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ANNOUNCING!! REQUEST FOR PROPOSALS - 2014-2015 MSUNER ACTION RESEARCH TEAMS - DUE JUNE 15, 2014

Posted by Concetta E. Donvito on June 3, 2015 at 10:00am

The Montclair State University Network for Educational Renewal is pleased to announce a request for proposals for the Action Research Team Approach to Professional Development for the 2014-2015 academic year.

We invite your application for participation and recommend that you carefully review the following guidelines, since the scope of the program and the requirements have changed. Please Note: Due to current funding constraints, fewer grants will be awarded than have been in the past.

The 2014-2015 Action Research Project will involve teams of up to 5 educators from up to 3 member schools in a year-long intensive action research professional development experience using data-driven research to study a topic that has the potential to impact student achievement and the quality of teaching practice. Team members can be from different or same grade levels or departments in a school. The major criteria in forming a team should be a willingness and capacity to work together to investigate and improve teaching and learning.

Each team will decide on the focus of its inquiry, which should revolve around an authentic issue that engages the team members. The investigation should result in a long-term change or transformation of practice. Some possible topics include: Integrating the Common Core Standards, using technology to enhance instruction, co-teaching for inclusion, or any of a myriad of possibilities that relate to the Agenda for Education in a Democracy. The four dimensions of the Agenda are:

1. STEWARDSHIP OF BEST PRACTICE:
It is the responsibility of teachers to become models of best practice in their schools and professional communities. This means understanding the nature of school change, exercising leadership among peers and colleagues, and modeling best practices for teaching and learning.

2. ACCESS TO KNOWLEDGE FOR ALL STUDENTS:
Teachers and school communities must find the means for all students to "join the human conversation," by providing all students with the opportunity to reach their highest potential. This has implications for curriculum, teaching and assessment strategies, classroom organization, scheduling, etc.

3. NURTURING PEDAGOGY AND PRACTICE:
Educators must possess a broad repertoire of pedagogical skills and knowledge, know their students as individuals with varied learning needs, and exhibit caring and respect for all learners.

4. DEMOCRATIC PRACTICE:
Schools are the primary institutions in our society charged with preparing students for participation in our political and social democracy. This includes teaching students how to use critical thinking to make good judgments, to respect the rights of others, to tolerate differences, and how to engage in civil discourse. It also means finding ways to promote democratic practice in schools.

All applications will be evaluated using the criteria listed on the rubric

(See link below):

Action Research Team Rubric

COMPLETED APPLICATIONS MUST INCLUDE ALL FIVE ITEMS BELOW:

1. EACH TEAM must complete and submit ONE Action Research Team On-line Application:

2014-2015 Action Research Team Online Proposal

2. EACH TEAM must complete and submit ONE Signature Page:

SIGNATURE PAGE

3. EACH TEAM MEMBER must complete and submit the following required forms by fax, scan, email or mail:

1) W-9 form

2) Resume

3) On-line Clinical Faculty Application (If not yet Clinical Faculty)

4. Please fax, scan, email, or mail ONE letter of support (see information above) from the Building Principal supporting the Action Research Team application, including:

  • Willingness to provide release time
  • Substitute coverage for the 3 on-campus meeting dates (TBD)
  • Brief summary of how this project will support overall school renewal

5. Please fax, scan, email, or mail ONE letter of support (see information above) from the Superintendent supporting the Action Research Team application.

 

FAX, SCAN, EMAIL, OR MAIL TO:

Dr. Connie Donvito, MSUNER

Montclair State University

University Hall, Suite 1180

Montclair, NJ 07043

(Fax) 973-655-5227

donvitoc@mail.montclair.edu

Completed Applications Must Be Received by June 15, 2014

ACTION RESEARCH GUIDELINES/REQUIREMENTS

1. Each team must include a minimum of four people, including one administrator, with a maximum of five people per team. At least one of the members must be a Clinical Faculty member at the time the application is submitted. All other team members should submit their Clinical Faculty applications by September 2014, if they are not clinical faculty. The team should designate one teacher as the coordinator who will be the team contact person. Administrators and supervisors are expected to contribute to the work of the teams, but may not serve as team coordinator.

2. During the course of the 2014-2015 school year, team members will participate in 3 all-day retreats for professional development with the other Action Research Teams. Retreats will be jointly planned by team members and MSU faculty.

3. The team members commit to the goal of the Action Research Project, which will be to study, better understand, and transform teaching and learning in the classroom, based on the topic of importance to the team members. Team members may conduct joint or collaborative action research projects. Ultimately, these projects should have a long-term impact on teaching practice.

4. Teams will be required to disseminate their findings in a formal presentation, including visuals, at the MSUNER 2015 Summer Conference, to be held on June 26, 2015. Team members will be encouraged to share their work through local or regional presentations, district professional development workshops, as well as professional publications. It is assumed that all team members will share their learning, new expertise and insights with their other school colleagues.

5. Each team will be required to submit a final report which will be reviewed for approval by the facilitator(s) of the Action Research Teams. After the final report is accepted and the presentation is completed, each team member will receive a $500 stipend (This is usually awarded in the summer after all paperwork has been completed.) Team members must complete and submit a W-9 form upon initial approval of the award.

6. Each team will have a budget of $1,500 to buy books, materials, videos or other resources to aid in their work. This will be administered through the school district.

7. Each school district must agree to cover the cost of substitutes for the 3 all-day joint retreats.

8. PLEASE NOTE: Grant recipient teams will be required to attend an initial meeting at the 2014 MSUNER Summer Conference to be held on June 27, 2014 and an after school meeting from 3:45-5:45 pm to be held in late September or early October 2014, the location to be determined. At that time, they will receive all books and materials and an overview of their work for the academic year.

9. COMPLETED APPLICATIONS ARE DUE BY JUNE 15, 2014.
Applications will not be accepted after this due date. Early applications are encouraged.

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Announcing - NEA Report Features the College of Education and Human Services, the Center of Pedagogy, the MSUNER, and NMUTR

Posted by Concetta E. Donvito on January 5, 2016 at 1:57pm
The MSU Network for Educational Renewal and the Center of Pedagogy in the College of Education and Human Services are featured examples in a report published by NEA titled "Teacher Residencies: Redefining Preparation Through Partnerships," http://www.nea.org/assets/docs/Teacher-Residencies-2014.pdf.
Read more…

News from the NEPC: NEPC Launches Third Year of Schools of Opportunity Recognition Project: Public High Schools Encouraged to Apply

Posted by Deirdre MacKnight on February 2, 2017 at 12:17pm

NEPC Launches Third Year of Schools of Opportunity Recognition Project: Public High Schools Encouraged to Apply

Key Takeaway: 2017 Schools of Opportunity Application NOW OPEN. Applications due May 1, 2017.

Find Documents:

Press Release: http://nepc.info/node/8450

Contact:

More NEPC Resources on Schools of Opportunity

BOULDER, CO (January 30, 2017) - The 2017 Schools of Opportunity application cycle launched today at www.SchoolsofOpportunity.org. Building on the success of the past two years, the National Education Policy Center at CU Boulder will again recognize public high schools that are creating remarkable opportunities to learn for all their students. The application deadline is May 1, 2017.

Schools that apply are asked to demonstrate how they work to close opportunity gaps across a range of key areas. The NEPC derived this set of opportunity measures from the expertise shared by top researchers in Closing the Opportunity Gap, the 2013 book published by Oxford University Press.

Two criteria are required of all applying schools: (1) broadening and enriching learning opportunities and (2) creating and maintaining a healthy school culture. Applicants also select, from a menu of eight additional criteria, four that best represent how their school is responding to its unique local needs. All ten criteria are described on the Schools of Opportunity website, along with the scoring rubric used by the evaluation teams.

NEPC designed the Schools of Opportunity project as a way to highlight the nation’s best schools and practices, shifting away from the nation’s imbalanced focus on standardized test scores. “Even in the face of stark inequities across our social and economic systems, as well as our education system, every school can adopt research-based best practices,” says Project Co-Director, Dr. Linda Molner Kelley. “The 37 Schools of Opportunity recognized over the first two years of the project illustrate how all schools can work to provide great opportunities for their students.”

Along with Dr. Kelley, who is the former Assistant Dean of Teacher Education and Partnerships at CU Boulder, the project is led by Dr. Adam York, the Project Manager, and by NEPC director and CU-Boulder School of Education Professor Kevin Welner. The Ford Foundation and the NEA Foundation both provide funding to support the project.

Each school’s application will be reviewed by a team of evaluators from across the nation, including educational researchers and current and former school leaders. Finalists are selected based on narrative responses as well as data and other evidence submitted. Site visits to top schools are also a vital part of the project. Educators have found that the application process provides a rich opportunity for high school teams to work together to reflect on their strengths, assets and areas of potential improvement.

Recognized Gold and Silver schools will be announced in winter 2017 in the Washington Post Answer Sheet blog and other media outlets. Applications are welcomed until May 1, 2017, with all nomination information and forms available online at: www.SchoolsofOpportunity.org

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Math & Science Workshops at PRISM, Montclair State University - REGISTER NOW!

Posted by Deirdre MacKnight on February 8, 2016 at 2:32pm

PRISM Science & Math Workshops

10% discount for MSUNER Districts:

Belleville, Bloomfield, Caldwell/West Caldwell, Cedar Grove, Clifton, East Orange, Elizabeth, Englewood, Fair Lawn, Glen Ridge, Hillside, Kearny, Little Falls, Livingston, Maywood, Montclair, Newark, Nutley,

Parsippany/Troy Hills, Pascack Valley Regional, Passaic Valley Regional, Paterson, Randolph, Rockaway Township, South Orange/Maplewood,

Teaneck, Tenafly, West Orange.

 

$150 per teacher

8:30a-2:30p (parking & coffee)

                               Reserve NOW at:  Workshopregistration form

SCIENCE:

  1. February 3, 2016
    NGSS Curriculum Planning
    Grades 6-12
    Wondering how to integrate the Practices, Core Ideas, and Cross-cutting Concepts of the NGSS for effective curriculum planning? Learn how to plan effective units that align with the    standards.    This workshop will provide the fundamentals of planning effective curriculum that will engage students while they gain deeper understanding of the science concepts.
  2. February 9, 2016
    Next Generation Science Standards "Fundamentals"
    Grades K-12
     The NGSS must be implemented September 2016 for grades 6-12 and 2017 for K-5.  Changing how Science is taught can be overwhelming.  Workshop participants will have the opportunity to better understand the foundation of the standards; the 3 dimensions and the performance expectations, as well as how to start preparing for their implementation.  This workshop is for those to whom the NGSS are new and need to better understand the basics.
  3. March 16, 2016
    Engineering Design is Elementary
    Grades K-5
    Children seem to be born with a creative urge to design and build things. As teachers, we need to channel this tendency to help students use this creativity to solve problems. Participants will be engaged in investigations that will help them get a deeper understanding of the NGSS and the Engineering Process in elementary grades.
  4. May 18, 2016
    NGSS Using Formative Assessment Tools

              Grades K-8
              The emphasis on processes in the NGSS makes formative assessment more necessary than ever                              before. Questions like: When? How? Where? students are assessed will be some of the questions answered in this workshop. As teachers are engaged in investigations, they will have the opportunity to   discuss the importance of formative assessment as part of the NGSS implementation.

  1. May 26, 2016
    Using Mathematical Modeling to Integrate Mathematics and Science
    Grades: 6-12, Math and Science teachers
    Presenter:  Eileen Murray, Assistant Professor, Mathematical Science
    Scientific disciplines ranging from electromagnetic theory to cryptography use mathematics to understand our world because relationships between quantities form the foundation of every day life. In this workshop, participants will identify real-world situations connected to mathematics and science school curriculum and be guided through the mathematical modeling process. Participants will work on (and develop) tasks that can be used to integrate science and mathematics in their classrooms. Come and learn how to use the power of the Common Core Standards of Mathematics and the Next Generation Science Standards to make mathematics and science come alive in your classroom.

MATH:

  1.   February 11, 2016
      Title: Navigating 2015-16 Mathematics Standards: Teaching for Understanding with a Focus on Instruction and Assessment ~ Problem Solving and Performance Tasks

Grade Levels:  6-8

Presenter:  Deborah L. Ives, Ed.D., K-12 Educational Consultant
Description:  Come and participate in active learning about the Standards and Mathematical Practices for middle grades math, with a focus on an across the grades look during a hands-on session.  Using a balanced approach for all students, a link between Instructional Strategies, Grade Level Curriculum Expectations and the State Assessments will be addressed using online simulations, performance tasks, and real world applications/modeling.

2.       February 19, 2016

Title: Navigating 2015-16 Mathematics Standards: Teaching for Understanding with a Focus on Instruction and Assessment ~ Fractions

Grade Levels:  3-5
Presenter:  Eliza Leszczynski, Ed.D., K-12 Educational Consultant
Description:  Participants will engage in an across the grades look at the Domain of “Number and Operations – Fractions” in lessons involving operations with fractions, comparison of fractions, and fraction equivalence, including meaningful strategies for connecting concrete and pictorial models of improper fractions and mixed numbers.  Ready-to-use, hands-on activities, including fraction-decimal connections, and instructional strategies incorporating the use of physical manipulatives with fractions will be emphasized. Formative and summative assessment of fraction skills with be addressed.

3.       March 9, 2016

Title: Navigating 2015-16 Mathematics Standards: Teaching for Understanding with a Focus on Instruction and Assessment ~ Problem Solving and the Use of Digital Tools

Grade Levels:  3-5

Presenter:  Deborah L. Ives, Ed.D., K-12 Educational Consultant
Description:  Participants will engage in an across the grades look at the Domain of “Number and Operations – Fractions” that will highlight expectations of problem solving and Performance Tasks.  Ready-to-use, hands-on lessons and instructional strategies, differentiation and accommodations, and the use of multiple assessment and questioning techniques will be emphasized, including easily accessible digital tools.

4.       March 23, 2016

Title: Navigating 2015-16 Mathematics Standards: Teaching for Understanding with a Focus on Instruction and Assessment Updates

Grade Levels:  7-10

Presenter:  Deborah L. Ives, Ed.D., K-12 Educational Consultant
Description:  Come learn updated information through a hands-on look at lessons and Performance Tasks with instructional strategies that focus on algebraic reasoning and sense making for middle and high school students.  Real world applications will be provided through multimedia resources that help students and teachers meet the current  Mathematics Standards and State Assessment expectations.

5.       May 26, 2016

Title: Using Mathematical Modeling to Integrate Mathematics and Science
Grade level: 6-12, Math and Science teachers

Presenter:  Eileen Murray, Assistant Professor, Mathematical Science

Scientific disciplines ranging from electromagnetic theory to cryptography use mathematics to understand our world because relationships between quantities form the foundation of every day life. In this workshop, participants will identify real-world situations connected to mathematics and science school curriculum and be guided through the mathematical modeling process. Participants will work on (and develop) tasks that can be used to integrate science and mathematics in their classrooms. Come and learn how to use the power of the Common Core Standards of Mathematics and the Next Generation Science Standards to make mathematics and science come alive in your classroom

Read more…

DEADLINE APPROACHING (2/5/16): Proposal Submission for NJFEA Middle School Conference

Posted by Kristin Armato on February 2, 2016 at 11:02am

The New Jersey Future Educators Association (NJFEA) Middle School Conference will be hosted at Montclair State University on Tuesday, June 7th between 9am and 2pm.
This program is planned for students in grades 6 through 8 who aspire to become future teachers.


We are looking for interested presenters to facilitate a 1-hour session on a topic relevant to middle school students interested in teaching (e.g., leadership in education, teaching special populations/subjects, diversity and inclusion, college exploration, bullying, STEM, etc).

If you are interested in submitting a proposal, please go to:  tiny.cc/NJFEAProposal.


Proposals will not be accepted in email format. The deadline for submitting a proposal is February 5, 2016.

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Hispanic Student College Institute on August 1-3, 2017

Posted by Deirdre MacKnight on January 30, 2017 at 9:22am

Montclair State University, the largest four-year Hispanic-Serving Institution in New Jersey, is offering a Hispanic Student College Institute on August 1-3, 2017 for rising high school juniors and seniors.

There will be no cost for your students to participate and attend.

Through the Hispanic Student College Institute, they will:

  • Engage in career exploration and goal-setting initiatives
  • Attend college-planning workshops
  • Participate in a majors fair and mock college interviews
  • Live on campus in Machuga Heights

Institute participants will be eligible for scholarships to attend Montclair State University in the future and will receive certificates of completion to include on their résumés. Academically committed students who identify as Hispanic are encouraged to apply online. Applications are now available, and space is limited.

For more information, please contact Associate Director of Undergraduate Admissions Jordanna Maziarz at hsci@montclair.edu.

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Attention: ELA Teachers/Reading Specialists! (K-6)

Posted by Kristin Armato on January 18, 2017 at 9:30am

The Early Childhood, Elementary and Literacy Education Department at Montclair State University is conducting a survey to better understand the ways that schools and districts provide literacy-related training and coaching.  In particular, the department is interested in assessing employment conditions for Reading Specialists and teachers who have received a Masters of Reading.  The department is also exploring developing new literacy-related Masters and Certificate programs that are responsive to needs identified by those working in the field in New Jersey. In addition, the department would like to expand the type of professional development opportunities it offers, and so is interested in hearing about what types of topics and structures would be attractive to people working in different contexts.

 

If you are interested in sharing your thoughts about these topics and completing the survey, please click on this link

 

If you have any questions or suggestions, please contact Erik Jacobson, Graduate Program Coordinator of the Masters of Reading, at jacobsone@mail.montclair.edu

 

Thank you for your time.

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ANNOUNCING: Masters of Reading Early Childhood, Elementary and Literacy Education Department Montclair State University

Posted by Concetta E. Donvito on January 18, 2017 at 9:22am

Masters of Reading

Early Childhood, Elementary and Literacy Education Department

Montclair State University

Dr. Erik Jacobson, Program Coordinator

jacobsone@montclair.edu

(973)-655-3471

 

Overview

Two different degrees are offered:

  • Masters of Reading (with Reading Specialist Certification)
  • Reading Specialist Certification (for students who already have a Masters)

The MA in Reading (33 credits) and the Reading Specialist Program (30 credits) prepare educators to meet present and future demands as literacy specialists.  The program emphasizes practice informed by current theory and research and provides a range of learning experiences that enhance candidates’ understanding of what it means to be an effective literacy educator.  Program graduates will be prepared to serve in a wide array of educational roles in a variety of settings.

It is expected that students will graduate with a broad and multifaceted understanding of literacy, including key developmental, cultural and sociopolitical dimensions. Students will also be able to identify and respond to important shifts in literacy practices, such as those involving the use of digital technologies. Program graduates will be equipped with the knowledge and skills to effectively provide literacy instruction, engage with colleagues about ways to enhance practice and advocate for the field as a whole.

Beginning in May 2017, we will be offering an Accelerated Hybrid version of the Masters of Reading (enabling students to complete the degree in 18 months).

Sample Courses

 

READ 500    Literacy Foundations   

READ 501    Techniques of Reading Improvement in Secondary Schools                           

READ 502    Administration and Supervision of Reading Programs                                    

READ 503    Literature for Adolescents                                                                   

READ 524    Teaching Multiethnic Literature in P-8 Classrooms                                        

READ 508    Critical Thinking and Literacy

READ 511    Case Studies of Reading Difficulties                                        

READ 513/514    Supervised Clinical Practicum

READ 505     Research Seminar in Literacy

READ 515      Literacy Strategies for the Inclusive Elementary Classroom

READ 519      Language and Early Literacy Development

Faculty Areas of Interest

Tina Jacobowitz (Department Chair)

Literacy in the content areas / Teacher dispositions for democracy / Teaching for critical thinking / Teaching an and for a democracy

Melissa Collucci         

Emergent literacy / The development and implementation of successful, authentic language arts blocks / Linguistically responsive teaching

 

Margaret Freedson

Early literacy development and bilingualism / literacy instruction / teacher preparation

 

Erik Jacobson

Adult literacy practice and instruction / Supporting adolescent writers / Literacy and technology / Content area literacy / Teaching with graphic novels and manga

 

Michele Knobel

New literacies and digital technologies / In-school and out-of-school literacy practices

 

Dierdre Paul

Teaching and learning with multiethnic children’s literature / Popular culture literacy / The Millennial morphing of the digital divide / Closing the school discipline gap

 

Erik Weiner

Critical literacy / Cultural studies / Critical pedagogy / Social theory

 

Linda Wise

Social context issues in literacy development / Teacher education

 

Read more…

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