NEWS FROM THE
OFFICE OF SCHOOL ENGAGEMENT
IN THIS ISSUE:
4
Profile:
Meg Easom Hines
7
UGA Archway
Fellowship
8
State of Education
Conference
Sharing a partnership’s success
New roles in partnership
Professional Development Schools workshop draws
educators from across Georgia
Clarke County welcomes associate superintendent, 3 COE faculty become
Professors-In-Residence
Earlier this fall, the Professional Development School District
hosted its second annual workshop, welcoming educators
from around the state for site visits and the chance to learn
about the challenges and successes of collaborative
Professional Development School partnerships.
The Oct. 22-23 event gave 36 teachers, administrators and
university faculty the chance to ask questions and see
first-hand how the partnership works. The event included
a dinner at the Georgia Center with remarks from College
of Education Dean Craig H. Kennedy and CCSD
Superintendent Philip Lanoue. Bruce Field, professor
––continued on page 3
The Professional Development School District partnership kicked off another school year
with a new associate superintendent, three new Professors-in-Residence and other new
partnership activities.
In September, the Clarke County School District appointed Mark Tavernier as the new
associate superintendent for instructional services and school performance, replacing
Noris Price, who became superintendent of Baldwin County
School District in July. One of Tavernier’s responsibilities will
be overseeing the work of the Professional Development
School District, along with Janna Dresden, director of the
office of school engagement at the College of Education. Prior
to this appointment, Tavernier served as CCSD’s director of
teaching and learning for nine years.
Mark Tavernier, CCSD
associate superintendent
for instructional services
and school support
UGA Early Childhood Program Block 3 students Milan Juliano
(from left) and Hilary Breyel talk with Principal Xernona Thomas
about their experience at J.J. Harris Elementary Charter School.
J.J. Harris was one of seven schools participants visited as part of
the PDS Workshop.
“Our PDSD partnership is the perfect blend of research/theory
and practice where both university and school district faculty
and students benefit,” Tavernier said. “Our model, integrating
UGA teacher candidates, university professors, and on-site
courses with the actual day-to-day work of the schools,
provides a real-world context to the work of our profession.”
Allison Nealy, clinical associate professor in the department of communication sciences
and special education, became a new district-wide Professor-in-Residence with a focus
on special education. She provides on site professional learning to schools in the areas
of co-teaching, differentiation, supporting students with disabilities in collaborative
settings, and behavior management. Her work entails classroom observations, staff
development sessions with faculties, and strategic planning with administrators.
––continued on page 2
Top of Page: Sonia Janis (standing) works on site as the Professor-in-Residence at Cedar
Shoals High School. Photo credit: Andrew Tucker
FALL 2014
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NEWS FROM THE OFFICE OF SCHOOL ENGAGEMENT
FALL 2014 VOLUME 6, ISSUE 1
1
UGA social studies teacher
candidates Mary Dovel
(far left) and Josh Hinson
(far right) share a video clip
with 9th grade students
Kalen Bennett (center
left) and Santos Acevedo
(center right) on a school’s
response to dress code
violations. The prompt,
followed by generative
questions, was intended to
help the teacher candidates
elicit from the high school
students the ways in which
they (Kalen and Santos)
understand and interpret
representations of power
and authority in the social
and political world.
2014-2015 school year
––continued from front
“Job-embedded professional learning is the most effective way to
support teachers on-site, in real time,” said Nealy. “My work with the
district through our partnership affords me
the opportunity to provide such support in
a way that is responsive to the individual
needs of each school. I am confident that
we are making a difference.”
COLLEGE OF EDUCATION
Sonia Janis, clinical assistant professor
in the department of educational theory
Allison Nealy, District-wide
and practice, became the first ProfessorProfessor-in-Residence
in-Residence at the high school level.
She co-teaches a ninth-grade government class at Cedar Shoals
High School with teacher Jesse Evans (a recent UGA social studies
education M.A.T. graduate), supervises teacher candidates, collaborates
with social studies teachers and teaches a social studies methods
course on-site with UGA colleagues Mardi Schmeichel and Jim
Garrett.
2
and works with
the instructional
coach to align
the supervision of
student teachers
with coaching
efforts. Capuozzo
also participates
in instructional
leadership team
meetings.
Bob Capuozzo,
Professor-in-Residence,
J.J. Harris Elementary
Charter School
“I have thoroughly
enjoyed working with the administrators
and teachers, and I am better able to
support the dozens of UGA students in
the building,” said Capuozzo. “I have also
appreciated opportunities to interact with children to help further
their social and academic growth. I look forward to engaging in
collaborative action research projects with the UGA students,
teachers, and administrators.”
Other new activities and honors:
Meg Easom Hines, lecturer in the department of educational
psychology, became a Professor on Special Assignment and
works with elementary schools on developing Schoolwide
Enrichment Model activities. She also works on-site at H.B.
Stroud Elementary teaching a Freshmen Odyssey course. (See
story on page 4.)
At Oglethorpe Avenue Elementary School, Mary Guay, clinical
assistant professor in the department of language and literacy,
and Denise Oen, clinical assistant professor in the department
of educational theory and practice, are working with the
kindergarten, first-, and second-grade teams to develop support
for writing workshops and have joined the Striving Readers
Community Team. They also teach on-site courses at Oglethorpe.
Principal Tony Price and Janis say the professional development of
educators, whether in a college of education or at a school, should be
reciprocal, and this classroom is one attempt at creating that space,
bringing together high school students, teacher candidates, practicing
teachers, school leaders and university faculty.
Jennifer James, associate professor in the department of
educational theory and practice, teaches her elementary social
studies methods course on-site at Alps Road Elementary School.
Her UGA students primarily work in kindergarten and secondgrade classrooms.
Becoming a Professor-in-Residence has also strengthened Janis’
experience, she said.
This fall, Fowler Drive Elementary School was honored by the
Georgia Department of Education as a “Reward School” – a
school with the highest performance or the biggest academic
gains by students in the last three years. Beth Tolley, clinical
associate professor in the department of educational theory and
practice, is now in her fourth year as the Professor-in-Residence.
The principal is Anissa Johnson.
“I anticipated a professional learning experience that would enhance
my understandings and capacities as a teacher educator. I did not
anticipate the extent to which I would learn from and with the freshman
government students I teach at CSHS,” Janis said. “My continual
orientation to the high school students heightens my awareness of the
importance of being responsive to the needs of the teacher candidates,
as they encounter critical lessons on their paths from history and
political science students to social studies teachers.”
At J. J. Harris Elementary Charter School, Bob Capuozzo, clinical
assistant professor in the department of educational theory and
practice, became the new Professor-in-Residence, replacing Lew
Allen who retired last May. He supervises six teacher candidates
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Nicole Siffron, a doctoral student in the department of language
and literacy, became the new Professional Development School
District Fellow at W.R. Coile Middle School. One day per week,
Siffron teaches five ESOL classes, while the school’s Teacher
on Special Assignment, Kelli Bivins, teaches a course called
Cultural Identity in the Classroom to early childhood majors on
UGA’s campus.
––continued from front
and chair of the department of
teaching and learning at
Georgia Southern University’s
College of Education, gave the
keynote address.
Field, one of the founders and
first president of the National
Association for Professional
Development Schools, gave an
overview of the history of
Professional Development
School work in the United States
and provided a “big picture” look
Jenn James (center) meets with workshop participants to discuss
at
the partnerships, including
her work as an on-site instructor at Alps Road Elementary.
trends that have remained
constant and ones that emerged from educational policy. He expressed concern about the
“potentially disruptive impact of externally generated mandates” on the work, but said he is
encouraged by the increasing amount of partnerships not funded through grants, making
the work more sustainable.
Field praised the UGA and Clarke County School District partnership. “I’ve seen a lot of places
start PDS partnerships…I’m not seeing anyone who has done it this well.” Georgia is included
in the top 10 states with the most Professional Development School activity, and he encouraged
statewide collaboration among programs.
The workshop included visits to seven schools, where participants experienced different
aspects of the partnership including:
•
•
•
•
•
Observing on-site courses
Observing UGA teacher candidates working with CCSD students in classrooms
Conversations with on-site instructors, Professors-in-Residence and principals
Conversations with mentor teachers and teacher candidates
School tours
The workshop concluded at Clarke Middle School with a panel discussion featuring College
of Education faculty who teach on-site courses. Janna Dresden, Sonia Janis, Bridget
Ratajczak and Pat Wilson shared examples of clinically rich practices in teacher education
that have developed as a result of working in the Professional Development School District.
Visiting Scholar Beth Dickson from the University of Glasgow School of Education in Scotland
also provided an international perspective on teacher education. She described their Shared
Observation and Reflection method of teacher candidate supervision, where teacher candidates
observe each other’s teaching and debrief with the university supervisor and classroom
teacher afterwards.
Workshop participant Karen Wyler of the Office of School Improvement in the Georgia
Department of Education said she was impressed by what she saw. “It was evident through
conversations and observations inside the schoolhouse that an effective PDS model is
implemented in Clarke County Schools, and this partnership is committed to ensure that
every student has a highly effective teacher and that every teacher graduate is ‘learner ready’
on day one.”
Workshop attendees came from Georgia College and Baldwin County School District, Columbus
State University and Muscogee County School District, Middle Georgia State College, Armstrong
State University, Clayton State and Henry County School District, Lowndes County Schools,
Brenau University, the Board of Regents and the Georgia Department of Education.
The dates for the third annual Professional Development Schools Workshop will be announced
in the spring Office of School Engagement newsletter.
Retreat offers
chance for
writing, reflection
A group of 12 faculty, graduate students, local
teachers and administrators had a chance to
focus on their Professional Development School
District-related scholarly writing projects at a
writing retreat this past May.
Held at Callaway Gardens in Pine Mountain,
Georgia, the retreat was hosted by the Office of
School Engagement after a poll found College
of Education and Clarke County School District
partners were interested in a three-day retreat
focused on writing scholarly articles and
conference proposals about the innovative work
that has taken place during the past several
years.
Tad MacMillan, principal at Clarke Middle
School, and Robbie Hooker, principal at Clarke
Central High School, used time at the retreat to
write about their experience as administrators
in Professional Developments Schools.
“The writing retreat gave us a chance to
collaborate and really accomplish a lot. We not
only made progress on one article, but we also
developed some ideas for other work that we
want to do,” MacMillan said. “I found the whole
experience very rejuvenating and professionally
energizing.”
Given the high level of interest, the Office of
School Engagement plans to organize another
writing retreat this summer.
Tad MacMillan (left), principal at Clarke Middle School,
and Robbie Hooker (right), principal at Clarke Central
High School work together on an article about being a
PDS principal at the PDSD Writing Retreat held in May
2014 at Calloway Gardens, GA.
FALL 2014
NEWS FROM THE OFFICE OF SCHOOL ENGAGEMENT
PDS workshop
3
PROFESSOR ON SPECIAL
ASSIGNMENT
Meg Easom Hines
This article is the sixth in a series of profiles of Professors-in-Residence or Professors
on Special Assignment at Professional Development Schools. A Professor on Special
Assignment is defined as College of Education faculty who work on-site at a school,
or district-wide on a particular project that the faculty and administrators/teachers of
that school or district administrators have determined to be important.
COLLEGE OF EDUCATION
On a Thursday morning in October, 12 fourth-grade students at H.B.
Stroud Elementary School are on the floor of a classroom playing
“cotton ball hockey”—each attempting to blow the cotton ball across
a goal line before the partner facing them does. They huff and puff
and encounter both frustration and excitement as they play the
game. Leading this activity is Meg Easom Hines, a lecturer in the
department of educational psychology and Professional Development
School District Professor on Special Assignment. She and three College
of Education graduate students are facilitating the newly formed
Community Problem Solving team. After the game, Hines leads the
Stroud students in a lively discussion about “perseverance”—a trait
they will need to hone and use as they decide on a problem to solve in
their community this year.
4
Hines opened a social studies lesson on the Civil War by teaching
students about improvisation. Then, with UGA students assisting
small groups of students, the fifth-graders planned and performed
improvisational scenes, acting out primary source photos and pictures
from the Civil War. Students enjoyed incorporating simple props and
acting out different roles that helped them better understand issues
related to slavery and America’s division during this time period.
Gilbert says she is excited about Hines’ engagement with Stroud.
“Dr. Hines has been a great support to our school. She has been
instrumental in helping our students to think critically. Dr. Hines has
such a unique and interesting approach to content that is focused on
gaining student involvement. She also has the phenomenal ability to
identify struggling students and to re-direct their approach by having
them think differently for their benefit.”
Hines began working on-site at Stroud Elementary last spring,
collaborating with gifted teacher Stephanie Franks and principal
Ingrid Gilbert to develop a Community Problem Solving Team, one leg
Hines has a personal connection to the school, too. She is the daughter
of Dr. E. Paul Torrance’s Future Problem Solving Program. Beginning
of well-known CCSD teacher and principal Maxine Easom, who retired
last year, she also worked with Tarek Grantham, professor in the
in 2008.
department of educational psychology, who
“I
love
to
be
with
kids
again.
I
also
was teaching a class on-site, to begin building
“My mom was the first principal at Stroud when I
am passionate about working
relationships with the faculty at the school. As a
was senior in high school, so, in a way, my work at
with teachers, since I enjoy the
result, in addition to launching the Community
the school is coming full circle,” she said. Today,
process of seeing teachers grow Hines’ three children attend CCSD schools, and she
Problem Solving team this fall, Hines, Grantham
and doctoral student Brittany Anderson are
and change. Kids definitely
first got involved at Barrow Elementary School as
co-teaching a Freshman Year Odyssey Servicebenefit from teachers who learn
a parent.
Learning seminar on-site at Stroud called
new things.”
In her role as a Professor on Special Assignment,
University-Community Engagement in Minority
-Meg Easom Hines
Hines has also assisted eight CCSD elementary
Student Talent Development. The goal is to put
schools with developing Schoolwide Enrichment
UGA undergraduates in touch with elementary
Model activities. Each school is at a different stage of development,
students from diverse populations to build mentor-like relationships
requiring varying levels of support. One of the components of the
that help to develop talent and creativity. The course is grounded in the
Schoolwide Enrichment Model (SEM) is Enrichment Clusters, which
research of Dr. Torrance, a native Georgian and a pioneer in research
involves students taking an interest-based class once a week from
on the identification and development of creative potential.
a teacher at their school. The multi-age cluster classes are on topics
Every Thursday, 15 UGA freshmen arrive in two vans, driven by
such as space exploration, recycling, juggling, dance or quilting—
doctoral students who help teach the course. The UGA students, called
typically, topics that might not be covered in the regular curriculum.
“enrichment specialists,” disperse in pairs into 10 classrooms at
Hines assists teachers with developing their clusters, including
different grade levels to engage students in creative activities. UGA
helping them to incorporate creative activities. For example, at Barrow
students are encouraged to use creativity strategies like brainstorming
Elementary Hines leads several professional learning sessions with
and improvisation. For example, in Ms. Poss’s fifth-grade classroom,
teachers at each grade level to help them brainstorm topics for
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clusters and develop “Type 1”
exploratory activities, such as
bringing in speakers and providing
demonstrations. Later, she works
with them on developing “Type 2”
activities where students develop
the skills necessary for developing
a product, performance or service
related to the topic they are
studying. Another aspect of Hines’
work with the School Enrichment
Model has been to establish
a support network for all the
enrichment cluster lead teachers
across the district so they can
share ideas.
In 2009, Hines was hired as an academic professional at the UGA
College of Education, and began teaching and coordinating three
online programs. While at UGA, she has taught gifted endorsement
courses, practicum courses, a course on social and emotional learning,
and a differentiation course.
Top: Professor on Special Assignment
Meg Easom Hines (left) introduces
the concept of improvisation in Ms.
Poss’s fifth grade classroom at H. B.
Stroud Elementary School. Garrett
Collins (middle) and Jenna Johnson
(right) are UGA freshmen who work
with Stroud students as part of their
Freshman Year Odyssey servicelearning course. Photo credit: Andrew
Tucker
Left: COE doctoral student Brittany
Anderson (center) leads a debriefing
session for the Freshman Year
Odyssey students at H. B. Stroud
Elementary School. Anderson is
a co-instructor of the UniversityCommunity Engagement with
Minority Student Talent Development
course. Photo credit: Andrew Tucker
Migrant Education Program Services, and Chris Pendley, gifted
specialist. Through her relationship with Higginbotham and Pendley,
she began providing her students field experience opportunities
working in Barrow’s enrichment clusters.
In her special role in the PDSD partnership, Hines’ passion and
expertise in gifted and creative education inspires increasing
numbers of UGA undergraduate and graduate students, as well as
many CCSD teachers and students.
Eventually, her UGA students gained field experience by working in
Barrow’s Enrichment Clusters, after she began working with CCSD’s
Karen Higginbotham, director of the Office of ESOL, Gifted and
FALL 2014
NEWS FROM THE OFFICE OF SCHOOL ENGAGEMENT
Hines has had a lifelong interest
in creativity. As a child, she found
fulfillment in creative activities and
wished schools offered her more
creative outlets; as an educator she
became interested in
learning more about
creative children and
how teachers can
encourage creativity.
Hines taught first
grade for three years
in Atlanta, then
worked as a gifted
teacher while earning
her master’s and
gifted endorsement
from Kennesaw
State University. She
taught in Columbia
County (Augusta) at
a center-based gifted
program for four
years while pursuing
her doctorate at
UGA. Her dissertation
centered on the
underachievement
of creative students and how to help creative kids find their place in
schools. From 2004-08, she taught gifted endorsement courses at the
College of Charleston in Charleston, SC.
5
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S
I have just completed seven years in a variety of senior leadership
roles at the School of Education at the University of Glasgow. These
roles have focused on the strategic reform of teacher education.
Around the beginning of the millennium, all Scotland’s monotechnic
Colleges of Education were merged with universities. As a result,
colleagues quickly became familiar with international research on
teacher education and as part of that process, I met UGA College of
Education Dean Andy Horne, Tracy Elder (COE director of assessment
and accreditation) and Janna Dresden (director of the Office of School
Engagement), and subsequently Dean Craig Kennedy and CCSD
Superintendent Phil Lanoue, with whom we have discussed the work
of Professional Development Schools. This relationship was cemented
when the universities of Glasgow and Georgia signed a Memorandum
of Understanding. I have attended the AACTE conference for the last
three years now, and have visited some PDSs here in Athens, which I
find fascinating. We are trying to do similar things in Glasgow, and it
has always been professionally useful to discuss implementation with
experienced colleagues.
I was fortunate to be granted a period of study
leave for the first semester of the 2014-15
session, and I thought that Georgia was far
enough away from Glasgow that absolutely
nobody (including myself) could expect me to
do anything in Scotland! So here I am – trying
to write up the work we’ve been doing, trying
to work out what teacher educators do here
and whether it is different from what we do
Beth Dickson,
Visiting Scholar from
across the Atlantic, and also to immerse myself
the University of
in a different educational culture with the great
Glascow, Scotland
opportunity to understand it from the inside.
Distance gives a perspective on work that I could not have achieved
at home, as well as the sheer amount of protected time I have to read,
write and think. I’m very grateful to Dean Kennedy and all the staff who
made this opportunity possible.
Beth Dickson
University of Glasgow, Scotland
Harman leads poetry workshop for W.R. Coile Middle School students
Building upon a semester-long endeavor with W.R. Coile Middle School
students as creators of narratives, Ruth Harman, associate professor
in the department of language and literacy and Professor on Special
Assignment at Coile, extended the work by hosting a Saturday poetry
workshop last spring.
COLLEGE OF EDUCATION
Fifteen students transformed their narratives into poetry with the
help of Harman and poet Paul Ayo, who is also the director of Art as
an Agent for Change, Inc. This workshop, “My Story, My World,” was
funded through an AthFest Educates grant.
6
According to Ayo, the workshop helped students “discover the power of
their words and the importance of their personal stories.” Harman and
Ayo believe sharing the lessons of our past are the keys to unlocking a
bright future for our youth.
W.R. Coile Middle School students pose for a photo at a poetry writing workshop
where they turned personal narratives into poetry, assisted by Professor on Special
Assignment Ruth Harman and poet Paul Ayo.
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of integrating technology or exploring
strategies for negotiating the changes that
technology may bring.
Archway fellowship allows professor
to bring technology to rural Georgia
communities
In his new role as a Public Service
and Outreach (PSO) fellow with
the UGA Archway Partnership,
Theodore J (T.J.) Kopcha (left)
meets with COE doctoral student
Lenie George (middle), and Tiffany
West (right), Teacher of the Year in
the Candler County School District.
Photo credit: Betsy McGriff
Kopcha is using his fellowship to extend his work with technologyenhanced learning. In his role as a fellow with Archway, he is travelling
to schools across Georgia that are part of the partnership, which brings
higher-education resources to select communities in Georgia. The
nature of his work varies from community to community–projects are
identified through close collaboration with the teachers, students and
the larger community. As part of his fellowship, he has travelled to five
of the Archway communities to help with conceptualizing the process
In Hart County, Kopcha and his graduate
students are working with the elementary,
middle and high schools as they integrate
Bring Your Own Technology (BYOT) into the
Hart County School District’s STEM and
general education curriculum. Kopcha helps
plan for BYOT as well as offer training and
classroom-level support as teachers learn to integrate technology
into math, science and language arts. Both George and Neumann are
former teachers with experience conducting interdisciplinary activities
in secondary mathematics and language arts (respectively). (For
details, visit t.uga.edu/143.)
The Public Service and Outreach fellowship has provided Kopcha
with the time and resources to fully immerse himself in the mission
of Archway. With support from both the Office of Public Service and
Outreach and Archway, he plans to work with his graduate students
in the spring to continue their ongoing efforts to improve education in
rural communities across Georgia.
Middle Grades Education students create photo booth
for Hilsman Middle School celebration
UGA Middle Grades Education teacher
candidates pose in the photo booth they
created for Hilsman Middle School students,
families, and faculty as part of HilFest,
Hilsman’s back-to-school open house with a
festival-like atmosphere. In the photo booth,
teacher candidates took photographs of
HilFest participants, who donned a variety
of props, and posted the pictures on the
school’s HilFest website, http://bit.ly/hilfest
Pictured from left to right: Halie Hunter,
Harlie Aldridge, Brittany Byrd, Erin
Wedereit
FALL 2014
NEWS FROM THE OFFICE OF SCHOOL ENGAGEMENT
This fall, COE faculty member Theodore J (T.J.) Kopcha
was awarded a Public Service and Outreach fellowship
with the UGA Archway Partnership. Kopcha is an assistant
professor of learning, design and technology in the
department of career and information studies. A former
secondary school mathematics teacher, he has spent his
career examining the ways in which systems theory can
improve the ways technology is integrated into K-12 settings and how
technology can improve student-centered approaches to teaching,
particularly in the area of mathematics.
Kopcha’s fellowship has also provided
an opportunity to work closely with two
Archway communities, Candler County and
Hart County, to provide ongoing, site-based
professional development to integrate
technology into STEM education. With the
help of learning, design and technology
graduate students Lenie George and
Kalianne Neumann, he offers training
and classroom-level support to middle
school teachers in Candler County School
District. He and his graduate students will
work closely with teachers as they develop
a place-based interdisciplinary STEM
curriculum that uses mobile technology to
support data collection and analysis (for
details, see t.uga.edu/142).
7
Contact Us:
Office of School Engagement
Our Purpose:
The Office of School Engagement at the University of Georgia serves as a bridge
between the worlds of theory and practice in P–16 public education to improve the
educational experiences of students and the professional lives of educators.
Janna Dresden, Director
629F Aderhold Hall
Phone: 706-542-8491
Email: jdresden@uga.edu
OSE Newsletter Writer and Editor: Erica Gilbertson
Email: ericag@uga.edu
www.coe.uga.edu/ose
PDSD presents at State of Education in Georgia Conference
On September 18, 2014, a team of eight
representatives from the PDSD gave two
presentations about the partnership at the annual
State of Education in Georgia Conference sponsored
by the UGA College of Education. Representatives
from CCSD included: Philip Lanoue,
Superintendent; Anissa Johnson, Principal of
Fowler Drive Elementary School; Marcquez Haley,
Mentor Teacher at Fowler Drive; and Jessica
Howard, teacher at J. J. Harris Elementary Charter
School. Representatives from UGA College of
Education included: Janna Dresden, Director of
the Office of School Engagement; Beth Tolley,
Professor-in-Residence at Fowler Drive; Erica
Gilbertson, Project Manager in the Office of School
Engagement; and Amanda Massengale, Teacher
Candidate at Fowler Drive.
COLLEGE OF EDUCATION
Marcquez Haley (left), mentor teacher at Fowler Drive Elementary School, and Amanda
Massengale (right), teacher candidate in the UGA Early Childhood Program, shared information
about their experiences working together in a PDS school at the State of Education in Georgia
Conference in September.
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