SPECIAL EDITION: The BYU–Public School Partnership

m c k a y t o d a y m a g a z i n e

SPECIAL EDITION 2012

d a v i d o . m c k a y s c h o o l o f e d u c a t i o n | b r i g h a m y o u n g u n i v e r s i t y

SPECIAL EDITION: The BYU–Public

School Partnership

ii SPECIAL EDITION 2012

special editionp s p

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21, 22, 26, back cover

M C K AY T O D AY M A G A Z I N E S P E C I A L E D I T I O N 2 0 1 2

p u b l i s h e r

Dean K. Richard Young e x e c u t i v e e d i t o r

Roxanna Johnson e d i t o r

Shauna Valentine

c o p y e d i t o r

Karen Seelya r t d i r e c t o r

Michelle Sorensen

e d i t o r i a l b o a r d

Steven BaughSharon BlackBarry GraffBrenda HoltomJanet Losser

Al MerkleyDuane Merrell Barry NewboldJoseph Parry Shauna Raby

Gary SeastrandKatie Van DykePaul WangemannNancy Wentworth

MCKAY TODAY MAGAZINE is published by the David O. McKay School of Education, Brigham Young University. © 2012 by Brigham Young University. All rights reserved.Photography by Bradley H. Slade.

VOLUME 8 ISSUE 2

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WHAT IS CITES?Steven Baugh

UNDERSTANDING THE FIVE COMMITMENTSJoseph Parry

UNIQUE FROM THE VERY BEGINNING K. Richard Young & John C. Wilkinson

features > >

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HISTORY OF THE BYU–PUBLIC SCHOOL PARTNERSHIP

PERSONAL EXPERIENCES WITH THE BYU–PUBLIC SCHOOL PARTNERSHIPVarious Authors

PARTNERSHIP = PEOPLE, PURPOSE, PROGRESSVern Henshaw

PARTNERSHIP IN ACTION

WHY WE TALKGregory Clark

practic es

my story >

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ThisspecialeditionofMcKay Today featuresingreatdetailourBYU–PublicSchoolPartnership,

which began in 1984. Wevalue all schools—privateand charter as well as traditionalpublicschools.OurBYUeducation graduates are preparedtoteachandserveinallsettings. But because we arecommitted to the educationofallchildren,wefocusmuchof our work on strengthening public schools, wherethe majority of our nation’sstudentsreceivetheirschooling.Overthepast28yearstheBYU Partnership has grownandmatured,butthemissionof simultaneous renewal of

both public schools and the BYU Educator PreparationProgramisstillourmainfocus. My first experience in teaching school childrenwasinaprivateschoolthatworkedcooperativelywithauniversity.Ilearnedmuchfromtheteachers,professors,andchildren.OvertheyearsIhaveobservedhowuniversityfacultymembersstrengthen schools through both their teachingand their research. The schools have been myresearch laboratory; without partnerships withschools, my research would not have been possible.Icontinuetolearnfromschoolpersonnelandfromthechildrenandyouthinourschools.Ihave

MessagefromtheDean

Dear Alumni, Faculty, Staff, Students, and Friends,

also observed hundreds of schools and manyuniversities benefiting from such partnerships.These institutionscontinually improvethroughprofessionaldevelopmentseparatelyand together: adopting researchbased practices, hiring welltrained graduates, andassistinginthepreparationofgreatteachers.Simultaneousrenewalisawonderfulprocess;Iamconvincedthatbothschoolsanduniversitiesbenefitfromunifiedendeavors,helpingandstrengtheningeachother. Our Partnership is innovative, representing a faithbased private university and fivepublic school districts. It continues to exemplifytrust,commitment,andharmony.Aspartof our renewal process, Partnership administrationandmembersspentthelasttwoyearsreviewingandreshapingguidingdocuments.Please examine the revised statement of ourPartnershipvisionandcommitments,approvedjustlastSeptemberandincludedinthisspecialeditiononpage5. I ask you to study and ponder this issueofMcKay TodaytobetterunderstandourloveanddevotiontoHeavenlyFather’schildrenandtheworkoftheBYU–PublicSchoolPartnershipin helping all children reach their potential.ThankyouforyoursupportoftheMcKaySchoolofEducationandofallchildrenandyouth.

Sincerely,

K.RichardYoung,Dean

2 3SPECIAL EDITION 2012 SPECIAL EDITION 2012

Former Dean Curtis Van Alfen(1972–1984) envisioned a partnership between public schools and

theBYUCollegeofEducationthatwouldenrich, inform, and strengthen BYU’spreparationoffutureeducators.Tofullyrealize its potential, the partnershipwould require meaningful interactionamong dedicated professional leadersand teachers in the schools and experienced researchers and professors inthe BYU College of Education (now theDavidO.McKaySchoolofEducation).Theproposed partnership was to balancevision,responsibilities,andgovernance,resultinginbenefitsforboththeCollegeof Education and partnership districts.Superintendentsofthefiveclosestschooldistrictssharedthesegoals.

This collaboration would requirethegiveandtakeofvaluedprofessionalservices.Theschooldistrictswouldprovide practical classroom experiencesfor teacher candidates and classroomteacherswouldpartnerwiththecollegefacultytomentorandsuperviseduringthis preparation. Discussions betweendistrict and university educators onknowledge, skills, and researchbasedpractices would blend theory into practice in meaningful ways. BYU and thedistricts would collaborate to producehigh quality research, with the schooldistricts supplying contexts and BYUcontributing research methods thatcouldcontinuallyimproveinstructionalstrategies and principles. Collaborationto develop and deliver researchbased

professional development programswould also contribute to continualsimultaneousrenewal. In addition to ensuring a balanceof participation and benefits for thepartners, this collaborative associationrequired careful thought regardinghowaprivatereligiousuniversitycouldsuccessfully partner with five publicschool districts. However, the districtsandBYU’sCollegeofEducationacceptedthischallengeofimprovingthequalityof teaching and learning for both K–12students and BYU teacher candidates.Together these university and publicschoolleadersansweredthetoughquestions, forged a structure, and agreedupon mutual commitments—and theBYU–PublicSchoolPartnershipwasborn.

FROM THE VERY BEGINNING

by K. Richard Young

& John C. WilkinsonA Faith-Based University and Five Public School

Districts Work Together for the Benefit of Children

The early painstaking work and unceasing dedicationtotheeducationofchildrenhaveextendedovernearlythreedecadesandmorethan40significant initiatives.Todaythisassociationstandsonastrongfoundationofmutuallyacceptedgoalsandprinciples,exemplifyingthegreatpotentialofcollaborativepartnerships.We’veworkedveryhardtomaintainthe shared values, goals, and commitments for meeting theneeds of the children and youth, teachers and administrators,andsponsorsandpatronsofeachmemberorganization,continuingthefocusonsimultaneousrenewalenvisionedbyDeanVanAlfenandfivesuperintendentsnearly30yearsago.

COMMITMENT TO COMMON VALUES TheBYU–PublicSchoolPartnershipvisionrestsonacommitment to character, including humility and trust, alongwithawillingnesstolistenandworktogetherforthecontinuousimprovementofeducation.Suchvaluesarecriticaltothetightlyforgedcommitmentsamongourpartners. The values and goals stated in various documents oraddresses authored by university and public school districtpersonnelcanbesynthesizedasfollows:

» Eachstudentisuniqueandhasindividualworth.» Eachstudentiscapableoflearning.» Learningisfosteredinaclimateof love,caring,

respect,trust,andacceptance.» Engaging in meaningful work and service con

tributestothequalityofstudents’lives.» Individual integrity, tolerance, and respect for

otherscontributetoabettersociety.

Initsownvisionstatement,theMcKaySchoolofEducationaddscompatiblecommitmentstofocusonimprovinglearningandteachinginordertostrengthenchildrenandyouth,preparenobleeducators,andextendthebenefitsofitsresearchandcreativeworktocontributetoimprovementoftheconstantlychangingworld.TheMcKaySchoolvisionisencompassedbythemissionofBrighamYoungUniversity,whichistohelpstudentsachievetheirhighestpotentialthrough“intensivelearninginastimulatingsettingwhereacommitmenttoexcellenceis expected and the full realization of human potential ispursued.”

COMMITMENT TO ALL STUDENTS Central to these Partnership values is a strong, sharedcommitmenttoensuringachievementforeverystudentandto preparing professional educators who will strive for thisideal.Patronsandeducatorsinthepublicschoolssupportbothapolicyandadeepcommitmenttothesuccessofeverystudent.

TheMcKaySchooliscommittedtofaithinGod,ourHeavenlyFather,withdeepconvictionsconcerningthedivinecapacityofeachindividual;facultyandteachercandidatessharethisperspectiveandthisgoal.BYUteachercandidatesfeelalevelofaccountabilitythatrepresentsacovenantofexcellencemadewithGod.Accordingly,teacherspreparedatBYUareseekingalevelofcreativity,competence,andcharacterthatcontributesto the success of the Partnership schools in which they aretrained and makes them very competitive in the process ofeventuallystaffingthedistricts’classrooms.

SIMULTANEOUS RENEWAL Fulfilling these shared commitments involves offeringmutualservicesthatresultinsimultaneousrenewalofteacherpreparation and schooling. As part of the McKay School ofEducation’sgoalofstrengtheningchildrenandyouth,wefocusonfivesignificantobjectives:

1. To develop children and youth of noble character who act with moral integrity and socialcompetence

2. To educate the minds of childrenandyouthtothinkcritically,solveproblems,andmakewisedecisionsastheycometopossessbroadacademicandculturalknowledge

3. To teach children and youth to beliterate, as demonstrated by theabilitytoreadandwriteeffectively(as well as to understand mathematics,science,thearts,andotheracademicpursuits)

4. To prepare children and youth forresponsiblecitizenship

5. TostrengthenfaithinandacommitmenttothegospelofJesusChrist

In addition, the McKay School provides opportunities for collaborativeresearchwithschoolpersonneltodetermine effective practices for meetingschool administrative and curriculumneeds and, when appropriate, supportsand provides training for such innovations as endorsement for teachingEnglishlanguagelearnersandthedevelopment of professional learning communities. Thus Partnership membersworktogetheraseducatorstobestserve

BYU–PSP STATISTICS

schools*

students**

teachers

SEPTEMBER 2012

197

174,089

8,063*Number of schools excludes pre-schools

and adult schools.**Number of students excludes pre-school

and adult students.

4 SPECIAL EDITION 2012

and educate children. This is the BYU–Public SchoolPartnership’s vision for the future of our communitiesandournation.United,weworkcollaborativelytoservetheneedsofchildrenandyouth.

UNIQUENESS OF HERITAGE ThePartnership’svalues,commitments,andcollaborationarepermeatedbyBYU’suniqueorientation,based on the original charge given by its namesakeBrigham Young: “I want you to remember that yououghtnottoteacheventhealphabetorthemultiplicationtableswithouttheSpiritofGod.”TodaytheMcKaySchoolofEducationstillprepares futureeducators toseektheSpiritofGod inall their teachingendeavors.We strive for preparation that encourages our graduatestogoforwardwithacommitmenttoserve,praying

forguidanceandinsightconcerningeverychildundertheirstewardship.Theconvictionofthedivineoriginofeverystudentisaccompaniedbytheknowledgethateachoneiscapableofintellectual,emotional,andspiritualenlargement.

CLARIFICATION OF DIRECTION ThisdiscussionofbasicpartnershipprinciplesandcommitmentsofafaithbaseduniversityandfivepublicschooldistrictsrelatesbacktoinstructiongivenbyDavidO.McKay,formerpresident(1951–1970)ofTheChurchofJesusChristofLatterdaySaints:

“Theteachingofreligioninpublicschoolsisprohibited,buttheteachingofcharacterandcitizenshipisrequired.”Wecanandwemustteachcharacter, conduct,andciti-zenshipalongwithacademiccontent.PresidentMcKaytaughtthatthese“threeC’s”arecentraltosocietyandtoourcapacitytoserveotherswithcivility.Thesequalitiesresultinaserviceorientationandacommitmenttothecommongoodbornoutofrespectandconsiderationforindividuals’personalgood.Thesegoalsbringtogetherthemultifacetedvalues,commitments,andobjectivesofthePartnership. TheextenttowhichPresidentMcKay’smandateisachieveddependsonbothuniversityandschoolfaculties,whoprovideacontextthatnotonlyencouragesintellectual development but also strengthens character. When BYU faculty membersnourishspiritualityandcommittoprepareteacherswiththevaluesofcharacter,conduct,andcitizenship,theseteachersnaturally“payforward”thequalitiestothosetheywilleventuallyteachandserve.AsMcKaySchoolteachercandidatesconsider

theroleoftheSpirit intheiruniversitylearning, they are invited to connecttheirfoundationalreligiousbeliefswiththeiracademicpreparation. The Partnership between BYUandthepublicschoolsdoesnotrequirethatthesevalues,beliefs,andresultingactions be buried simply because theyare founded in and consistent with areligious orientation. Every partner inthisuniquecommitmentisdedicatedtobringingcivility,character,andcitizenship, along with academic excellenceand social competence, into the teachingofeachstudentforthebenefitofourcommunities,nation,society,andworld.Indeed,asPresidentDavidO.McKayhassaid,“Upontheeffectivenessof...teachinghangsthedestinyofnations.”

K. Richard Young is the current dean of the McKay School of Education and faculty member in the Department of Counseling Psychology and Special Education. He has 38 years of experience working with high-risk children, youth, and families and has directed several major research and development projects. The BYU–Public School Partnership has grown and changed significantly during his term as dean.

John C. Wilkinson teaches in the Department of Teacher Education. He earned his PhD from BYU in instructional psychology in 1975. John has worked as a consultant for Apple Computer and Control Data, and he has created technol-ogy and educational products for school dis-tricts, industries, and corporations.

For a fully referenced version of this article, please visit education.edu.byu/news/magazine/partnership.

The BYU–Public School Partnership—comprising five school districts, the university colleges of arts and sci-ences, and the David O. McKay School of Education—exists to simultaneously renew public schools and

educator preparation through consistent collaborative inquiry, mutual reflection, and positive change involving both university and public schools.

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byu-psp1984

public school partnershipbrigham young university–

Vision and Commitment Statement

Public education is the cornerstone of a civil and prosper-ous democratic community.

Education is a public imperative, a moral endeavor, and a shared responsibility for all members of society.

Public schools exist to provide access to education for all, which includes both academic mastery and personal development for the purpose of maximizing students’ potential to participate fully and productively in society.

The university supports schools by preparing educators who master their disciplines and who understand and implement curriculum and instruction that support their students’ learning and development through ongoing research and inquiry leading to dialogue and action that directly benefit schools.

Civic Preparation and Engagement. The Partnership prepares educators who model and teach the knowl-

edge, skills, and dispositions required for civic virtue and engagement in our society.

Engaged Learning Through Nurturing Pedagogy. The Partnership develops educators who are compe-

tent and caring and who promote engaged learning through appropriate instructional strategies and positive classroom environments and relationships.

Equitable Access to Academic Knowledge and Achievement. The Partnership develops educators

who are committed to and actively provide equitable access to academic knowledge and achievement through rigor and mastery of curriculum content and instructional skills.

Stewardship in School and Community. The Part-nership assists educators in becoming responsible

stewards in their schools and communities by dedicating themselves to shared purpose, renewal, and high standards of educator competence and learner performance.

Commitment to Renewal. The Partnership fosters in educators a commitment to renewal through consis-

tent inquiry, reflection, and action within their professional practice, resulting in continuous improvement.

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partnership beliefs partnership commitments

commitments to our future

civic preparation and engagement

The Partnership prepareseducators who model andteach the knowledge, skills,anddispositionsrequiredforcivicvirtueandengagementinoursociety.

1COMMITMENT

6 SPECiAL EDiTiON 2012

engaged learning through nurturing

pedagogy

The Partnership develops educators who are competent and caringandwhopromoteengagedlearningthrough appropriate instructionalstrategies and positive classroomenvironmentsandrelationships.

2COMMITMENT

7SPECiAL EDiTiON 2012


WHAT IS C

ITES?

WHAT IS C

ITES?

The get

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done g

roup

by stev

en baugh

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ations b

y shaw niel

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Partnership schools. Once the GoverningBoardcreatesthevisionandchoosesobjectives for each improvement initiative, itsmembers turn to an organization in theMcKay School to hammer out the detailsand organize the structure, time, andpersonnel necessary to meet each objective. Superintendent Nielsen said, “TheGoverningBoardmemberssetthedirection,butthereisnowaywehavethetimetoputour ideas into action. That is left for our‘getitdone’group.Withoutthem,theideaswouldremainjustthat—ideas.” Whatiscommoninthesethreeexamples? How did these programs come tofruition? Where is the getitdone group?The answer is CITES, the Center for theImprovement of Teacher Education andSchooling.Developedin1996andlocatedintheMcKaySchoolofEducation,CITESfacilitates the work of the Partnership to bringabouttheimprovementofteachereducationand schooling. CITES is a departmentlikeunitwithintheMcKaySchoolthat,amongits many responsibilities, serves the BYU–PSP: five Utah school districts, the McKay

Brian griffith participated in anextensive twoyear professionaldevelopment program to increasehisabilitytoteachreading.Hejoined30 other teachers in classes taughtbyprofessorsfromtheDepartment

ofTeacherEducationintheMcKaySchoolofEducationaswellasfromtheDepartmentofEnglishintheBYUCollegeofHumanities.Whenhefinishedtheprogram,hereceiveda state reading endorsement. Brian commented,“I’venothadabetterprofessionaldevelopmentexperience.Thecourseswereveryhelpful.Myfourthgradersarebetterreadersandareenjoyingitmore.” Richard Sudweeks, a professor inthe McKay School’s Department ofInstructional Psychology and Technology,directsadoctoralprogramfocusedoneducationresearchandevaluation.WorkingwiththeBYU–PublicSchoolPartnershipisvitaltothisdegreeprogram.Eachfallparticipatingstudentsmeetwithrepresentativesoftheschooldistrictstolearnabout

issues of importance.Studentsareassignedtodocriticalliteraturereviews on identifiedproblems and reporttotherequestingdistrict. Dr. Sudweekspraises this collaborative university–schooldistrictproject:“This oppor tunityto conduct a criticalreviewonissuesthat

aredirectlyrelevanttotheparticipatingschooldistrictsprovidesveryvaluableexperienceforourstudents.Theytakethetaskseriously,andfromfeedbackwehavereceivedfromthedistricts,itappearstheinformationhasbeenusefultothem.” RickNielsenhasbeenamemberoftheGoverningBoardoftheBYU–PublicSchoolPartnershipsincehewasappointedasasuperintendenttwoyearsago.EachmonthhemeetswithfourothersuperintendentsandthedeanoftheMcKaySchoolofEducationtodiscusshowtoimproveteachereducationand

cites facilitates the work of the partnership to bring about

the improvement of teacher education and schooling.

SchoolofEducation,andtheBYUcollegesofartsandsciences. Currently I am fortunate to have theresponsibility of directing the daytodayworkings of CITES. I have been involvedwiththeBYU–PublicSchoolPartnershipformore than half of my 40plus years in thefieldofeducation,andthroughmyserviceinCITESIhavecometorealizehowessentialitistothePartnershipoperation.

what’s in a name? What’sinaname?Sometimesalot.LookatthenameCITES,forexample.TheCinCITESstandsforCenter,acentermadeupofcapablefullandparttimeemployeeschargedwiththe daytoday work of the McKay Schooland the Partnership. I stands for improve-ment. UndertheleadershipofCITES,teachereducatorsandschoolpersonnelcontinuallyworktoimproveeducationandmeetneedsofpreK–12anduniversitystudents.TEisforteacher education,whichincludespreparingall those who help children learn and succeed in school. S stands for schooling. And,finally,acriticalbutoftenoverlookedwordinthefulltitleisthewordand. Ithasoftenbeen said by others—and I firmly believeit as well—that good schools cannot existwithout good teachers, and good teacherscannot be prepared without good schoolsandstrongeducationprograms.Theentirename,CenterfortheImprovementofTeacherEducationandSchooling,isheldtogetherbythesignificantlittlewordand. CITES can also be described usingmetaphors. One of my colleagues, PaulWangemann,usestheimageofabridgetodescribe CITES because CITES so often createsbridgesbetweenBYUandPartnershipschools. Ikeep inaprominentplace inmyofficeapicturePaulgavemeofabridge;itremindsmethatCITESalsocreatesbridgesbetweenneedsandsolutions.

Teacher education

Assessment/evaluation and student progress

Positive behavior support initiative

Open education resources

Literacy/English language learners

Character education

Grant seeking

Product development

Associates

University Council on Teacher Education (UCOTE)

Central Utah Science & Engineering Fair

Partnership advisory councils

Student teaching /internships

District liaisons and clinical faculty associates

Conferences: Literacy Promise, Instructional Leadership

Principals Academy

A.R.T.S. Partnership & Mathematics Initiative

Leaders Associates

English Language Learners

State endorsements: Gifted & Talented, Teaching English Language Learners, math, reading, special education

Foreign Language Fair, Spanish Resource Center, Chinese Flagship Center

Instructional coaching

three divisions within cites building bridges

education research division

education support division

professional development division


Forexample,CITESoperatesnumerous professional development opportunities, suchas the Principals Academy—aprogram that bridges practicing school principals with theMcKay School’s Departmentof Educational Leadership andFoundationsasrepresentativesmeet in professional learningcommunities.BridgingtakesplaceinthePartnershipGoverningBoardmeetingswhensuperintendents and the dean of the McKaySchool of Education collaborate to find waysthey can work together to strengthen bothteacher education and public schools. I alsothinkofbridgingthroughresearch:researchconductedintheschoolsonissuesthatreallymatter to the schools, benefiting both theschools and the university faculty. Suchbridgescreateincrediblepossibilities.

when did it all begin? The BYU–Public School Partnership wasestablished in 1984 by the David O. McKaySchool of Education and five public schooldistricts: Alpine, Jordan, Nebo, Provo, andWasatch.DuringitsearlyyearsthePartnershipyieldedseveralsignificantaccomplishments.But despite its ideals and its promises, thenumberofcollaborativeactivitiesremainedatafairlyconstantlevel. WhenIbecamesuperintendentofAlpineSchoolDistrictin1988andthusamemberofthePartnershipGoverningBoard,IwasgratefulfortheopportunitytoassociatewiththedeanoftheMcKaySchoolandtheothersuperintendents, but I noticed that the breadthanddepthofwhatwedid,thoughimportant,

remainedfairlylevel.AsIlookbackonthosedaysnow,Irealizethatthisearlyworkwassettingastrongfoundationforanexplosionofactivitythatbeganinthe1990s. What was the nature of the explosion? What caused it?Thereisnosingleanswerforeitherquestion.Butfrommyobservation I believe the answers include people like Jim Bergera,Myra Tollestrup, and Robert (Bob) Patterson. Jim became thePartnership’s executive director, Myra was the director ofPartnership professional development, and Bob became thedeanoftheMcKaySchool.Jimprovideddirectionforaninfusionoffundsfromfederalgrants,Myraprovidedleadershipinprofessionaldevelopmentprograms,andBobbegantoformulateastructuralchangeintheMcKaySchoolthatcouldprovidethe support for potential Partnership contributions. In 1996DeanPatterson’sideasculminatedinformingtheCenterfortheImprovementofTeacherEducationandSchooling. UnderDeanPatterson’s leadership,thecentergrewfroma concept to a working unit. The Partnership has developedand implemented an increasing number of programs. DeanPatterson also reached out to important additional partnersin the BYU colleges of arts and sciences, which have criticalroles in preparing teachers for secondary schools: Fine Artsand Communications; Biology and Agriculture; Physical andMathematical Sciences; Life Sciences; Humanities; Family,Home,andSocialSciences;andEngineeringandTechnology. BythistimeIwasthechairoftheGoverningBoard.ImarveledathowDeanPattersonreachedouttothedeansofthearts and sciences and garnered their support. I marveled athowhereachedouttothesuperintendents,askinguswhatit

waswereallywantedtodotostrengthenourschoolsandwhathecoulddotohelp.Hemademefeellikeacolleague—anequal.Ineverfelttheleastindicationoftheuniversitycondescendingtohelptheschools.Hisapproachwasmotivatingtoallofus.

what is the future of cites? WiththeappointmentofK.RichardYoungasdeanoftheMcKaySchoolin2003,CITEScontinuedtogrowandchange.In2004DeanYoungfeltthatCITESneededafulltimedirector,anditwasatthatpointasthenewdirectorItrulybegantolearnthe

magnitudeofCITES’promise.Theevolutioncontinues.RecentlyCITESwasorganizedintothreedivisions:educationsupport,professionaldevelopment,andresearch—furtherfocusingoureffortstobemoreeffective.WithDeanYoung’ssupport,professionaldevelopmentexpandedtoprovideopportunitiesforMcKaySchoolfacultyaswellaseducatorsintheschools.Theroleof researchhasbeenstrengthenedsignificantlytomeetPartnershipneeds.UnderDeanYoung’sleadership,numerousresearchprojectsbeganandpublicationsincreasedmarkedly,withincreasedemphasisindoingtheresearchinschoolsforthebenefitofstudents. CITESremainsaflexibleorganization,capableofassumingdifferentrolesinfosteringandsustainingrelationshipsamongpartners.Wecontinuetobridgebetweentheschoolsandtheuniversity, providing over 40 different activities, programs,and initiatives to renew teacher education and schools. ThemissionofCITESistoassistinbringingaboutthesimultaneous

renewalofeducatorpreparationandschoolsthrough serving the public schools, theSchoolofEducation,andtheBYUcollegesofartsandsciences.CITEScontinuestooperateasaunitoftheMcKaySchool,functioningunderthedirectionofthedean.LikeNeboSuperintendentRickNielsen,IliketothinkofCITESasthegetitdonegroup.Thedeanand district superintendents set directionandCITESpersonneladdressthedetails.

SomethingsintheBYU–Public School Partnershiphave changed through theyears:moreactivitiesoccur,more people are involved.But other things haven’tand won’t change—especially the trust and opencommunication necessaryamong members and thestrong sense of unselfishness. Most impor tant,

renewal of educator preparation andrenewalofschoolsmustoccuratthesametime. One can’t achieve its full potentialwithouttheother.CITESwillbethebridgethatgetsitdone.

Steven Baugh is director of the Center for the Improvement of Teacher Education and Schooling and executive director of the BYU–Public School Partnership. He is also an associate professor in the Department for Educational Leadership and Foundations. Baugh served as the Alpine School District superintendent for 12 years. Baugh has also been a school principal and a math teacher.

Questions (See CITES website at education.byu.edu/cites/faq)

To view this article online, please visit education.edu.byu/news/magazine/CITES.

“renewal is based upon a trust grounded in relationships. those who best know the work of education are the best people for making improvements.” —Gary Seastrand

a c c o m p l i s h m e n t s

• Partnership tripartite adopted: School of Education, BYU colleges of arts and sciences, and school districts

• Center for the Improvement of Teacher Education and Schooling (CITES) created

• Associates programs developed• Professional Development Academy (PDA) created• Partnership-wide Balanced Literacy Program initiated • Bilingual/ESL Endorsement Through Distance Education

(BEEDE) created • University Council on Teacher Education (UCOTE) organized• Leadership in the 21st Century Conference initiated

• Tripartite Partnership Advisory Councils created for programs in elementary and early childhood education, secondary education, and special education

• Educator Preparation Program (EPP) formed as BYU’s teacher accreditation unit

l e a d e r s h i p c h a n g e s

• Nebo: Sup. Carl Nielson (1999)• Alpine: Sup. Vern Henshaw (2000)• Provo: Sup. Patti Harrington (2001)• Wasatch: Sup. Terry Shoemaker (2001)• Provo: Sup. Randy Merrill (2003)• BYU: Dean Richard Young (2003)• BYU–PSP/CITES: Steven Baugh (2003)• Nebo: Sup. Chris Sorenson (2004)


• Education Doctorate program developed• Education Advisement Center, Field Service

Office, and McKay School Scholarships Office combined and named Education Student Services (ESS)

• Communication Disorders (ComD) changed to a limited enrollment program

• Instructional Coaching Initiative formed• Elementary Education majors prepared

to graduate with K–6 licensure instead of K–8 licensure

• Elementary Education majors graduate with a minor in Teaching English to Speakers of Other Languages (TESOL)

• New Partnership Vision and Commitment Statement created


• Nebo: Sup. Rick Nielsen (2010)• Jordan: Sup. Patrice Johnson (2011)• Provo: Sup. Keith Rittel (2012)


• BEEDE changes to the Teaching English Language Learners (TELL) program

• Education Inquiry, Measurement and Evaluation (EIME) doctorate program developed

• Physical Education Teacher Education (PETE) merges into the Department of Teacher Education

• CITES reorganized into three divisions: education research, education support, and professional development

• BYU–Public School Partnership 25th anniversary celebrated

• Literacy Promise Conference initiated

l e a d e r s h i p c h a n g e s• None


• Formed April 16, 1984• Cohort for the Leadership Preparation

Program (LPP) organized• Summer gifted/talented programs developed

f o u n d i n g pa r t n e r s

• BYU: Dean Curtis Van Alfen• Alpine: Sup. Clark Cox• Jordan: Sup. Ray Whittenburg• Provo: Sup. John Bennion• Nebo: Sup. Wayne Nelson• Wasatch: Sup. Doug Merkley


• BYU: Dean Ralph Smith (1984)• Provo: Sup. James Bergera (1985)


• Ramses II, Bicentennial of the Constitution, Olympi-ans, Environmental Partnerships, Discovering Space, and Celebration of the Arts curriculum created by the Gifted/Talented Task Force


• Wasatch: Sup. Henry Jolley (1986)• BYU: Dean Dan Andersen (1988)• Alpine: Sup. Steven Baugh (1988)


• Commitment to the Agenda for Education in a Democracy finalized

• Leadership Preparation Program (LPP) restructured to consist of 80% fieldwork

• Teacher preparation programs restructured to be field based

• Gifted Education Teaching Endorsement created


• Nebo: Sup. Denis Poulson (1990)• Provo: Sup. Kay Laursen (1990)• BYU–PSP: James Bergera (1990)• BYU: Dean Robert Patterson (1992)


• Elementary Education program restructured to include all faculties from the Elementary Education Department, representatives from all partner school districts, faculty from the arts and sciences departments across campus, and undergraduate students

• Secondary teacher education curriculum revised• Department of Teacher Education combined

to include early childhood, elementary, and selected secondary programs

• Name College of Education changed to David O. McKay School of Education

• Clinical faculty associate (CFA) position created


• Provo: Sup. Mike Jacobsen (1994)• Jordan: Sup. Barry Newbold (1995)• Wasatch: Sup. Danny Talbot (1995)

For a printable PDF of this timeline, please visit education.edu.byu/news/ magazine/history.

illustration by aaron garza

equitable access to academic knowledge

and achievement

ThePartnershipdevelopseducators who are committedto and actively provide equitable access to academicknowledge and achievementthrough rigor and masteryof curriculum content andinstructionalskills.

3COMMITMENT


stewardship in school and community

ThePartnershipassistseducators in becoming responsiblestewardsintheirschoolsandcommunities by dedicatingthemselvestosharedpurpose,renewal, and high standardsof educator competence andlearnerperformance.

4COMMITMENT



isn’tquitetherightmetaphor.Tobesure,inmanyofourrelationshipswethinkofthemlikeaplantoratree.Theygrow,therootsdeepen,andthetrunkandbranchesstrengthenandextend.Buttreesdon’tmatureatasteady,regularpace.Everyspringa tree experiences a form of regeneration—a rebirth. Spring is a time of renewal,andthosewhotendornurturetreesdothingstohelpthemexperiencerenewal.Forexample,pruningispartofaprocesstohelpatreerenewitself. FortheBYU–PublicSchoolPartnership,renewalhasbecomeapowerfulconcept.Atonelevel,renewaldescribestheworkwedoasthePartnership.Asteachers,asadministrators,andthereforeasstewardsofourschools,weseektofacilitateandengageourselvesinthesimultaneousrenewalofourunderstandingandourpracticeatalllevels.CollaborativeresearchandregularreflectiononourmethodsandstrategiesareonlytwoofmanywaysthatprofessionalsatalllevelsofthePartnershipimprovewhatwedoforchildren. ButrenewalisalsoanoverarchingpurposeofthePartnershipinitsownright.Asweworkalongsideourpartners,werefreshandreestablishourcommitmenttoeachotherandtothechildrenweserve.Relationshipsmustbecontinuallyrenewed.Forexample,husbandsandwivesrenewtheirmarriagevowsdailyinthewaythattheytalktoeachother—eveninthewaysthattheylookatandtoucheachother.Thesimpleactoftalkingoverwhattheywillhavefordinnersignalsacommitmentthattheywilldosoasamarriedcouple.Itisawayofexpressingacommitment—nottothepresent,buttothefuture.Suchsmalldailyactsbecomemomentswhenspouses

The Brigham Young University–Public School Pa rtnership (BYU–PSP) is exactly what it saysit is: a partnership. It is a partnershipbecausetheprofessionalswhoteach and administer programs

in our public schools and the professionals who prepare those teachersand administrators for their careersare equally yoked in the service of ourchildren. Establishing the Partnershipdidn’texactlycreateanewrelationshipbetween university and public schoolprofessionals; rather, it recognized thata special relationship already existedamongthosewhoworkinteachereducationprograms,theartsandsciences,andthe public schools. Twentyeight yearsagonow,BYUandfiveUtahschooldistricts—Jordan, Alpine, Provo, Wasatch,and Nebo—formed the BYU–PSP to formalize this special relationship, a relationshipboundbyourcommonconcernforthequalityofeducationweprovideourstudents. Like any good relationship, ourPartnership needs to be continuallynurtured. Perhaps nurturing, though,

by joseph parryillustrations by shaw nielsen

U N D E R S TA N D I N G

C O M M I T M E N T SF I V E

the


speak to each other again the words ofcommitment they uttered during themarriageceremony.Thewordsofamarriageceremonyareessentiallypromises,statementsofintention,investmentsinafuturenotyetrealizedbutonethatweliveandworktowardfromthatmomenton.Paradoxically,werealizethatfutureinremakingthosepromisesandrenewing those commitments day by day,momentbymoment,inthewaythatweliveandworktogether. Thisprincipleofrenewalappliestoall human relationships, especially tothekindsofrelationshipswewanttofosterintheBYU–PublicSchoolPartnership.As we work together on our commonconcernsinthisPartnership,weseektocontinuallyrenewfiveexplicitcommitmentstoeachotherandtoourstudents.

CIVIC PREPARATION AND ENGAGEMENT

Partnership members are committednotonlytoteachstudentscivicvirtueandengagementinoursocietybutalsotomodelskills inthewaysweinteractinschools.Manyindividuals learnfirstatschoolhowtoactlikeamemberofacommunityorlikeacitizenofanation.Inschoolweexperiencewhatitmeansto

liveandworkwitheachotherinourdifferences.Itis,infact,theurgencyoflearninghowtolivewith each other in ourdifferencesthatmakesthePartnershipsocommitted in particular topubliceducation. Innoothercontextbut in public schoolsdo all children havethe chance to learn about the democratic processes that were designed tobringcitizenstogetheraroundcommonconcerns and for the common good.Additionally, children are participantswho enact those processes in the reallife community that emerges in theclassroom,inthelunchroom,andontheplayground. No other organization orinstitutioncallsallchildrentogethernotonlytomemorizeandrecite thePledgeofAllegiancebutalsotodevelopasenseof“indivisibility” inthecommunity,toexperiencethekindofworkineverydaylifethatisrequiredtomaintain“libertyand justice for all.” Despite the differencesinculture,ethnicity,incomelevel,orreligioninourcountryandourcities,publicschoolsarethefirstandperhapstheonlyplacesleftwhereacommoncul

turegroundedintherightsandresponsibilitiesofcitizenshipcanbelearnedandpracticed. As the Partnership we continuallycheckourselvestomakesureweexemplify as well as teach the virtues andhabitsofcitizenship,civility,andactiveengagementinademocraticwayoflife.OneofthebestplacestodothisisinanAssociates Program held annually ineachofthefivedistricts.AfewyearsagoIwasaparticipantintheProvoDistrict’sprogram, during which we read anddiscussed the book First Democracy: The Challenge of an Ancient Idea byPaul Woodruff, a historian of classicalantiquity and a contemporary philosopher. Woodruff not only describesancient Athens’ attempt to establisha pure democracy but also explores to

many individuals learn first at school

how to act like a member of a community . . .

1

i walked toward the McKay Building filled with trepidation. Going back to school after a 20-year break was something I was not sure I could do. How was I going to com-pete against younger brains—flexible, tech

savvy, and disciplined?

Though that’s how I felt my first day in the master’s in education program at BYU, I soon found that I could learn at the required pace and even enjoy the process. Because of the BYU–Public School Partnership, I had the opportu-nity to complete my degree while working as a clinical faculty associate (CFA). Without the flexible CFA work hours, supportive professors, and scholarships provided by BYU, I would not have been able to achieve that goal.

Working in schools as a Partnership facilitator and on campus as a CFA, I have been able to see the Partnership from both sides. I have seen how the teacher interns, outreach programs, and collaborative research provide benefit and support to the public schools. I’ve also noted that the BYU teacher preparation program could not sur-vive without district support. I have watched how the Partnership enhances the individual lives of students, teacher candidates, and novice teachers—even veteran teachers like me. As a direct result of the instruction and mentoring I received at BYU, I am better able to complete my present responsibilities as a special education coor-dinator in Provo School District. It is a rare day when I do not draw on the knowledge I gained from my coursework at the McKay School. Ultimately my experiences with the Partnership have taught me that I am never too old to learn and grow.

MY STORY

AN EXPERIENCE WITH THE BYU–PUBLIC SCHOOL PARTNERSHIP

CFAs are experienced teachers who receive a two-year paid leave from their district to work collaboratively with mentor teachers who oversee practicum students; they also work with content specialists at BYU. CFAs act as liaisons between BYU’s student teachers and the districts.

what extent the principles of democracythatbegantherehaveorhavenotenduredintoourownmodernformsofdemocratic government. The Atheniandemocracy did not work very well inpracticeforanumberofreasons,andnoothersocietyhasevertriedtoimitateit.Anditmaynotbewisetoimitateit.ButWoodruffchallengesreaderstoconsiderhowmuchtheystillbelievewhatancientAthenianshadtobelieveinordertotrytheirexperimentwithdemocracy: thatcollectivelywearebetter,stronger,andsmarter than we are individually; thatthemostdesirableformofgovernmentis, as Abraham Lincoln claimed in theGettysburg Address, a “government ofthepeople,bythepeople,forthepeople,”suggestingthatgreatertrustcanbeputin the goodwill and disposition of the

—Shauna Rabyspecial education coordinator, provo school district


peopleasawholethaninthatof individualsactingforthemselves.Partnershipmembersacceptthatchallengeandcontinuetoexplorehowtobetterdevelopthattrustineachotherasweworktogether.

ENGAGED LEARNING THROUGH NURTURING PEDAGOGY

Thereareactuallytwocommitmentsintheabovestatement,butthePartnershipcombinesthemtosuggest that ideally they are inseparable. The first concernsthechoicetohighlighttheactivityoflearningratherthanofteaching.ThePartnershipiscommittedtothemethods,strategies,andpracticesofgoodteaching,butitisevenmorestronglycommittedtowhatittakestoensuregoodstudentlearning. Ideally, of course, teaching and learning shouldalmost be synonyms. But there is a subtle but significantdifferencebetweenquestionsconcernedwith

teachingandthoseconcernedwithlearning.Thequestionsweaskourselvesaboutteaching—aboveall,thequestionofwhatwethinkneedstobetaught—focusattentionalltoooftenmoreonwhattheteacherandthecurriculumneedtodoorberatherthanonwhatthestudentlearnerneedstoknoworbeabletodoasaresultoftheeducationalexperience.Questionsaboutlearningcertainlyfocusoncontentandstrategy,buttheyalsoattuneeducatorstoquestionsaboutahostofcrucialissues.Amongothers,theseincludehelpingstudents learn the skills, not just the content; strikingtherightbalancebetweendirectinstructionandactivitybased learning; taking into account issues

children are not empty vessels

to be filled

a few years after i participated in the Associates Program, a Title I school in Alpine District lost 14 teachers in one year. As the assistant superintendent of schools, I felt responsible to create a solution to provide stability for the school’s students. As the district leadership team discussed the need, our conversation turned to the principles taught in the Associates Program concerning equal access to edu-cational opportunities and our role as stewards of this particular school.

Up to this point the district had assigned resources based solely on student enrollment. Considering what our group had learned in the Associates Program, we saw the need to provide additional funding for our two most highly impacted schools. The intent was to attract good teachers who would dedicate themselves to these schools. The proposal we developed also included adding an extra hour to teachers’ workdays and paying them for it. Additionally, class sizes would be reduced. We called the plan our “enhanced instructional model” and pre-sented the proposal to the superintendent.

With the superintendent’s support, the proposal went to the full district budget committee, which included three school board members. We presented the model and explained the principles of the Associates Program. It was approved unanimously and subsequently adopted by the full board of education.

Since that time the entire culture of both schools has changed. Staff stability has been established, and both schools now consistently score above the Utah state average on year-end testing. Teachers are enthused, and student learning has improved.

MY STORY


—Gary Seastrandprofessional development associate director, center for the improvement of teacher education and schooling

2

ofhumandevelopment;andaccommodatingthedifferencesinlearningstyleandcapacitythatexistamongstudents.Questionsaboutstudent learningchallengeustoassessnotjustwhatweintendtoteachbutwhatweactuallyteach,notmerelywhatweattemptedbutwhatwesuccessfullyachieved. Thesecondcommitmenttonurturing pedagogy follows from this firstcommitment to student learning, andhere the metaphor of nurturing aptlyrepresents our desire to see all aspectsofpedagogyastheexpressionofcaringforaswellasaboutallofourstudents.Nurturing is a metaphor of life andgrowth. Children are not empty vesselstobefilledordrytinder inneedofa spark; they are living beings whose

wellbeingdependsonlearningaswellaseatingandbreathing.Butnurturingisametaphorthatalsoevokesthecontextin which life and growth best occur: ametaphoroflove.Ifteachingisnotanactofloveandinformedcare,itbecomesanactthatimpedesand,therefore,imperilsthe ability of children to reach the fullmeasureoftheirbeing.Ifcurriculumisnot designed to give children the particularnutrientstheyneedtogrow,thenitbecomesaformofneglect,nomatterhowlovingorwellintentioneditmaybe.

Partnershipeducatorsrecognizetheneedtoloveourstudentsby giving them not only smiles, praise, and encouragementbutalsothebestmaterials,assignments,andactivitieswecanlocateordevelopourselves.Welovethembybelievingintheirabilitiesandpotential,andwebelieveinthembychallengingthemandourselvestodotheverybestwecan.

EQUITABLE ACCESS TO ACADEMIC KNOWLEDGE AND ACHIEVEMENT

Because we believe in all children, the Partnership iscommitted to fulfilling public education’s mandate to helpallofthemlearn,regardlessof innateability,socioeconomicbackground, or current life situation. We seek to identify,understand,andultimatelyremoveanybarriersthatpreventanychildfromaccessingtheopportunitiesforeducation—thebooks, the spaces, and the experiences—that he needs to besuccessful.Weknowthatschoolsdonotactuallysetthebarforsuccessincontemporarysociety;weexisttohelpourstudents

trainforthe jumpthatourworldwillrequirethemtomakeintotheirfutures.Thebarwesetforourstudentsmustmatchorexceedtheheightofsociety’sbar,butitisequallyimperativethatwemakeitpossibleforallstudentstobeabletojumphighenoughandfarenoughtomakeitoverthatbar.Wewantallofourstudentstomasterarigorous,current,andrelevantcurriculumandsetofskills,andbecausewewantthisforallstudents,weadaptourpedagogyasneeded—butnottheendgoal—to accommodate the differences between and sometimesthedisabilitiesofthestudentsinourclassrooms. Moreaccurately,thePartnershipinvestsitseffortsinpubliceducationinachievingequitymorethanequality.Forus,“equitableaccess”meansthatwewanttogiveallstudentsa

depends on learning

as well as eating and breathing. or dry tinder in need of a spark; they are living beings whose well-being

3


fairchancetosucceedinschool,whichdoesnotalwaysmeanthatwedothesamethingsthesamewayforstudents irrespective of their individual differences anddisabilities. If there is equality in education, it is thatwehaveequallyhighgoals forallofourstudents.Wewant all of our students to be intellectually and morallystronginthefaceof life’schallenges,andsoequitableaccessmeansmakingitpossibleforeachchildtoovercomeanydeficitsorweaknesses—especiallythose

forwhichthechildbearsnoresponsibility—that would prevent her from

openingthedoorsthatleadtoabrightfuture. Fairness in education requires

flexibility and creativity, compassionand cultural sensitivity, and interest in

achild’slifeathomeaswellasatschool.Fairness sometimes means devoting

more attention andresourcestoonechild

or to one school thanto another. It always

means being keenlyattuned to the differ

ent circumstances andabilitiesofeachchild.

Henceequitableaccessisnotsimplyaboutremovingbarriersbutalsoaboutproviding“enablers.”Muchis needed from all stakeholders in public education toenableeducationalequity.However,forthePartnershipthemost importantelement—andtheoneoverwhichwehavecontrol—isprovidingforallchildrenteacherswho truly know the content they teach, who practicethebestpedagogicalmethodsandstrategies,whohave

acurrentandsophisticatedunderstanding of child development, and, mostimportantofall,whocometoknowandloveeachindividualchild.

STEWARDSHIP IN SCHOOL AND COMMUNITY

The first three of the Partnership’sfive commitments are grounded by anevenmorefundamentalcommitment:tohonorthetrustplacedinusbycommunitiesandparentstoassistinpreparingour children for productive, prosperous, and fulfilling lives. Public schoolsbelongbydefinitiontothepublic,toallpeople in our communities, includingthose who may not currently attend,sendchildrento,orworkinschools.Weseeourselvesasthecommunity’sstewards in the schools. But we also serveas stewards of the schools in the community.Schoolsareintegralandvitaltothelifeofacommunity.Schoolsrallythecommunity together around the mostimportant of our common concerns:children.Butschoolsalsogivecommunitiesasharedpurposefortomorrowaswell as for today. In school, the futureis the work we perform in the present.Theeducationalandsocialneedsofchildren are the principal of the mortgagewehavetakenoutonourcommunity’seconomic and moral living space: Themorewedevotetopayingoffthatprincipal—meeting children’s needs here

fairness . . . always means being keenly attuned to the

different circumstances and abilities of each child.

4

andnow—thelesswewillultimatelybechargedforfullownershipinthefuture. OneofourmostimportantresponsibilitiesinthePartnership,therefore,istobetterunderstandhowwecanbringour communities and schools closertogether around a shared purpose forandvisionofeducation.Alargeportionofthisresponsibilityinvolvesincludingallpubliceducationstakeholdersinthesimultaneousrenewalofpublicschoolsandeducatorpreparationthatwehavedescribedinthisarticle.Indeed,wehopethatthecommunityjoinspublicschoolsand educator preparation programs inthe work and the blessings of simultaneousrenewal.Butasstewardsofboththecommunityandtheschools,wearealso responsible for bringing the highest standards of professionalism to ourwork. In the Partnership we are committedtobetheverybesteducatorswecan be, current in our understandingof pedagogy and the content areas weteach and dedicated to the imperative

ous renewal of public schools and educator preparation. Yet ultimately thePartnership’s work in public schoolsand at the university renews not justprogramsandpracticesbuttherelationships and the commitments that wehave to and for others. And the mostimportant people in our work are thechildren we serve. The Partnership hasbeenandcontinuestoprovideawayofrenewing our commitment to childrenand to the imperative that each child’sveryexistenceissuestohumansociety.Indeed,meetingeachchild’sneedsisoneof the most important reasons for thevery existence of human communities,and thus educating children becomesone of the community’s overarchingpurposes—oneofitsmostfundamentaland sacred obligations. The BYU–PublicSchoolPartnershipisforusanobligationaswellasanopportunitytotakeupthedutywefeelfirsttothechildandsecondtoeachotherasweworkonthechild’sbehalf.Renewaliscentraltoourabilitytofulfillthatobligation,butitalsoremindseach of us that it is a new opportunityand blessing each day to live and workforsomeonebesidesourselves,especiallythe ones among us who are so vulnerable,whoaresoanxioustoloveandbeloved,andwhohavesomuchpromise.

for ourselves, as well as our students,tobecomelifelonglearners.Wearealsocommittedtobringoutofourstudentstheir very best efforts to learn. In fact,werecognizethatwedonotnecessarilyeven know what the young are reallycapableofaccomplishing.Inaveryrealway,allofus—thePartnership,thecommunity,students’families,andstudentsthemselves—willbeabletomeasureoursuccessbythedegreetowhichourstudents’ accomplishments surprise us byexceedingourexpectations.

COMMITMENT TO RENEWAL

We hope that it is evident in thisarticle that renewal informs the previous four commitments we’ve outlinedand, for that matter, every dimensionof the Partnership’s work. The qualityoftheworkwedoandtherelationshipswe share in the Partnership absolutelydepend on simultaneous and continu

Joseph Parry is a professor in the Department of Humanities, Classics, and Comparative Literature and the new director of the BYU Undergraduate Honors Program. Parry is a strong advocate for the BYU–Public School Partnership.

To view this article online, please visit education.edu.byu/news/magazine/ fivecommitments.

5


in an effort to strengthen support for teaching the Utah State Earth Systems core in ninth-grade science classes, Alpine School District partnered with the BYU College of Physical and Mathematical Sciences, through the BYU–Public School Partnership, to create a yearlong professional development expe-rience for those in the district who taught earth systems. They called it the Earth Systems Academy.

Alpine District provided a full-day substitute teacher once a month to enable each earth systems teacher to meet on the Novell campus for a daylong experience related to one or two concepts of the earth systems core. Most of the professional development was provided by BYU science professors and their colleagues from Utah Valley University and the University of Utah, all facilitated and arranged by Duane Merrell, Josh Stowers, and Doug Panee, who work with the preparation of secondary science teachers at BYU.

In each of the monthly sessions the district’s earth systems teachers learned from leading scientists working in the fields of meteorology, biology, geology, hydrology, and astronomy. In one

session professors worked with teachers on paleon-tology and evolutionary processes. In another ses-sion the teachers were taken through key concepts related to climate change. BYU also arranged for a field trip to Clive, Utah, to visit the Energy Solutions facility, to meet with a hydrologist, and to learn about field research and the intersection of science and industry.

The Earth Systems Academy became one of the richest pro-fessional development opportunities many of the teachers had experienced. The benefit was in having conversations with other science teachers and with scientists about current knowledge and research that could be applied in the classroom. BYU fac-ulty members benefited as well. One professor commented how enjoyable it was to present to a group with enough background knowledge to allow conversations to go far beyond what is usu-ally possible in an undergraduate course at BYU.

have you ever been uprooted and repotted in a place that was so wonderful that you questioned if all the good you thought you had achieved might not measure up in this new place? If you

might be just a common weed found anywhere? Well, this was my experience coming to BYU after 20

years in public education. I love Emery High School, where I cut my teeth as a young educator. It was a wonderful place to teach science.

After teaching physics for the first time, I realized my expec-tations for learning physics were the same as for a university course. I took on the challenge to try to make physics concurrent enrollment: a class by which a student could get high school and college credit. But I made barriers and minefields to ward off the non-gifted students from being able to enroll. Basically, students enrolled in this class had to be the best math students in the school and have GPAs to back up the math ability.

Despite these barriers, the course grew; 16, 40, 80, and then 150 students enrolled; and I was teaching physics six to eight periods of the day. I awakened when I realized that the physics I was teaching in the “honors class” was identical to that in the

“beginning class.” All my students were learning physics and per-forming equally well on the assessments. There was no need for an artificial cut for advanced students, but there was a need for teaching attributes that allowed all students to learn. The fact that all students need to be taught by nurturing, competent, and caring educators was etched into my heart.

These types of guiding principles are the fiber of the BYU–Public School Partnership. I observe young students who gradu-ate with physics, chemistry, earth science, and physical science composite teaching degrees from BYU and wonder how long it will take them to stop relishing the easiness of teaching only the gifted students and come to understand that all students should have access to knowledge.

Through the Partnership I have been given the chance to grow as a repotted educator. As a BYU educator I need all the skills I honed during 20 years in the public schools, but I also need per-spective. The Partnership helps me build this broader perspective. My career illustrates the Partnership belief in renewal.

MY STORY


MY STORY


—Duane Merrelldepartment of physics and astronomy faculty member, brigham young university

—Barry Graffeducational services/ curriculum department administrator, alpine school district


Itisinthissensethatleadersoperateasteachers. Educatorsatalllevelsneedexpertise,but they must also have capacities for

empathy,forcritical judgmentofsituations,andfortheaestheticworkofenvisioningandcommunicatingbetterwaysto see and improve the world. Thesecapacitiesareacquiredandpracticedinthecontextofinteractionsthatare,well,conversational.

The BYU–Public School Partnership relies on conversation throughout its structure and its programs. Associates programs, the Governing Board, and professional learning communities all use conversa-tions to establish and shape their work.

Conversation is a method for thinking together. It is also the engine of cooperationandcommunity.Peopleneedtolearnhowtothinkbetter,andconversationimprovesthinkingbybringingthecapacitiesofmanytobearontheprocessof improving the quality of individualandcollectivejudgment.Thisisessentialbecause in deciding matters of humanaction,thereis,finally,onlyjudgment. Conversationunderstoodinthissenseproceedsontheassumptionthatitsparticipantsinteractasiftheywereallmoreorlessequalandmoreorlessfree.Inthatculture,almosteveryindividualneedstoexerciseleadership—anexerciselocatedinthecontextofconversation. In conversation, leadership musttaketheformofinfluence—thisbecausepeople who consider themselves equaland free will not develop individuallynorcontributecollectivelywhenforced.Indeed, conversation makes leadershipa collaborative project. It is collaborative as individuals articulate compelling visions of a common project theysharewiththosetheywouldinfluence.Itiscollaborativeasindividualsengageothersintheprocessof improvingthatvision and articulating a plan for real

Talk

izing it. Thus this sort of leadershiptakes the form of helping people tothinkandacttogether.Inthetermsofadocument being developed at CarnegieMellon University, “Instead of commanding action, [such] leaders createspaces in which people can think andacttogether.”Thosespacesareconversa-tions.Continuingthatconcept:

Leaders help individuals and groups define who they are and where they are going. Leadership involves designing and stimulating—not managing—group processes of thinking together about what people would like to become. It starts with the question “Where are we now?” and is followed by the question “Where do we want to be?”

This makes leadership a matter ofenabling and maintaining humaninteractions that are constructive andpositive—a process that proceeds conversationally. Conversation, then—interms again borrowed from that draftdocument—is necessarily “an ethicalendeavor [whose] goals include humanf lourishing—happiness, fulfillment,anddevelopmentofindividualswithina collective.” To be successful in thatendeavor, individualsare influentialastheystrivetounderstandothers,totreatthem with respect, and to help themconstruct from experience concepts ofthemselvestogetherthattheycanshare.

Knowledge is generated through a communal process. This requires habits of mind and heart that allow us to interact openly and honestly with others.

• Capacity to care about the process• Willingness to get involved• Humility to listen• Strength to speak our truth• Willingness to change our minds

—Parker J. Palmer, 2005

Why we

Gregory Clark is an associate dean in the College of Humanities. Additionally, he is a professor of English, having taught at BYU since 1985.

To view this article online, please visit education.edu.byu/news/magazine/talk.

by GREGORY CLARK


leaders associates

principals academy

p u r p o s e To encourage dialogue among senior leaders of the five BYU–PublicSchoolPartnershipdistrictsandadministratorsatBYU,includingboththeMcKaySchoolofEducationandthecollegesanddepartmentsofartsandsciences.Theymeetfortwodaystwiceayear.

Togethertheydiscussvitaleducationissuessuchaspovertywithitseffectsonschools,professionallearningcommunities,assessmentofstudentlearning,orartsintheschools.

education.byu.edu/CITES/initiatives/leaders_associates.html

To enhance early and midcareer development of principals in the BYU–PublicSchoolPartnershipandfocusoncreatingprofessionallearningcommunities(PLCs)ineachschool.Throughdiscussions,expertpresentations,andcollaborativeactivity,theydevelopPLCsintheirschoolinwhichgradelevelteachersordepartmentalteamsworktogethertodevelopcommoncurriculumandassessments,examinedata,andcollaboratetodetermineandimplementbestpractices.

education.byu.edu/CITES/initiatives/principals_academy.html

p u r p o s e >>>

>>>

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The Literacy Promise: Opening Doors for the Adolescent Learner

p u r p o s e >>>Tobringtogetherthebestincurrentresearchandpracticetodevelopandimproveliteracyskillsinallcurriculumareasforstudentsingradesfourthrough12.Thepresentersarenationalexpertsinthefieldofliteracy.

education.byu.edu/CITES/ conferences.html

p u r p o s e >>>Tooffereducatorsanationalperspectiveoneducationalissuesandtoprovideprofessionaldevelopmentinteachingandleadershipskillstofacilitateimprovedinstruction.

Presentersfromacrossthenationdiscussareasconcernedwithinstructionalleadership.Topicsincludebuildingschoolculture,usingtechnologyandstudentachievementdata,incorporatingappropriateassessment,orimprovingoutcomesforunderservedordisadvantagedstudents.

p u r p o s e

simultaneous renewal

ConversationLearning & Discussing Together

•Publicschoolteachersandadministrators

•UniversityeducatorsfromtheMcKaySchool

•BYUcollegesthatparticipateinpreparingteachers

•Membersofdistrictschoolboards

•RepresentativesoftheUtahStateOfficeofEducation

p a r t i c i p a n t s

Toengagepublicschoolanduniversityeducatorsinconversationsrelatedtotheimportantworkofpreparingeducatorstohelpallstudentslearn.GroupsalsoworktogainanindepthunderstandingofthefivecommitmentsoftheBYU–PSP.

f i v e associatesgroupsareorganizedeachyearbydistricts,andeachgroupmeetsfivetimesduringtheyearfortwodaysfeaturingdiscussions,presentations,videoclips,guestspeakers,andactivities.

education.byu.edu/CITES/initiatives/associates.html

associates program

conferences

>>>

>>>

>>>

Instructional Leadership in the 21st Century

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31SPECiAL EDiTiON 2012 SPECiAL EDiTiON 2012

arts expressAtwodaysummerelementaryarts education conference forteachers. Presenters are artistsand speakers dedicated to artseducation. Classes are offeredin dance, drama, media arts,music,visualarts,andintegrationofthearts.

arts academyA yearlong professional development program held duringfivetwodaysessions.Thepurposeistohelpteachersdeveloptheir skills and confidence forteaching the arts and instructthem in ways to integrate theartsintoothercurricularareas.

arts bridgeBYU students majoring inteaching fine arts teach collaboratively with elementaryteachers. Together they integrate the arts into the curriculumastheyworkonajointprojectinanyareaofart.

arts eventsBYU provides performances toschools through touring companies. The outreach includesdance, theater, music groups,andopportunitiestoexperiencethefineartswithartstalksandvisitstomuseums.

science fair

>>>The teaching english language learners endorse-mentpreparesteacherstoworkwith linguisticallyandculturally diverse students in the regular classroomthroughusingteachingpracticesthatareeffectiveforalllearners.>>>Completion ofthecoursesbyundergraduatesresultsin a TESOL K–12 minor as well as the TELL endorsementthatattachestoateachinglicense.>>> Completion of the courses by practicing teachersresultsineligibilityforaTELLendorsement.

a.r.t.s. initiativeArts Reaching and Teaching in Schools (Every Child, Every Art)

participants to date

teachers

elementa ry students

66,2702,136

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byu tell endorsement

EveryyeartheMcKaySchooland the BYU–Public SchoolPartnership, in collaborationwiththeBYUCollegeofPhysical and MathematicalSciences,sponsortheCentralUtahScienceandEngineeringFairforgradesfivethrough12.

purpose >>> To get studentsexcitedaboutscienceandtoprovideanopportunityforstudentstoinvestigatetheirownscientificcuriositiesandinterests. It isalsoanopportunityforstudentstobementoredbyteachers,professors,and/orscientistsandlearntheresearchprocess.

Winnershaveachancetocompeteonanationalandinternationallevelforcashprizesandscholarships.

education.byu.edu/arts

cusef.byu.edu

education.byu.edu/tell

purpose >>> To support schools in teaching socialskills;topromotecharacterdevelopment;andtoimprovethequalityoflifeforchildren,youth,andadultsbyreducingproblembehaviorsandconflicts.

This collaborative effort aims to provide sufficientencouragement and commendation, academic abilities,life skills instruction, and behavioral interventions toensurethedevelopmentoflifestylesthatpromotesuccessandhappinessinschools,families,andcommunities.

Always growing, thePartnershipcontinuestoaddrelevantmaterialtoitsbodyofknowledgeandresearch.Thespirituallycenteredconsortiumisanexampleofthatcontinuousquesttoaddresstimelysubjects.

purpose >>> This think tank sponsored by theMcKay School recently brought together a nationallyrespectedgroupofpractitionersandresearchersfromuniversities such as Boston, Columbia, and VirginiaCommonwealth.Theyexploredwaysofcollaborativelybringing spiritually oriented treatment approachesmorefullyintothemainstreamofhealthcare.

• Participant researchers shared and developed newideastoestablishcollaborativeresearchandwritingprojects.

• Practitionerssharedhowtheycurrentlyincorporatespiritualityintotheirtherapeuticwork.

• Researchers shared ways to conduct clinically relevant research on spiritually oriented treatmentapproaches.

Togethertheybrainstormedwaysthattheycancollaborateinthefuturetodevelopaclinicallyrelevantandempirically validated evidence base concerning themethods,effectiveness,andefficacyofvariousspirituallyorientedtreatmentapproaches.

pa

rt

ne

rs

hip

in a

ct

ion

positive behavior support initiative (pbsi)

spiritually centered psychology & education consortium

multilevel structure1. Basiclevelforallstudents

2. Morefocusedlevelforstudentswhoareidentifiedasbeingatriskfordeveloping future academicandsocialproblems

3. Intenselevelforthosestudents who are currentlydisplaying challengingbehavior problems andacademicdeficiencies

>>>

education.byu.edu/PBSI

education.byu.edu/news/2012/the-spirit-of-psychology


commitment to renewal

The Partnership fosters in educators acommitmenttorenewalthroughconsistentinquiry,reflection,andactionwithintheir professional practice, resulting incontinuousimprovement.

5COMMITMENT


I believe the Brigham Young University–Public School Partnership can be defined by its people, its purpose, and its progress.It’sapartnershipthatservespeoplethroughprocessesbasedonsoundprinciples.Westayfocusedonourpurposethroughourpersistenceandpassion. LetmeoffersomehistoryaboutwhereIhavebeenandwhoIhavelearnedfromasIhavedevelopedthisopinion. I learnedaboutthePartnershipinaclasstaughtby Curtis Van Alfen, who was the dean when thePartnershipwasfirstformed.WhenIwasappointedasAlpinesuperintendentin2000,Ibegantoparticipate in conferences and programs thatfurther explained the Partnership.

PARTNERSHIP = PEOPLE, PURPOSE, PROGRESS

All of these experiences gave me many opportunities forassociations that allowed meto developtreasuredfriendships.However,thePartnership’svaluegoesbeyondtheserelationships. Continuousimprovementofitsschools,programs,andteachersisthePartnership’sdrivingforce.Membersactonthe belief that better teachers will help to produce betterstudents.Wecallthisrenewal,whichrequirespatiencewithothersandourselvesasweseektobroadenourperceptionstolearnandunderstandbestpracticesbasedonresearch. IendinthesameplaceIbegan:IbelievetheBYU–PSPcanbedefinedbyitspeople,itspurpose,anditsprogress.Peopleare the focus within the Partnership. Renewal principlesanchor the Partnership’s purpose and help leaders makewise decisions. Finally, processes are the vehicles for thePartnership’sprogress.

To view this article online, please visit education.edu.byu/news/magazine/peoplepurposeprogress.

Alpine School

District

Superintendent

Vern Henshaw

opened recent

leadership

meetings with

this address. He

is the current

chair of the

Governing Board.

by Vern Henshaw

David O. McKay School of EducationBrigham Young University301 MCKBProvo, UT 84602

nonProfiT org.U.s. PosTagepaid

PerMiT no. 49Provo, UT

at a federal grant directors conference, Professor Sterling Hilton was leading the team presenting data on the McKay School’s Comprehensive Mathematics Initiative (CMI). We presented the model by which we had col-lected data demonstrating that our research method was effective, and at the end of the presentation the audience had an oppor-tunity to ask questions. We assumed those questions would deal with the significant growth of teachers and students, the imple-mentation of the model, and next steps. But the first question was “How did you get some schools to agree to delay implementa-tion of the intervention and act as a control school?” The idea that we could collect quality

MY STORY


—Tiffany Hallk–12 literacy coordinator, utah state office of education

data using a strong research model was a completely novel idea to the majority of the people in the conference room. As we explained the model of the BYU–Public School Partnership and the kind of trust and relationships built over time, reac-tions moved from wonder to disbelief. The audience was amazed how a university and several school districts could build the kind of structure in which schools trusted that research participation would offer results and tangible benefits for all students. This is when I understood the benefit the Partnership provided to students, teachers, and researchers together. This is when I knew the Partnership worked.

Documents

SPECIAL EDITION: The BYU–Public School Partnership