College of Education - Butler University

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C O L L E G E O F E D U C A T I O N UNDERGRADUATE PROGRAMS Outback, Butler Partner for Bookin’ With the Bulldogs Indianapolis-area Outback Steakhouse restaurants have teamed up with the College of Education and Butler’s Department of Athletics to encourage children to read. In the Bookin’ With the Bulldogs program, students in kindergarten through grade 8 can earn a complimentary Joey children’s meal from Outback and a ticket to a Butler athletic event by reading 10 books or listening to 10 books read to them. In the program’s initial rollout, student teachers from Butler’s College of Education distributed Bookin’ materials to 755 youngsters in 25 elementary schools in Marion, Hendricks and Hamilton counties. Participating school districts include Indianapolis Public Schools; Lawrence, Warren, Wayne and Washington townships; Hamilton Southeastern; Carmel; Westfield; Pike; Avon and one private school. As added incentives, Butler student-athletes visited classrooms to read books. In January, the program hosted a children’s literacy fair at Hinkle Fieldhouse, coinciding with a Bulldogs’ men’s basketball game sponsored by Outback Steakhouse. This event was named the Silver recipient in the men’s basketball single game promotion category for division II by the National Association of Collegiate Marketing Administrators (NACMA). “We are really excited about our involvement with the Butler University Bookin’ With the Bulldogs reading program,” said Outback Joint Venture Partner John Benjamin. “Literacy is so important to our youth. This program presents reading in such a positive light by having the message come from these local heroes, the Butler University athletes.” Butler football players Greg Pachacz and Buck (Jesse) Ulrey presented the first Bookin’ With the Bulldogs reading in September at North Wayne Elementary in Wayne Township. Pachacz is a pharmacy major from Schererville, Ind., and Ulrey is a marketing major from Elkhart, Ind. Student teacher Tyler O’Brien said her sixth graders loved hearing the athletes read. O’Brien hopes the program will encourage young people “to correlate reading with positive things and not simply homework.” Having her students meet the athletes and come to Butler games “presents the whole idea of college to these kids at a young age,” added O’Brien, a native of Winnetka, Ill. “It tells them that college is not some unobtainable thing. It is possible for them to get there.” Student teacher Katie Doane of Louisville, Ky., brought Bookin’ With the Bulldogs to Fishback Creek Public Academy in Pike Township. Principal Larry Young appreciated that program participation “can be a choice... a fun way to expose children to more reading,” Doane said. Instructor of Elementary Education Angela Lupton sees the Bookin’ program as a way for her College of Education students to give back to the schools where they are gaining professional experience. Having celebrities from Bulldogs sports read to the younger students also “demonstrates the connection between being a great student and a great athlete,” she said. “It promotes the Butler Way of going the extra mile.” “Bulldog student-athletes are eager to demonstrate their commitment to education by sharing the gift of reading with young Indianapolis students, in partnership with Butler’s College of Education and Outback Steakhouses,” said Athletic Director Barry Collier. Lupton and Collier both expressed appreciation to Outback for its program support. “The willingness of Outback to see this program succeed speaks to their commitment to the greater Indianapolis community and its children,” Lupton said. “We anticipate that hundreds and hundreds of children will soon be Bookin’ with the Bulldogs.” Central Indiana COE alumni who teach in grades K-8 can contact Angela Lupton about having their classroom participate in fall ’08 by emailing her at alupton@butler.edu. Physical Education and the Key Learning Community: Partners for Teaching and Learning DR. MINDY M. WELCH ’79 The physical education program was fortunate to collaborate with Indianapolis Public Schools and The Key Learning Community (KLC) for a field-based methods practicum as part of a PE331 Early and Middle Childhood Methods course. With the support of KLC Principal Dr. Christine Kunkel, 13 physical education majors, Assistant Professor Dr. Mindy Welch and bodily kinesthetic practitioner Heidi Yates worked together teaching and learning with Kindergarten through fifth grade students at the KLC North Campus during the spring semester. Philosophical Communion The College of Education mission encompasses the core values of a) integrity and responsibility, b) teaching, learning and mentoring, c) diversity and similarity and d) theory, practice and collaboration. The vision that mobilizes the mission draws inspiration in part from the works of Parker Palmer in Courage to Teach. Notions of connectedness, taking risks, advocating for all children, innovation, investing in school communities that challenge held beliefs and the status quo for the purpose of transformational experiences are harmonious with the courage required to be agents of change. The KLC grounds itself in part to the seminal works of Howard Gardner’s Theory of Multiple Intelligences (MI). Divergent from a traditional view that “intelligence” equates to the ability to answer questions on a cognitive test, MI theory espouses pluralistic problem-solving attributes of a universal nature consequential to a particular cultural community. According to Gardner (1993), “... we believe that human cognitive competence is better described in terms of a set of abilities, talents, or mental skills, which we call ‘intelligences.’ All normal individuals possess each of these skills to some extent; individuals differ in the degree of skill and in the nature of their combination.” The seven intelligences include: 1) musical, 2) bodily-kinesthetic, 3) logical-mathematical, 4) linguistic, 5) spatial, 6) interpersonal and 7) intrapersonal. In his discussion of bodily-kinesthetic (BK) intelligence, Gardner (1993) explains that “... bodily movement undergoes a clearly defined developmental schedule in children. And there is little question of its universality across cultures... the ability to use one’s body to express an emotion (as in dance), to play a game (as in sport), or to create a new product (as in devising an invention) is evidence of the cognitive features of body usage.” The consideration of physical education as a bodilykinesthetic intelligence is consistent with the physical education program’s fundamental belief that student learning in our discipline garners lifelong benefits and relevance to what it means for holistic quality of life. Field-Based Learning Each Butler student developed content and pedagogical knowledge and skills that are essential for K-12 student learning. The framework for motor skill development included four Skill Themes, (BSER): Body (e.g., wide, narrow, symmetrical, and asymmetrical shapes), Space Awareness (e.g., self and general; levels and pathways), Effort (e.g., fast, slow, light, strong) and Relationships (e.g., wide/narrow, mirroring/matching). These Skill Themes combined with three Movement Concepts: Manipulative (e.g., throwing/catching), Non-manipulative (e.g., jumping and landing), and Locomotor (e.g., skipping and fleeing) incorporated through Educational Gymnastics and Educational Games. Video analysis of actual teaching episodes included time that KLC students were engaged in management, activity, or teacher instruction, and task progression in content development. Teacher movement during instruction, coded by peer observers during a live setting, was an authentic indicator of teacher effectiveness in the dynamic physical education environment. Developmentally Appropriate Practice One central theme in the PE331 Early and Middle Childhood Methods was developmentally appropriate practice. The idea that teachers teach to groups, but students learn individually presents one of the most enduring challenges for any teacher. In this way, the adage “if my students have not learned, I have not taught” compels novice and expert teachers alike to ascertain what it takes to effectively plan and deliver meaningful. Butler students applied the principles of Generic Levels of Skill Proficiency (GLSP) to their study of developmentally appropriate practice as it relates to motor skill development and bodily kinesthetic intelligence. Applying this classification system helped Butler students after observing BK classes and reflecting on their teaching to make informed decisions to determine overall ability in response to two critical questions: 1) what is the ability level of this class, and what tasks/activities work best for a class at this GLSP? The College of Education and physical education program is grateful for the opportunity to join forces with the Key Learning Community as partners dedicated to teacher education, student learning, and professional development. We are energized and enthused by the prospects of ongoing collaborative ventures in field based learning, undergraduate and professional research, and further projects that will mobilize our respective missions to transform lives. 14 15
C O L L E G E O F E D U C A T I O N GRADUATE PROGRAMS Graduate Students and Faculty Offer Peer Mediation Training NICOLE LABRECQUE ’08 AND EMILY JOHNSON ’08 Twenty-four Middle School students from Park Tudor School visited the Butler University campus on Feb. 7, 2008, to participate in peer mediation training. Ten graduate students in the school counseling program facilitated the sessions with the sixth, seventh and eighth grade students. Angela Overpeck, middle school counselor at Park Tudor School, and Dr. Tom Keller, chair of Butler’s school counseling department, supervised the training. Candidates who are selected to participate in the Experiential Program for Preparing School Principals (EPPSP) are expected to go Above and Beyond during the two-year cohort experience. Going Above and Beyond means students do more than is required and participate in activities that stretch them into exceptional leadership opportunities. Although students value learning content about educational leadership theorists, knowledge and standards, equally valued is the relevant and experiential learning that takes place outside the classroom. EPPSP students spend innumerable hours outside the classroom working on proficiencies, participating in internships, and practicing leadership skills. Over the last six years, students in EPPSP have demonstrated exceptional leadership |expertise by participating in just a few of the following Above and Beyond activities: Brown v. Board of Education — Mike Raters (Group 23) started inquiring about how to share the 50th anniversary of Brown v. Board of Education with school leaders. In the end, Mike and a committee organized a Clowes Hall Celebration of Diversity Distinguished Lecture Series event featuring the Linda Thompson and Cheryl Brown Henderson — the Brown Sisters. Minority Recruitment Summits — On two separate occasions, students in EPPSP organized recruitment summits focusing on under represented populations. The purpose of the summits was to recruit diverse candidates for teaching and school leadership. The summits were successful and yielded an increase in the EPPSP candidate pool. Cultural Competency Workshop — During a summer session, EPPSP students organized a Cultural Competency Workshop featuring Dr. Roger Cleveland presenting research on creating a school culture that understands and values the concept of cultural competency. The peer mediation training prepared students to mediate minor conflicts amongst students without direct adult intervention. This leadership training included activities designed to increase awareness of more positive and constructive resolution styles. Students were given opportunities to practice these skills through role-play and discussion. Baseline data was gathered prior to the workshop, which will be followed by a post-test, to measure differences in the mediator’s style of conflict resolution and self-confidence. This research was part of the requirements of ED673: Research in Counseling for two graduate students. EPPSP Students Go Above and Beyond DR. DEBRA R. LECKLIDER, DIRECTOR EPPSP AND GRADUATE OF GROUP 7 Legislative Statehouse Visit — Knowing the importance of legislative decisions impacting education, EPPSP students, under the leadership of Cathy Southerland (Group 23), spent a day at the statehouse learning more about state government. Governor Daniels spoke to EPPSP students along with Dr. Suellen Reed and several legislators. EPPSP 25th Year Reunion — Craig Smith (Group 24) and Amy Espich (Group 24) planned a 25th year reunion for all EPPSP graduates. With over 350 graduates in attendance, Dr. Nygaard received the lifetime achievement award as the “father of EPPSP.” Dr. Nyggard later shared that “the evening was one of the greatest nights of his life.” Pay It Forward — Group 26 and 27 students have been involved in a Pay It Forward project — the concept of doing good things for others, and in turn, they pay it forward to others. Projects ranged from sending encouraging notes to teachers to collecting money for Ambassadors for Children. Special Education Symposium — Under the leadership of Liz Hall, Gina Fleming and Britt Mattix (Group 25 students), over 600 educators participated in a special education symposium at Butler University featuring Dr. Robert Marra, associate superintendent and director, Indiana DOE Division of Exceptional Learners. These Above and Beyond activities represent just a few of the endeavors EPPSP students participate in as they study educational leadership. As future leaders, EPPSP students understand the importance of taking extra initiative. They understand that leadership is about building relationships with people and members of the community. They understand the importance of going Above and Beyond. EPPSP Group 27 Students Pay It Forward KENDRA STINSON ’09 As Experiential Program for Preparing School Principals (EPPSP) Group 27 students, Director Dr. Deb Lecklider requires each of us to implement a Pay It Forward project as one of our assignments. Each EPPSP student is to create a project that impacts others. This is different than a community service project in the fact that not just one person or group is impacted, but rather the impact keeps rippling — or pays it forward. Group 27 members are the second group of EPPSP students who have completed this project. Some chose to have their students implement a Pay It Forward project, while others implemented their Pay It Forward project with help from their colleagues, sports teams, churches or communities. Blair Williams, a seventh grade science teacher at Zionsville Middle School, challenged her students to Pay It Forward. In talking with one of her classes about the project, students expressed that they felt good when a friend decorated their school locker. Usually only sports teams get their lockers decorated. The students decided to start decorating each other’s lockers. The way this worked was if someone got their locker decorated then they would decorate two other students' lockers. Over 150 students had their lockers decorated. Mrs. Williams states, “It is great to see middle school students doing nice things for each other and making others feel good about themselves.” Fatima Ali, a fourth grade teacher at Greenbriar Elementary School, wanted to change the climate of her classroom through her Pay It Forward project. The design of her project was to develop a “crew” of positive people where students needed to earn the right to be a part of the Blue Crew. The way to enter the crew was simply to make a pledge to be positive on a daily basis. Students earned their name on a Build A Dream wall outside of Ms. Ali’s classroom once they made five consecutive days of being positive or bouncing back from a bad attitude. Students encouraged each other and recruited others into the Blue Crew by wearing the color blue, wearing blue bracelets and passing their bracelets on to someone who needed positive influence. At the conclusion of this project, there were over 125 members of the Blue Crew. Another student, Meghan Brothers, conducted a community Pay It Forward project to raise money for Butler University’s Ambassadors for Children chapter. After learning that a Butler University undergraduate, Avery Jukes, was involved in raising money for the chapter, Meghan enlisted her school and community in the project. Meghan made 10 envelopes with instructions on how to Pay It Forward and left them throughout the school and community. She started by putting $1.00 in each envelope and asked others to Pay It Forward. She raised over $450 for the Ambassadors for Children chapter. The project that I did focused on giving recognition to staff members in my building. It has been my experience that far too many times, people do amazing deeds that go unrecognized. For my project, I started off by finding two staff members who did something that deserved recognition or something that just brightened my day, and wrote them each a note of appreciation for what they did. On the back of the note card, I gave directions asking them to Pay It Forward and recognize one or two of their colleagues. As of today, over 20 staff members have been recognized for their hard work and/or good deeds. It is my hope that even though the project is formally over, each of us will remember how it feels to be recognized for what we do and will continue to recognize our colleagues and students for all they do. This assignment was a terrific way for all of us to make a difference for others. The wonderful outcomes and responses from the Pay It Forward projects show that no matter how big or small we each have the ability to positively impact the lives of those around us. 16 17
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