Bradley University campus, are otherwise unable to access elsewhere the experiences available “on the Hilltop.” Bradley University’s diversity of creative and intellectual interests, educational and humanitarian involvements, and math, science, or technology innovators provide a tre-mendous resource base. As a Resource Coordinator for Trewyn K-8 School, the opportunity to personally consult with multiple professionals across this range of disciplines proves invaluable in the supplementation of school programming or provision of unique educational and artistic exploration opportunities for Trewyn students.

Interaction with Bradley University opens new worlds to a young person, inspiring them to view their talents and their schooling opportunities in an entirely new light; even presenting advanced education as an attainable goal. Our students will experience, with “live” audiences, the thrill of concerts, plays, and other perfor-mance venues, on campus or those traveling to our school site; perhaps even learn ing more about live television and radio on-site on the Bradley campus. Nutrition education and food preparation opportunities will help to enhance the ability of our children to prepare quality foods at home, creating healthy citizens. For Trewyn students, involvement with Bradley allows interaction with Bradley students and professional staff, opening to our children a world of diverse background and interests unattainable by other means. The richness of the Bradley PDS Partnership provides not only a unique wealth of educational enrichment for our young students, but the opportunity for Bradley University students to interact beyond the university environment and, as a result, impacting their community and the world. On behalf of this Resource Coordinator and others at PDS sites, thank you to Bradley University for reaching out to enrich the lives of area youth!

A World of Opportunity for trewyn By Pamela Rumba

On October 4, 2012, Holly Simpson was a guest speaker to pre-service teachers in the Bradley University education course, Methods of Literacy II: Reading, Writing, & Language Arts Grades 3-8. Mrs. Simpson teaches sixth and seventh grade reading at Harrison Community Learning Center in Peoria District 150. She provides literacy instruction in small group and individual sessions, which enables students to receive optimal help and creates an English-rich environment. Mrs. Simpson discussed her educational background and her experiences in teaching literacy to students of various ages and abilities. She further discussed her experience in teaching English Language Learners (ELLs). Mrs. Simpson discussed the challenge for both ELLs and teachers by providing the pre-service teachers with a work-sheet written in Spanish. Through this activity, the pre-service teachers were given the opportunity to see how ELLs feel within the classroom, which piqued their interest in possible strategies for teaching English acquisition. Furthermore, Miss Simpson went on to discuss how she makes herself available to her students, even outside of the classroom! The knowledge gained through this experience will greatly benefit the pre-service teachers in their student-teaching experiences and future classrooms. Students acquired more than facts and information about literacy, but insight from a respected teacher in the community. Mrs. Simpson’s interaction with the teachers created connections between the methods discussed in class and their application in the near future. Holly Simpson’s passion for teaching and the love she has for her students engaged all in the room. There is no doubt, the Bradley pre-service teachers will benefit from their newfound knowledge of literacy, strategies to motivate students’ development, and ability to instill a love of reading in all!

Instilling a Love of Reading at Harrison

By lyndsay hawk

Thank you

to Bradley

University

for

Reaching

out to

enrich the

lives of

Area Youth!

Harrison Community Learning Center was a site for practical experiences with Dr. Helja Antola Crowe's English Language Learner classes in November. Teacher candidates describe this experience. Adelina Gutierrez, who functioned as a team leader with Ms. Rosa Lopez' kindergarten classroom, writes, "We visited the classes twice during the fall semester. Our first visit was very encouraging. We read the book The Very Hungry Caterpillar by Eric Carle in Spanish. The children were divided into groups of five to six. Each group of Bradley students had an activity prepared before the visit. We rotated so that all the children could participate in all the activities. They enjoyed the songs by Dr. Antola Crowe; we sang in Spanish, English, and Finnish. We put in practice the teaching strategies that we learned in ETE 235: Methods of Teaching English Language Learners , and we were prepared to adjust our teaching methods according to the students’ needs. The children responded well. They were very eager to learn and to get to know us. They were very respectful and willing to listen. The students from Bradley enjoyed the visit as well; their facial expressions said a lot! We learned how to use books to develop our teaching strategies. The visits to Harrison helped me get an idea of what a teacher needs to prepare to teach children."

Callee Smick describes the visits Joy Quesada's fourth grade classroom. "The class was conducted almost entirely in English with Spanish used occasionally for clarification. We were able to

conduct two activities using several different strategies beneficial specifically with ELL students. During our first session, we read the students a story written in both English and Spanish. Then, we split students into groups for a game of Pictionary/Charades using both Spanish and English vocabulary from the story. Several groups chose to use both art and acting to demonstrate their vocabulary words. The students had a great time with this activity and also taught us a few Spanish words. During the second session, we did an activity using a "modeled talk" strategy. We read a different story that was written entirely in English. Following the story, we had whole class instruction on how to make a flip book. Students defined the characters, setting, problem, and solution of the story and drew their own pictures of each. The students’ drawings

were very creative, and it was interesting to see their interpretations of the different parts of the story. We ended each session with a group song and dance to engage a total physical response. The students loved getting up and moving, especially to sing songs in Spanish. The class was very warm and receptive. Between the two sessions we all quickly made some new friends."

Julia Janes adds: "One of my favorite parts of our class this semester was getting to visit Harrison. Going to Harrison gave me a chance to see some of the ways in which I could use my knowledge of the Spanish language in the classroom as a teacher. It was really helpful to apply the strategies from our class to a real experience."

HANDS 0N PRACTICE WITH ENGLISH

LANGUAGE LEARNERS AT HARRISON BY HELJA ANTOLA CROWE

PAGE 10 BRADLEY PDS PARTNERSHIP POST

Bradley pre-service teachers taking ETE 235: Methods of Teaching English Language Learners (ELLs) make flip books with ELL students at Harrison Community Learning Center.

The visits

to Harrison

helped me

get an idea

of what

a teacher

needs to

prepare to

teach

children.

The students

loved

getting up

and moving,

especially

to sing songs

in Spanish.

PAGE 11 FALL 2012

The Bradley PDS Partnership Council is currently accepting presentation proposals for the 2013 Bradley PDS Spring Celebration, which will be held on Thursday, April 18, 2013 from 4:00-6:00 p.m. in Bradley University’s Westlake Hall Professional Development Center. Soft drinks, coffee, hors d’oeuvres, and desserts will be served.

Poster presentations (tri-fold boards, please!) will take place between 4:00-4:30 p.m. All poster presenters should remain near their tri-fold board to answer questions during this time.

Roundtable discussions will take place from 4:40-5:00 and 5:05-5:25 p.m. All roundtable discussion presenters will lead two interactive, 20-minute sessions.

The afternoon will conclude with recognition and celebration of 2012-2013 Bradley PDS initiatives and accomplishments from 5:30-6:00 p.m. Door prizes will be awarded!

Students, teachers, professors, administrators, and others who have participated in projects at Bradley’s professional development schools during the 2012-2013 academic year are encouraged to submit a proposal that either 1) describes a recent Bradley PDS project or 2) explores a compelling educational topic or issue. Group proposals are welcome. Proposals that include presenters from both Bradley University and one or more Bradley PDS sites are especially encouraged.

All proposals should include a cover page with the following information: Lead presenter’s name, title/position, school/university, e-mail address, and phone number All additional presenters’ name(s), title/position(s), school/university, and e-mail address(es) Type of presentation: (Poster or Roundtable Discussion) Title of presentation:

All proposals should include an additional page (one page only) with the following information: Title of presentation: Type of presentation: (Poster or Roundtable Discussion) Brief description of presentation (for the celebration program): (50 words or fewer) Detailed description of the presentation that explains how a Bradley PDS project has accomplished (or the

presentation itself will accomplish) one or more of the following Bradley PDS Partnership goals: 1) Support or improve student learning and achievement, 2) Prepare professionals in education and health sciences, 3) Provide lifelong learning experiences and leadership opportunities, 4) Promote best practices in teaching, learning, and leadership, 5) Support the health and well-being of students, their families, and the profession-als who work with them.

Presentation proposals should be sent electronically, via e-mail attachment, to Sally Miller at samiller2@bradley.edu. The deadline for submission is 4:00 p.m. on Friday, March 8th. All proposals will undergo blind review by a committee of the Bradley PDS Partnership Council. Please contact Dr. Jana Hunzicker at jhunzicker@bradley.edu or 677-3201 with questions.

SAVE THE DATE

APRIL 18, 2013

4:00-6:00 P.M.

Bradley PDS

SPring Celebration

Call for proposals

1. Support and improve student learning and achievement.

2. Prepare professionals in education and health sciences.

3. Provide lifelong learning experiences and leadership opportunities.

4. Promote best practices in teaching, learning, and leadership through professional development and action research.

5. Support the health and well-being of students, their families, and the professionals who work with them.

We’re on the web! Visit the Bradley PDS Partnership webpage at:

http://www.bradley.edu/academic/colleges/ehs/centers/kemper/

BRADLEY PDS PARTNERSHIP

2012-2014 GOALS

The Bradley PDS Partnership is funded by the William T. Kemper Foundation - Commerce Bank, Trustee and Bradley

University’s College of Education and Health Sciences.

2012-2013 PDS Site Coordinators

Dr. Peter Olson polson@bradley.edu

(Glen Oak, Harrison, Valeska Hinton, Whittier)

Dr. Bob Wolffe rjwolffe@bradley.edu

(Manual, Roosevelt, St. Mark’s , Trewyn)

Contact Us

Bradley PDS Partnership 1501 W. Bradley Avenue

Westlake Hall Peoria, IL 61625 309-677-3329

Dr. Jana Hunzicker William T. Kemper Fellow jhunzicker@bradley.edu

Sally Miller Administrative Assistant samiller2@bradley.edu

Katie Johnson, a secondary education-mathematics major who presented a concurrent session entitled “Perspectives on Question Asking in Secondary Classrooms” with Dr. Patricia Chrosniak and Robert McMahon-Lovell, reflected, “The IATE Fall Conference is a great way to get information about what is new and upcoming in Illinois education. I will definitely try to go again next year!”

Bradley PDS teachers in attendance also recognized the value of the conference. Shanica Davis (BU alum, 1998) and Alona Dawson (1994, 1999) Interventionists, Glen Oak Community Learning Center wrote, “The IATE Fall Conference was an excellent opportunity for pre-service and veteran educators to network and stay abreast on the latest trends in education. We are appreciative of the partnership between Bradley University and Peoria Public Schools. Their collabo-rative efforts allow us to better serve our teachers in the 21st Century classroom.”

IATE FALL CONFERENCE (CONT .)