SCHOOL/UNIVERSITY PARTNERSHIPS RESEARCH into PRACTICE

Edited by Carol Rolheiser

Teacher Education Program, OISE/UT

School/University Partnerships: RESEARCH INTO PRACTICE

INTRODUCTION Carol Rolheiser...... 1

UNDERSTANDING TODAY’S STUDENTS 1. English as a Second Language (ESL) Videodisk Project Antoinette Gagné ...... 3 2. Tribes Project Penny Ballagh and Karen Sheppard ...... 5 3. Literacy Approach to Bullying Larry Swartz...... 7 4. Instructional Intelligence Jackie Eldridge and Barrie Bennett ...... 9

ENHANCING LEARNING 5. Instructional Intelligence and Collaborative Learning John Mazurek and Lynn Lemieux ...... 11 6. Exploring Mind Maps as a Teaching Strategy Cathy Marks Krpan and Stephen Hurley ...... 13 7. Reader-Writer Mentorship Project John A. MacDonald and John W. MacDonald ...... 15

IMPROVING SCHOOL CLIMATE 8. Student Perceptions of a High Ability School-Within-a-School Dona Matthews and Julian Kitchen ...... 17 9. Impact of Instrumental Music Lee Willingham and Cheryl Paige...... 19

HELPING CHILDREN 10. Links to Literacy Tutoring Project Kathy Broad and Mary Lynn Tessaro...... 21 11. Integrating Diversity Project Elizabeth Coelho...... 23 12. Developing a Special Education Curriculum Guide Lucy Giannotta and Hazel McBride ...... 25 SCHOOL/UNIVERSITY PARTNERSHIPS: RESEARCH INTO PRACTICE Editor Carol Rolheiser ...... [email protected]

UNDERSTANDING TODAY’S STUDENTS 1. English as a Second Language (ESL) Videodisk Project Antoinette Gagné ...... [email protected] 2. Tribes Project Penny Ballagh and Karen Sheppard ...... [email protected] ...... [email protected] 3. Literacy Approach to Bullying Larry Swartz ...... [email protected] 4. Instructional Intelligence Jackie Eldridge and Barrie Bennett ...... [email protected] ...... [email protected]

ENHANCING LEARNING 5. Instructional Intelligence and Collaborative Learning John Mazurek and Lynn Lemieux...... [email protected] ...... [email protected] 6. Exploring Mind Maps as a Teaching Strategy Cathy Marks Krpan and Stephen Hurley ...... [email protected] ...... [email protected] 7. Reader-Writer Mentorship Project John A. MacDonald and John W. MacDonald...... [email protected]

IMPROVING SCHOOL CLIMATE 8. Student Perceptions of a High Ability School-Within-a-School Dona Matthews and Julian Kitchen...... [email protected] ...... [email protected] 9. Impact of Instrumental Music Lee Willingham and Cheryl Paige...... [email protected] ...... [email protected]

HELPING CHILDREN 10. Links to Literacy Tutoring Project Kathy Broad and Mary Lynn Tessaro ...... [email protected] ...... [email protected] 11. Integrating Diversity Project Elizabeth Coelho...... [email protected] 12. Developing a Special Education Curriculum Guide Lucy Giannotta and Hazel McBride ...... [email protected] ...... [email protected] School-University Partnerships RESEARCH INTO PRACTICE

➠ EDITOR Carol Rolheiser

OBJECTIVES OF THE PROJECT ➠ Enhance learning experiences and strengthen relations between OISE/UT’s Teacher Education Program and its field partners

➠ Improve the experiences of students and associate teachers in host schools and teacher candidates and instructors at OISE/UT

RESEARCH PARTNERS ➠ Build the profile of leadership projects in areas such OISE/UT Teacher Education Program and as innovative instruction, the use of technology, Its Host Schools in the Greater Toronto Area assessment programs, community links, etc.

eaching today is a complex undertaking. It demands that a range Ontario provides one-third of the 23,000 teacher preparation spaces Tof professionals work effectively and collaboratively with one in Canada, with the Ontario Institute for Studies in Education of the another, with students, with parents, and with entire communities to University of Toronto (OISE/UT) having the largest program, address the immense challenges faced in schools. The preparation preparing approximately 1300 teachers yearly. The preparation of of new teachers who are able to foster a range of partnerships, and these teachers is a central component of our broader institutional who see the value of working with multiple stakeholders, is crucial to mission. To this end, OISE/UT is committed to the development of the creative and effective schooling of students in the future. school/university partnerships. Over the last decade or more of teacher education reform, we have increasingly strengthened the Successful educational partnerships between universities and range of partnerships that have resulted in higher quality education schools can accomplish a range of educational goals. The ultimate for youth and adults alike. This increased attention to connections goal, in establishing such partnerships, however, “is to improve the with the field in the planning and delivery of the OISE/UT program educational opportunities and outcomes for school-age children and has manifested itself in a variety of ways, including negotiation of to improve the initial and continuing preparation of their teachers” focused partnerships with specific school districts. Our field (McIntyre, 1994, p. 2). The wisdom of field practitioners and the partnerships have created more opportunities for university knowledge of university researchers can be combined to create collaboration, research, and support for the continuing education of more diverse and successful ways of enhancing the learning of host/associate teachers and for school improvement initiatives linked students. When research and practice are linked we increase the to teacher education programs. This work has been challenging, chances that the collective expertise of the profession will impact invigorating, complex, and satisfying. the intellectual, social, emotional, physical and spiritual needs of learners. Collaborative School/University partnerships can create School/University Partnerships: Research Into Practice is one of deeper understandings regarding what we are collectively trying to many recent projects in our teacher education program focused achieve in our work. Through regular and meaningful interaction, on enhancing learning experiences and strengthening relationships greater understanding, ownership, and respect can emerge—and between our field partners and the university. Initiated during the education is ultimately enhanced. 2002 – 2003 academic year, this initiative provides awards up to $2000 to OISE/UT pre-service instructors in recognition of exemplary projects intended to support and extend school/ university relationships. The awards are given by OISE/UT but supported through the School/University Partnership Fund. This The ultimate goal, however, in establishing such partnerships, Fund is made possible through the generosity of our broader “is to improve the educational opportunities and outcomes community partners—committed partners who care about quality for school-age children and to improve the initial and education. Approximately $20,000 is expended on this yearly continuing preparation of their teachers” initiative, now in its second year of operation. (McIntyre, 1994, p. 2).

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What kinds of projects are considered? learners in schools, enhancing the research-based and • Any project intended to make an appreciable difference for “instructionally intelligent” practices of educators, implementing students in schools, pre-service teacher candidates and associate strategies for anti-bullying, supporting struggling primary/junior teachers and OISE/UT instructors working in pre-service education readers through tutoring, and helping intermediate/senior students partnerships. in reading and writing through electronic mentoring, to highlight just • Leadership projects—these can span a range of areas, including a few. innovative instruction, the use of technology, assessment programs, co-curricular opportunities, school/university Each project in this publication has been summarized, using a similar communications, curriculum implementation models, community two-page format. Additional information and detail can be obtained links, etc. by contacting the authors of each project, or the editor.

Who selects the winners? The partnership authors have shared their findings in a range of A committee made up of OISE/UT administrators, instructors and ways—at conferences, in professional journals and publications, and field representatives selects award winners from applications in their conversations with other colleagues. This publication is submitted by elementary and secondary pre-service instructors intended to be yet another way to communicate what we have at OISE/UT. learned. We hope it will help spark ideas for others and create valuable future partnerships. We believe the potential for mutual What kinds of factors are considered when funding gain in school/university partnerships is enormous. As you read projects? about these projects, we hope you will agree that when we work as • Potential benefit to students in schools, teacher candidates, partners we can achieve common and important goals for our associate teachers and OISE/UT instructors students. • Degree of direct collaboration between OISE/UT instructors with teacher candidates, associate teachers and students in schools in References order to strengthen school/university partnerships McIntyre, D. J. (1994). Partnerships and collaboration in the contexts of schools and teacher education programs. In M. J. O’Hair & S.J. Odell • Enhancement of the capacity to learn and teach in schools and (Eds.), Partnerships in education: Teacher education yearbook II. Fort OISE/UT Worth, TX: Harcourt Brace. • Encouragement of inquiry in teacher education Odell, S. J. & O’Hair, M. J. (1994). Introduction: Linking research and • Innovation and creativity practice through partnerships. In M.J. O’Hair & S.J. Odell (Eds.), • Transferability of the project Partnerships in education: Teacher education yearbook II. Fort Worth, TX: • Clear, concise, persuasive presentations Harcourt Brace. Rolheiser, C. (1999). Redesigning teacher education: The delicate, The partnerships featured in this publication represent the results of demanding dance of “ready, fire, aim.” In M. Wideen & P. Lemma (Eds.), Ground level reform in teacher education: Changing schools of our first round of projects. The initiatives are diverse and exciting. education. Calgary, AB: Detselig Enterprises. They represent the hard work and commitment of school and OISE/UT university collaborators who have explored new terrains * A special note of thanks to Jane Moore and Marisa Cooke, Development together. While the tensions between university and school cultures Office - OISE/UT, and Heather Berkeley, Communications Office - OISE/UT, have frustrated many educational initiatives (Rolheiser, 1999), the for their encouragement, support and assistance with this initiative. projects outlined here are illustrative of the reality that different organizational cultures can be brought together and can benefit one CAROL ROLHEISER is the Associate Dean, another through dialogue and action. The projects also demonstrate Teacher Education, OISE/UT. Carol is a “the reality that classroom teachers are educational theorists and committed leader in school district/university teacher educators are classroom practitioners” (Odell & O’Hair, partnerships, concentrating on teacher 1994, p. vii). The projects focus on impacting the language education, teacher development and school development and well-being of English as a Second Language (ESL) improvement...... ✮ ✮ ✮✮✮

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2• School-University Partnerships Understanding Today’s Students ENGLISH AS A SECOND LANGUAGE (ESL) VIDEODISK PROJECT

➠ LEAD RESEARCHER Antoinette Gagné

✮ ✮ OBJECTIVES OF THE PROJECT 1 ✮ ✮ ➠ Create videoclips of ESL student and teacher voices, ✮ and a companion guide, to help promote awareness of ✮✮✮ the immigration process and the experience of ✮ newcomers to Ontario schools

➠ Encourage use of ESL resources by pre-service and in- service teachers, Grade 1 to end of high school

✮ RESEARCH PARTNERS ➠ Videodisk project now uploaded at

✮ ESL Infusion Team, OISE/UT and http://eslinfusion.oise.utoronto.ca/

✮ Host Schools, Toronto District School Board

he 2001 Census revealed that Toronto has one of the highest The ESL Infusion Video Series includes videos, companion guides, Tproportions of foreign-born populations in the world. The and Internet excerpts and activities. While the video excerpts raise population has changed our educational system with a rising awareness that will lead to an optimal learning environment for number of English as Second Language (ESL) students each year. ESL students, the companion guides encourage pre-service and Their needs include ESL education, first language maintenance, in-service teachers to explore the issues and their teaching practice cultural awareness and curriculum support. The policy that has in more depth. emerged from this reality is that every teacher must be an ESL teacher (Duff, 2001). In order to meet this goal, the call for more Often, in-service and pre-service programs can be a drain on ESL professional development in both pre-service and in-service resources. Schools and departments with tight budgets may not be programs has come from teachers, students and researchers able to afford costly conferences or seminars. Resources must also (Cummins, 1996; Echevarria, Vogt & Short, 2000; Johnson, 1995; capitalize on technology, using it to network teachers and to allow Kanno & Applebaum, 1995; Walqui, 2000). for global access to information (Hawk, 2000). Professional learning activities and workshops must be flexible in both time and content As agents of socialization, teachers may be the first contact ESL (Breen & Littlejohn, 2000). The ESL Infusion Video series has been students have with their new culture. Teachers who do not know the designed so that it can be used for professional development by a importance of speaking or language learning can undermine a single teacher or by a group in a workshop program. As an student’s confidence. All teachers must be aware of the type of ESL extension of the ESL Infusion project, the companion guides and instruction a student is receiving and how the ESL curriculum relates video clips will be accessible via the ESL Infusion web site. This to the content curriculum. In efforts to overcome these barriers and forum allows for feedback, the sharing of lesson plans, and access empower teachers, the Videodisk Project has created a resource that to an on-line ESL expert for related questions. addresses the issues of the ESL student in the Ontario context.

Optimal opportunities for ESL students can be achieved through Professional development related to ESL students collaboration and knowledge sharing between ESL teachers and should include … their grade-level and content colleagues. With this in mind, the • theory on second language acquisition project proposed to record the experiences of ESL students and • information on length of time required to learn a second language their teachers at three levels: primary (Grades 1–5), middle school • suggestions for classroom strategies (Grades 6–8), and senior (Grades 9–12). The sharing of experiences • insight into culture shock and best practices strives to infuse ESL pedagogy into the mainstream classroom. By using the voices of teachers and students, their knowledge is made accessible to in-service and pre-service Implementation of the Project teachers. Pre-service teachers benefit enormously because they The project was divided into a series of phases. The first phase require exemplars of concrete experiences in order to involved the recruitment of partner schools from the Toronto District counterbalance their lack of experience in the classroom School Board, the creation and distribution of activity packages for (Roberts, 1998).

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the preparation of participants, and the coordination of filming the field of video recording of ESL students’ and teachers’ experiences dates. Meetings were arranged and the participants responded to in Toronto schools. Teachers and researchers felt that the participants’ questions in semi-structured interviews. Once the data had been voices raised issues that echoed across the country in urban and collected, the interviews were transcribed. A writing team of rural schools. graduate students was formed. They were responsible for viewing the tapes, isolating themes, and choosing relevant clips. A copy of At the June 18, 2003 feedback session, the associate teachers the raw footage and the transcripts were provided to the teachers reflected on how surprised they were by many of their students’ for the students’ and teachers’ feedback. comments. All agreed upon the importance of sharing these stories with pre-service and mainstream teachers. Several commented upon After further research on the themes, the companion guide writers how they would use the information package and videos in their produced a 20–30 page booklet of activities (discussion questions, schools. The primary teachers expressed their appreciation for the workshop activities, in-service or practicum activities, and teacher partnership with the university, the opportunity to share their reflection activities). A paper edit was generated for the video editor experiences, and the context in which to collaborate in creating and the raw footage was refined into three videos (a primary, resources for teachers of ESL students. middle, and senior level video). The presentation of the project at two conferences received positive responses and encouragement Next Steps for the initiative. A feedback session was also organized in which the In February 2004, the materials are being presented at the Learning teacher participants in the video were invited to OISE/UT. The Consortium Conference in Toronto. Two questions arose out of participants provided valuable feedback on presentation format, feedback sessions. content of the videos, and activities. In the final stage, we completed the manuals and the video and uploaded them to the New Questions ESL Infusion web site. What are the particular experiences and needs of ESL students 1 who have some English skills? Data Collected What are the experiences and needs of ESL parents and how The data collected were roughly nine hours of video footage of can schools and teachers assist them? teachers and students speaking candidly on the following issues: the 2 immigrant experience; the first day of school; the identity of the ESL student at home and at school; making friends; support networks References needed by students, teachers, and parents; the process of language Breen, M., & Littlejohn A. (Eds.) (2000). The practicalities of negotiation, classroom decision-making: Negotiation and process syllabuses in learning; the importance of understanding a student’s background; practice. Cambridge: Cambridge University Press. appropriate teaching strategies for ESL students; and the variety of Cummins, J. (1996). Negotiating identities: Education for empowerment in a ESL programs in the TDSB. diverse society. California: California Association for Bilingual Education. Duff, P. (2001). Language, literacy, content and (pop) culture: Challenges for Impact on the School Community ESL students in the mainstream courses. The Canadian Modern This project has been well received by researchers, in-service teachers Language Review, 58(1), 102–132. and pre-service teachers. Two conference presentations found Echevarria, J., Vogt, M., & Short, D. (2000). Making content comprehensible resounding support for the initiative and for future endeavours in for English language Learners: The SIOP model. Boston: Allyn and Bacon Publishers. Hawk, W. (2000). Q and A—Online professional development for adult ESL educators. ERIC Digest Downloaded from the Centre for Applied SOME COMMENTS CAPTURED ON TAPE Linguistic web site. Johnson, R. (1995). ESL teacher education and intercultural communication: The Immigrant Experience Discomfort as a learning tool. TESL Canada Journal, 12(2), 59–66. “When I came in Canada my mind was so very sadly and very scary.” Kanno, Y., & Applebaum, S. (1995). ESL students speak up: Their stories of —primary school student how we are doing? TESL Canada Journal, 12(2), 32–49. Roberts, J. (1988). Research on learning to teach: From pupil to established “I felt better when I was at home because I was louder and talked teacher. Language Teacher Education, London: Arnold. more … In school, I was all shy and I wouldn’t answer any questions Walqui, A. (2000). Access and engagement: Program design and instructional because I was afraid I was going to say something wrong.” approaches for immigrant students in secondary school. California: —middle school student Center for Applied Linguistics and Delta Systems Co.

“The most difficult thing was to get up to go to school, because in my country you get up at noon.” —middle school student ANTOINETTE GAGNÉ is Associate Professor in “My mom, in China, education was so high and she can teach me the Department of Curriculum, Teaching, and anything that I learn in China, but when I came to Canada, she Learning, OISE/UT...... doesn't know English at all. So that’s a big problem to me.” ✮ —senior school student

4• Understanding Today’s Students Understanding Today’s Students TRIBES PROJECT

➠ LEAD RESEARCHERS Penny Ballagh and Karen Sheppard PHOTO CREDIT: PROFESSIONALLY SPEAKING OBJECTIVES OF THE PROJECT 2 ➠ Train teachers in practical instructional strategies that improve students’ communication skills, build their sense of civic values, and increase their capacity for cooperation

➠ Reduce the practice-theory disconnect for teacher candidates by partnering them with experienced RESEARCH PARTNERS teachers who have been trained in some of the same Secondary Teacher Education, OISE/UT and instructional strategies Winston Churchill Secondary School, Toronto District School Board

inston Churchill Secondary School is a school in the Toronto We trained 28 participants (14 veteran teachers and 14 teacher WDistrict School Board (TDSB) with an identified need for candidates) for a total of 24 hours over the months of September creating a more inclusive environment for its diverse student and October 2002, delivering all eight modules so that each population. Over two-thirds of the students are born outside of participant received official certification of Tribes training status. Canada. Teachers immediately utilized the strategies with their students. We approached the school with a proposal to co-train key staff and Then, eight of our teacher candidates were placed at Winston some of our secondary teacher candidates in Tribes/cooperative Churchill in November for the first practicum, while six joined the learning. Tribes is a process that maximizes human development by staff in February for the second practicum. increasing inclusion and community among students. As a result, it focuses on instructional strategies that establish democratic To ensure ongoing support, the TDSB staff development classrooms and improve co-operation (Gibbs, 2001, p 11). These are department was also a partner and, after the initial training, they well proven outcomes since when students participate in offered a session on cognitive coaching to all Tribes trained teachers cooperative communities they begin to understand civic values that in the school. recognize and support the long-term benefits of contributing to the welfare of others, the common good and one’s own well-being. Finally, the newly trained teachers wanted to report back to staff. So, we facilitated a planning meeting which resulted in the development Along with the support of the area superintendent, the of a 1.5 hour presentation, including an in-school video of selected administration of the school agreed to co-fund the initiative for teachers/students/teacher candidates engaging in Tribes strategies. whatever was needed beyond the mini-grant which was awarded by OISE/UT and provided through private support. The associate Data Collected teachers and teacher candidates agreed to work together for at We collected data from teacher candidates after the first practicum. least one practicum or internship at the school. We saw this as a The results were extremely favourable, collated in a combination of superb opportunity to increase practicum placements and deepen rating scales and specific questions, with written comments, to school-university partnerships. support key findings. The focus of the rating scales referred to the Tribes training, while the anecdotal comments referred to the Implementation of the Project collaborative professional development experience. Selected We met initially with the school administration to clarify the comments and findings are included on the next page. Data were proposal, then did a presentation at the September staff meeting to also collected from participating associate teachers. invite staff participants, with a goal of cross-curricular representation. Fourteen staff from a wide variety of departments volunteered. Impact on the School Community We sent letters of invitation to prospective teacher candidates in We visited the school both during the teacher candidates’ practica August, and 14 accepted. and on other occasions to talk with teachers and witness numerous successful Tribes classrooms in action. The initiative was so

SCHOOL/UNIVERSITY PARTNERSHIPS: RESEARCH INTO PRACTICE ✮✮✮ successful that it was featured in the March 2003 issue of COMMENTS FROM TEACHER CANDIDATES Professionally Speaking, the magazine of the Ontario College of Teachers. In that article, Wendy Harris reported that “teachers “Having experienced teachers there at the training was hugely aren’t the only ones being trained. In some schools, office staff, beneficial—they could elaborate on the pros and cons of the Tribes administrators and even caretakers learn the Tribes technique to approach and it definitely added credibility because if they were ensure that the whole school environment is inclusive.” Harris willing to come in and spend their time there must be something describes a moment in an academic English class at Winston there.” Churchill High School where the teacher, Carolyn Brown, has been Tribes-trained. The students were asked “to mill around the “My Tribes trained associate was supportive and assisted me—she was classroom to a pulsating hip hop beat. Each time the music is turned impressed with my use of Tribes to deliver the heavily content-based off, their teacher has told them to ‘stop, face the person nearest you science curriculum.” and share’. And they do … The milling and sharing activity is part of a community circle, and like native healing circles, is a central “I was less nervous to go into school. I had more ideas and strategies strategy for collaborative social skills and fostering participation in a to use in class. I felt more aware of school in general, with more caring and inclusive milieu … ‘Our community circle is the best … it insight into student learning, diversity, and environment.” brings together everybody,’ says Krystine, a student in the class. ‘We do it everyday. We talk about stuff that went wrong or that we could “We would share what worked and how it was used and therefore I do better … we accept everybody’s input.’ ” was more confident to try it—we would use other teacher candidates for help or suggestions on specific lessons or classes.”

“I know Tribes isn’t the only approach to teaching and that it has its ups and downs, but I feel bolstered having taken the training. I’ve THE TRIBES INNOVATION developed new skills, polished some old ones and managed to “In a Tribes classroom, students are divided into groups, or tribes, which construct a support network with a group of teachers and student form a safe and caring nest for cooperative learning. These groups provide teachers.” the foundation for a process that unfolds over the course of a year … “Their interactions are based on four community agreements that are “Having had the training in conjunction with the associate teacher fundamental among the Tribes members: everyone must listen attentively; gave us a chance to get to know each other a bit and to actually no putdowns are allowed; mutual respect is always honoured; everyone has attempt to develop a lesson plan together.” a right to ‘pass’ on a response or an activity...” —The Tribes Innovation (2003), by Wendy Harris “Less scary! I could focus on teaching and not so much on the relationship with the associate teacher because I had gotten to know her and knew that I would get along with her.” Next Steps and New Questions ✮ We are currently involved with a follow-up implementation study of some specific strategies used in the Tribes/cooperative learning References classrooms funded by this mini-grant. Our findings will become a Gibbs, J. (2001). Tribes: A new way of learning and being together. chapter in a teacher resource book as part of the Global Classroom California: Centre Source. Initiative with the Canadian International Developmental Agency Harris, W. (2003, March). The Tribes innovation. Professionally Speaking, (CIDA). pp.35–39.

We would like to expand this initiative in a number of ways. First, more of the Churchill staff are interested in being trained and taking on teacher candidates, based on the success they witnessed, and from informal discussions with participating staff and high school PENNY BALLAGH, right, and KAREN students. Next, we are interested in conducting the same training in SHEPPARD are instructors in the pre- another school in Scarborough. And finally, we would like to extend service program at OISE/UT. Both Penny the initiative to the Durham District School Board, with a new and Karen are certified Tribes trainers technologically-based high school that is eager to see similar and are secondary school teachers, positive results with its increasingly diverse student population. seconded from the Toronto District School Board and the Durham Distrct School Board, respectively......

6• Understanding Today’s Students Understanding Today’s Students LITERACY APPROACH TO BULLYING

➠ LEAD RESEARCHER Larry Swartz 3 OBJECTIVES OF THE PROJECT ➠ Help teacher candidates plan strategies for developing cooperative classrooms and safe school environments

➠ Focus on literature (picture books, stories and poems) as a response strategy that helps children understand bullies, targets and bystanders RESEARCH PARTNERS Elementary Teacher Education, OISE/UT and Host Schools of Participating Boards

trategies for addressing anti-bullying issues continue to be a Phase Two Sconcern for many schools. The topic of “Bullying” is introduced in As part of their Teacher Education Seminar course requirements, the Teacher Education Seminar and School and Society courses of our teacher candidates were invited to participate in an inquiry project OISE/UT program as it helps candidates to plan strategies for on a topic of their choice. Twenty-seven of the 58 students chose to developing cooperative classrooms and safe school environments. This investigate bullying both inside and outside of their practicum research project allowed me to enrich the practice of the teacher experiences. This group met as a team to brainstorm strategies that candidates and helped them to contemplate diversity and equity and could be used to teach the topic, shared articles and resources, and safety in their classrooms, the school community and the wider society. planned lessons that could be used with children in their host Since teacher candidates were applying theory, strategies and lessons schools. The teacher candidates worked in partnership with their presented in our program to their practicum experiences, a natural associate teachers to plan and deliver lessons with the children, partnership emerged between our OISE/UT program and the host and to help them gather data on the children’s understanding of schools in which the teacher candidates taught. bullying.

Implementation of the Project Phase Three Phase One Following the practicum, each of the teacher candidates presented As part of the Teacher Education Seminar Course, the their research to others in the central option, as well as in a written Primary/Junior (Grades K–6) teacher candidates in the Central paper. Option were provided with classes that introduced the topic of anti- bullying. The lessons were designed to help teacher candidates Data Collected reflect on the issues connected to anti-bullying, to learn strategies Each of the teacher candidates was invited to investigate a specific for conflict resolution, and to investigate response modes that can area of inquiry connected to bullying. The research assignment be implemented in the classroom. The lessons accomplished the required that teacher candidates collect data that included one or following: more of the following: a survey, writing and art samples, or • explored definitions of bullying transcripts of student talk or interviews with students, teachers or • identified bullying behaviours administrators. Some candidates worked alone, while others chose • presented research connected to the topic to work with a partner or small group to present their research. • introduced a survey that helped to uncover some of the issues connected to bullying Some sample investigations included: • shared writings and art from children who have participated in • The Girl Bully: A Case Study anti-bullying lessons • Preventing Bullying: One School’s Approach (group project) • offered examples of units prepared by others introducing the • Bullying in the Senior Kindergarten Classroom: Observations topic of bullying • The Peace Program: A Unit of Exploration • implemented drama strategies that helped participants explore • Social Skill Development as a Preventive Measure to Bullying the bully, the bullied and the bystander • A School Policy on Bullying: An Overview of Two Schools • provided teacher candidates with literature and resources that can • Understanding Bullying: A Comparison of Primary and Junior be used in the primary/junior classroom. Students

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Impact on Teacher Candidates, Children in Classrooms, gained an understanding of why bullies behave the way they do. and School-University Partnerships Also, the information and strategies that were presented by the Because teacher candidates chose this topic to explore as part of teacher candidates offered students some skills of handling bullies their assigned project, it allowed them to inspect and come to an as targets or bystanders. understanding of the issues of bullies, targets and bystanders. Through discussion with their peers, host teachers and instructors, This project provided me, as project manager, with an opportunity the teacher candidates had the opportunity to consider anti-bullying to pay close attention to a significant topic that is addressed in our strategies in their own programs and professional lives. The project, Teacher Education Seminar course and helped me to improve my by implication, promoted skills of classroom management and motivational practice as a university instructor. The project offered a allowed the candidates to consider techniques for building context for collecting resources and working with others one-to-one collaborative, peaceful classrooms. and in small group situations to develop methods for exploring anti-bullying. In my role as literacy coordinator for other university The literacy initiative connected with this project helped candidates to instructors, I was able to gather literature and offer other instructors learn more about meaningful response strategies as well as how the resources for this topic. topic of bullying could be integrated with other units of study. The picture book Don’t Laugh at Me by Steve Seskin and Allen Shamblin, Finally, I am confident that this project addressed the initiative of the novels Loser by Jerry Spinelli and Field of Dogs by Katherine collaborative school/OISE/UT/university partnerships since it directly Paterson and the script I Met a Bully on the Hill by Martha Brooks and linked the initiatives of our program with practice in the schools. The Maureen Hunter, were some popular resources used by the teachers. project provided a context for teacher candidates to connect with Also, as the year progressed, teacher candidates discovered a number their associate teachers as they developed lessons, conducted their of poems that could be used with young learners and a comprehensive research and discussed and reflected on the topic. package of poetry was created and used by the teacher candidates. Also, a resource list of poetry, picture books, novels and references New Questions connected to the theme of bullies was assembled by a team of teacher Bullying will continue to be a focus topic in our program. For candidates. The project also helped to build a partnership between our involvement in further deliberate research I would consider the OISE/UT program and the associate teachers who were provided with a following questions: variety of resources gathered and developed by the project manager What procedures do I need to put in place to ensure the and/or teacher candidates. 1 partnership between the OISE/UT program and the school site? How can I better focus this research so that expectations are Ultimately, I feel the project benefited the children in the classrooms clear for the teacher candidates and the schools? as they engaged with a variety of texts that dealt with issues of 2 bullies and victims. Through activities that involved discussion, How might I make this research more significant by conducting role-playing, writing and drawing, I am confident that many students 3 the research in a single school site with a focus group of teacher candidates and their associate teachers, rather than a broad investigation by a large number of participants? COMMENTS FROM TEACHER CANDIDATES How can I tighten the timeline to ensure that the project “It was important to have strategies to deal with bullying and I was initiatives are fully implemented? glad that this project helped me to consider school policies in dealing 4 with issues in the classroom and the whole school.” Next Steps Recognizing the importance of sharing the results of this research, I “I wasn’t sure bullying would be a relevant issue in JK/SK classrooms plan to have an after-school session sometime in the fall or spring of but it certainly was. I learned to be careful about my assumptions and 2004 and hopefully some of the graduates of Central Option expectations of my students.” 2002/2003 can participate in the event. I will continue to include the topic of bullying as part of our teacher education program, and will “It is vital to take action against bullying for the protection of all have an opportunity to share the research from this project with next students. It was very interesting for me to find out how students feel year’s teacher candidates. As originally intended, I hope to focus the about bullying and I was pleased with the insight I gained.” research in one of our school sites next year. One of the goals of the project was to have volunteer students prepare an article for the COMMENTS FROM CHILDREN 2004 issue of OISE/UT’s Orbit Magazine, “Bullying in the Schools.” From the projects that have been submitted, I have several students “This story helped me understand that when we laugh at people for who are willing to prepare an article either alone or with a partner to being different, we are hurting their hearts.” share their research.

“The poems that we read taught me that those who are bullied may be hurt for a long long time.” LARRY SWARTZ is an instructor in the pre- service program and the principal of Dramatic “It was interesting to do drama to know the different feelings of a Arts Additional Qualification courses at OISE/UT. bully and a target.” Larry is frequently called upon throughout North America to share his expertise with children’s literature, classroom talk and anti-bullying ✮ strategies......

8• Understanding Today’s Students Enhancing Learning INSTRUCTIONAL INTELLIGENCE

➠ LEAD RESEARCHERS Jackie Eldridge and Barrie Bennett 4 OBJECTIVES OF THE PROJECT ➠ Determine the impact of school district/university partnerships on pre-service and in-service teachers

➠ Explore how pre-service and in-service teachers can develop learning communities in order to become more “instructionally intelligent” RESEARCH PARTNERS Elementary Teacher Education, OISE/UT and York Region and York Catholic District School Boards

s a result of the collaboration between Dr. Barrie Bennett and the some answers. The data were then collated and common themes AYork Region District School Board (YRDSB), OISE/UT created the and responses were identified. The reflective responses yielded Doncrest Elementary Option in September 2002. One of the mandates approximately 65 pages of data. of this new teacher education option was to identify more powerful forms of instructing students and valuing teachers as life-long learners. Results of the Study The Need for a Common Language The Doncrest Option’s philosophy and guiding principles are The question, “How important is it that associate teachers and teacher grounded in the research on instructional intelligence (Bennett & candidates have a common language?” was answered very positively, Rolheiser, 2001), cooperative learning (Johnson & Johnson, 1989; with descriptors ranging from “important” to “very important.” One Kagan, 1994), multiple intelligences (Gardner, 1999), brain- teacher candidate even used the term “imperative,” as she felt that compatible learning (Wolfe, 2001), Tribes (Gibbs, 2001), learning her associate teacher, who was not familiar with instructional communities (Collay, Dunlap, Enloe & Gagnon, 1998; Dufour & intelligence, was not prepared to provide advice and, therefore, Eaker, 1998), and teacher effectiveness (Joyce & Weil, 2000). the feedback was not as valuable as it might have been. Teacher candidates spend approximately 20 weeks in university classes learning to make connections between theory and practice, Receiving constructive feedback was very important to all of the eight weeks in field-based locations practice teaching, and another teacher candidates. They wanted to know how well they were doing five weeks in an internship placement. and where they could improve. When an associate teacher understands the process that the teacher candidate is using, the Since Dr. Bennett has trained many York Region teachers in the feedback becomes more directed and applicable to the concepts, tactics, and strategies of instructional intelligence, the teaching/learning situation. Several associates also expressed this teacher candidates in the Doncrest Option have the enriched sentiment. Unanimously, the respondents felt that without a opportunity of working with a number of associate teachers who common language they could not support each other and engage have a current understanding of the concepts and practices of in creating an effective learning community. instructional intelligence. The teacher candidates see “instructional intelligence” being modelled by their associates and observe these The Need for Sharing Understanding experienced practitioners grappling with the complexities of their The teacher candidates were emphatic about the need for shared practices, fine-tuning their mistakes, and celebrating their successes. understanding. They felt safer in an environment where the associate teacher knew what strategies, tactics, and skills were being Methodology used. Such an environment offered them the opportunity to become This study involved 13 teacher candidates who volunteered to risk-takers to try out innovative methods of teaching. One associate participate and a randomly selected group of 13 associate teachers. Of teacher pointed out that working “with someone who shared these associate teachers, nine were involved in one or more years of the same teaching strategies and techniques was a beneficial inquiry into instructional intelligence and four were not. Part of the experience for both of us.” This associate noted that she “learned data analysis focussed on the differences between these two groups. from her teacher candidate as well.” When asked about concerns, both associates and teacher candidates expressed apprehension The participants provided written responses to a questionnaire and about understanding each other and about each other’s abilities to several were interviewed in order to clarify or seek expansion on work together effectively. All of the teacher candidates articulated

SCHOOL/UNIVERSITY PARTNERSHIPS: RESEARCH INTO PRACTICE ✮✮✮ trepidation about not being able to try strategies and about the impact on them as pre-service teachers. When a common language nature of the feedback they would be given, especially if they knew is absent and/or the associate teacher discourages risk-taking, their associate had not attended the instructional intelligence teacher candidates do not have as powerful a learning experience professional development institutes. with their associate teachers.

Many of the teacher candidates also observed that a common Additionally, this project revealed a significant impact on associate language facilitated classroom management when working with their teachers. Working together as a learning community enabled both students. Some of the children in their classes were deeply affected partners to reflect on their teaching so that they were better able to by the presence of a teacher candidate in their room. One teacher understand how various strategies affected their students. Bennett candidate commented that “consistency and shared experiences and Rolheiser (2001) explain that this metacognitive function is were extremely important.” One associate mentioned that, important in order to deepen the learning process. The data clearly “ultimately the children benefit from this teaching situation.” showed that learning was reciprocal. Associates who were “playing with” and learning the strategies themselves benefited from In cases where teacher candidates experienced working both with watching and reflecting on their teacher candidates’ use of the same associates who had been trained in instructional intelligence and those instructional processes. It was evident that the Doncrest Option who had not, they reported a noticeable difference in the value of their learning community fostered the development of instructional practice teaching experiences. For example, one candidate was intelligence as both associates and teacher candidates worked thwarted in trying many of the strategies she had been taught. Her together to respond to the provincial curriculum and the needs of associate, who had not been through Dr. Bennett’s board sessions, the classroom students. As we emphasize in our pre-service and in- told her that “group work was not an effective way to teach this class,” service work, it is critical that teachers employ a thoughtful and and that “there was no time in the curriculum to try all of these things judicious selection of strategies to meet the growing demands of you are learning at OISE/UT.” In her second practicum, this candidate the profession. was placed with an associate who had participated and was practising instructionally intelligent teaching strategies. For this respondent, the References difference was dramatic. In an interview, she talked about feeling “less Bennett, B., & Rolheiser, C. (2001). Beyond Monet: The artful science of threatened and more confident and comfortable in [her] own abilities instructional integration. Toronto, ON: Bookation. as a beginning teacher.” Collay, M., Dunlap, D., Enloe, W., & Gagnon, G W. (1998). Learning circles: Creating conditions for professional development. Thousand Oaks, CA: Corwin Press. The data also yielded significant information for us as pre-service Drake, S., & Basaraba, J. (1997). School-university research partnership: In instructors. We found that a common language was also important search of the essence. In H. Christiansen, L. Goulet, C. Krentz, M. Maeers to the participants in the areas of lesson design and framing (Eds.), Recreating relationships: Collaboration and educational reform questions. The associates felt that the teacher candidates in our (pp. 209–218). Albany NY: State University of New York Press. option were particularly strong in both. DuFour, R., & Eaker, R. (1998). Professional learning communities at work: Best practices for enhancing students achievement. Alexandria, VA: The Need to Make More Connections Between ASCD. Assessment and Instruction Gardner, H. (1999). Intelligence reframed: Multiple intelligences for the 21st century. New York: Basic Books We realized that our OISE/UT program needs to be strengthened in Gibbs, J. (2001) Tribes: A new way of learning and being together. Sausalito, terms of assessment. Many associates felt that our candidates were CA: CenterSource Systems. weak in making clear connections between assessment and Johnson, D., & Johnson, R. (1989). Cooperation and competition: Theory instruction. As a result, we will teach assessment earlier in the year and research. Edina, MI: Interaction Book Company. and make the links stronger for the teacher candidates and, Joyce, B. & Weil, M. (2000). Models of teaching. New York: Allyn and Bacon. therefore, for the associate teachers and their students. Kagan, S. (1994). Cooperative learning. San Juan Capistrano: Kagan Cooperative Learning. Conclusions McKillop, B. (2002). Going beyond the barriers: A district’s commitment to When associate teachers and teacher candidates understand and extending instructional intelligence.Orbit, 2(4), 42–46. practice the same teaching strategies, tactics and skills, they can Wolfe, P. (2001). Brain matters: Translating research into classroom practice. more readily learn from each other. Drake & Basaraba (1997) found Alexandria, VA: ASCD. similar results in their study of collaborative partnerships. These researchers concluded that each participant finds satisfaction in the interests of the other; success is experienced when both parties JACKIE ELDRIDGE is the coordinator of the share a common language and goal. Teaching pairs can collaborate Doncrest Option in elementary pre-service at OISE/UT. She teaches language arts, educational and discuss ways to improve instruction because they are on psychology and special education. Her research common ground. interests lie in the area of teacher development.

In our study both associate teachers and teacher candidates expressed the same feelings about the value of collaboration for BARRIE BENNETT is an Associate Professor at feedback and improvement in instruction. This “connected knowing” OISE/UT. He is the co-author (with Carol contributed to a safe environment for learning to take place. A Rolheiser) of Beyond Monet. The Artful Science feeling of safety was a critical element for the Doncrest Option of Instructional Intelligence (Bookation). teacher candidates and so it is concluded that there was a strong ......

10 • Enhancing Learning Enhancing Learning INSTRUCTIONAL INTELLIGENCE AND COLLABORATIVE LEARNING

➠ LEAD RESEARCHERS John Mazurek and Lynn Lemieux 5 OBJECTIVES OF THE PROJECT ➠ To stimulate research-driven, “instructionally intelligent” practices in partnership with teacher candidates, thereby increasing the quality of their learning experiences

➠ To develop better congruency between course-work and practicum experiences for teacher candidates

RESEARCH PARTNERS ➠ To provide associate teachers with a better understanding Elementary Teacher Education, of the program so that they can collaborate with and OISE/UT and Host Schools, mentor candidates more effectively Toronto District School Board

o achieve the objectives of the project, the OISE/UT East Option considerable evidence that it contributes to gains in student Tinstructors (John Mazurek, Lynn Lemieux, Barbara Sargent and learning. For example, Marzano, Pickering and Pollack (2001) cite a Simone Browne) provided four after-school in-service sessions for meta-analysis that indicates average learning gains of 27% for associate teachers and administrators of host schools. Each session students in classrooms where cooperative learning is used regularly focused on one or more aspects of instruction that research has compared to classrooms where it is not. shown to have positive effects on student learning. These topics also represented key content of the East Option teacher candidates’ Inservice #4: course work, pedagogy that we hoped to see applied during their Backward Design practicum placements. We chose to focus on Wiggins and McTighe’s (1998) framework because its suggestions for organizing curriculum build on the work “Best Bets” for Improving Student Learning of Perkins (1992), Gardner (1991) and others with respect to best Inservice #1: pedagogical practices for stimulating thinking and learning; it also Effective Lesson Planning and Framing of Questions parallels the findings of Stigler and Hiebert (1999), which are based Madeline Hunter’s (1976) Lesson Design format and “SKAMPI” on the 1997 TIMSS study of science and mathematics instruction organizer (see Bennett & Rolheiser, 2001) were used, and and achievement around the world. suggestions for framing of questions were taken from the work of Schwartz and Bone (1995) and Bennett and Rolheiser (2001). Implementation of the Project Marzano, Pickering and Pollack (2001) cite meta-analyses that All prospective associate teachers for the East Option were informed indicate average learning gains of 22–23% for students whose in June 2002 that their responsibilities would involve attendance at teachers are skilled in these respects. four after-school in-service sessions during the fall and winter of 2002–2003. Arrangements were made with Greig Black, principal of Inservice #2: Ellesmere-Statton P.S. (TDSB), to host these events at his school. Classroom Management This session focused on an overview of Bennett and Smilanich’s In December 2002, after the first practicum, a survey was mailed to (1994) framework for preventing and responding to misbehaviour, all associate teachers who had hosted a candidate and attended at and on an exploration of ways to support teacher candidates in least one of the fall meetings. A similar survey was issued to all implementing the framework during their practicum placements. associates who hosted a candidate in the second practicum and/or We chose Bennett and Smilanich’s work because it promotes attended one or both of the winter in-services. authoritative (as opposed to “coercive” or “laissez faire”) classroom management strategies, and focuses attention on building students’ To corroborate the survey data, an East Option instructor arranged intrinsic motivation. to visit five associate teachers’ classrooms. Each of these teachers was observed for one or two 30–40-minute lessons in January Inservice #3: and/or May 2003. In addition, each teacher was interviewed for Cooperative Learning 15 minutes in May 2003, providing an opportunity to respond in We devoted one session to this topic because it is one of the most depth. In May 2003, a separate survey was conducted with East widely researched of instructional processes and there is Option teacher candidates.

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Data Collected

ATTENDANCE: October 2: 53 of 58 associates (93%) October 16: 35 of 58 associates (60%) January 15: 27 of 57 associates (47%) January 22: 36 of 57 associates (63%)

ASSOCIATE TEACHER SURVEY RESPONSES: December: 36 of 58 associates (62%) May: 38 of 57 associates (67%) Next Steps In collaboration with TDSB and other boards, explore methods to maintain an “awareness level” among all associate teachers TEACHER CANDIDATE SURVEY RESPONSES: 1 of “instructionally intelligent” practices advocated by the East May: 35 of 57 candidates (61%) Option. Provide two new “awareness” sessions for all associates on The Assessment of Impact 2 Teaching/Learning Cycle Model—a framework for planning • Students in classrooms affiliated with the East Option received generative learning experiences. more exposure to powerful instructional methods during their Expand links between East Option, OISE/UT and TDSB in the practica than would have been the case had the project not been 3 area of professional development. undertaken. As one teacher candidate remarked on her survey, Continue to expand the number of associate teachers affiliated “My associate allowed me to experiment with many of the with the East Option who are committed to developing their techniques I learned in East Option.” The assignments submitted 4 “instructional intelligence.” after the second practicum showed that almost all had had opportunities to apply cooperative learning and effective unit planning techniques (e.g., focusing a series of lessons around References “big ideas” and clusters of Ministry expectations, selecting Bennett, B. & Rolheiser, C. (2001). Beyond Monet: The Artful Science of Instructional Integration. Ajax, ON: Bookation. meaningful assessment tasks, etc.). Bennett, B. & Smilanich, P. (1994). Classroom management: A thinking and • Teacher candidates and associate teachers had a “common caring approach. Ajax, ON: Bookation. language” for discussing key instructional practices. One Gardner, H. (1991). The unschooled mind: How children think and how associate wrote, “It has been so important to be ‘on the same schools should teach. New York: Basic Books. page’ with the program provided by East Option. It’s great to be Hunter, M. (1976). Rx for improved instruction. El Segundo, CA: T.I.P. able to use the same ‘labels’ as student teachers regarding Publications. instructional practices.” Another reported, “I was aware of what Marzano, R., Pickering, D. & Pollock, J.E. (2001). Classroom instruction that the teacher candidate was being taught at school and was works: Research-based strategies for increasing student achievement. therefore able to support her in the classroom.” Alexandria, VA: ASCD. • Associate teachers felt valued as learners. As one commented, Perkins, D. (1992). Smart schools: From training memories to educating “Great learning opportunity to reflect on my own teaching minds. Toronto: Maxwell Macmillan. practices! It was refreshing to revisit what I know but have put on Schwartz, S., & Bone, M. (1995). Retelling, relating, reflecting: Beyond the 3 r’s. Toronto: Irwin Publishing. the ‘backburner’ for quite a while—for example, cooperative learning. It jogs my memory to go back to the classroom and try Stigler, J.W., & Hiebert, J. (1999). The teaching gap: Best ideas from the world’s teachers for improving education in the classroom. New York: The it.” Several participants noted the importance of dinners that Free Press. allowed them the opportunity to meet. Many expressed Wiggins, G., & McTighe, J. (1998). Understanding by design. Alexandria, VA: enthusiasm for having had opportunities to meet with colleagues ASCD. from other schools at these dinners and in-services. • More associate teachers affiliated with East Option are beginning to see their role as an opportunity to improve their own teaching. A number of the associates noted how the combination of the in- services and subsequent work with candidates had motivated them to initiate new practices: “I learned some new ideas and JOHN MAZUREK, right, and strategies from my teacher candidates. I see the importance of LYNN LEMIEUX are coordinators Tribes and cooperative learning a lot more now. I’m trying to stick of the East Option of OISE/UT’s more to work in twos and threes rather than larger groups.” Elementary Pre-service Program. • Stronger links are developing between the East Option and our partner school boards with regard to professional development.

12 • Enhancing Learning Enhancing Learning EXPLORING MIND MAPS AS A TEACHING STRATEGY

➠ LEAD RESEARCHERS Cathy Marks Krpan and Stephen Hurley 6 OBJECTIVES OF THE PROJECT ➠ To explore the effect of mindmapping as a teaching strategy in the elementary classroom

➠ To examine the possible role of technology in the mind mapping process using Inspiration™ and Kidspiration™ software RESEARCH PARTNERS OISE/UT Teacher Education Program, and Dufferin Peel Separate and Peel District School Boards

his research project involved 11 educators from two schools, one personal process and wondered if inviting students to mind map in Tin the Dufferin Peel Separate District School Board and the other a classroom in front of their peers was appropriate. One teacher in the Peel District School Board. At each school we conducted suggested that students could create their maps at home and then several two-hour workshops in order to provide the teachers share them in the school setting. This was more of a concern for involved in the project with some basic knowledge about the intermediate and junior teachers. Both groups felt that the mind principles of mind mapping. These sessions were held in the mapping process could be used as a teaching tool for many other morning during the school day. The initial sessions engaged subject areas such as language arts and science. teachers in creating mind maps, and the follow-up sessions engaged them in exploring different mind map applications and Both groups agreed that mind maps would be an effective way of different approaches to assessing mind maps. verifying what students understood about a specific topic before teaching a thematic unit. This could provide insight into what they needed as learners and thus assist teachers in their planning. Mind Maps Consist of … Students could also revisit their maps after the unit to assess how •a central image their learning had changed. They stressed that the metacognitive • integration of symbols and words skills developed with such an activity could enhance thinking skills •different types of lines and colour to organize themes across the curriculum. • hierarchy of ideas radiating out from a main topic with branching sub-concepts. Our associate teachers are continuing to find novel ways to integrate the mind mapping strategy into their teaching and learning.

Uses of Mind Maps in the Classroom Student Samples After the first session in which we introduced the basic principles A junior teacher, Joanne, invited her students to create a mind map (Buzan, 1993) and possible teaching approaches, the teachers came on the Roman Army (a topic they were studying). She taught the up with a variety of ways they felt mind mapping could be mapping process by creating a large mind map in front of her class implemented—and assessed—in their classrooms. Most felt that about the Roman Army. As she modelled the mapping process, she mind maps would allow students to demonstrate their learning in a invited student input and described the various attributes of the different way. mind map to her class.

One teacher pointed out that the process allowed for more Joanne discovered that one of her students who was very strong creativity. She noted that students could tap into other knowledge academically found the mind mapping process to be very they may not have considered as they linked ideas together. This challenging. Her mind map was very simple with very few perspective is also noted in the literature (Buzan, 1990; Caine & connections. She felt that this student spent too long on the images Caine, 1994; Hyerle, 1996). and needed to focus more on other aspects of the map. The group wondered if the mapping process required a different set of higher- The public nature of the mind mapping process was also raised as level thinking skills that provided a challenge for some students. an issue in both groups. They noted that mind mapping was a very They also noted that they needed to qualify (with their students)

SCHOOL/UNIVERSITY PARTNERSHIPS: RESEARCH INTO PRACTICE ✮✮✮ what they meant by the term “images,” as many students appropriate times and dates, staff found themselves into the second interpreted this term to mean detailed drawings. term reporting cycle and expressed a desire to wait until after both reports and parent interviews were complete. This placed us in the Another junior educator, Maria, used mind mapping to verify what month of April before we had conducted initial sessions with each of the students had learned after completing a science unit. She also the two schools. Although we had successful sessions, the desire to invited her students to create a map on their Grade 5 year at school. “work with” the mind mapping strategy on their own and in their Like Joanne, Maria also modelled the mapping process with her classrooms before continuing with further sessions was expressed. students before inviting them to create their own. She found that Both schools indicated that mid-June might be an appropriate time her students enjoyed the mapping process. Their maps were to return for a second session. Such a session ended up happening detailed with many sub-topics. We were surprised to see such at one school, but our other school elected to meet again in detailed maps on a first or second attempt. The students effectively September. integrated images, words and lines to create connections between a variety of sub-topics. The second point is related to the design of professional development. At our Catholic elementary school, the mind mapping What surprised both groups of teachers was how detailed and initiative found a natural home in the school’s overall PD plan. The effective the mind maps were for ESL and special needs students. administrators had been working closely with teaching staff to They felt that mind mapping provided a venue through which these collect performance data in the areas of mathematics and language students could communicate their learning. arts. Having gathered information over a two-term period, teachers were then encouraged to use their data to make decisions about Technology and Mind Mapping some of the changes that they might need to make in their own Although our initial intent was to explore the role that technology practice—changes that could result in improvements in student could play in the implementation of the mind mapping strategy in a achievement. The group that we ended up working with at this classroom context, further examination led to a reworked question. school was made up of teachers who had identified mind mapping Although Inspiration is a widely accepted tool for graphic as the strategy that they wished to explore. In this way, a natural organization (concept maps, brainstorming, outlining), we began to community of learners was created and supported by a common wonder whether it would allow users to (a) be true to the principles goal. and techniques of mind mapping and (b) maintain the creative flow that is so important in using the strategy. In relation to the first In our work with teacher candidates we continue to use mind point, it is essential that “mind mappers” are able to easily create mapping as one of the many teaching, learning strategies for lines and links from other lines on their maps. After checking with consideration. the engineers at Inspiration, they admitted that this was not possible at the present time. At their request, we sent them some This year we will be going back to work with our associate teachers information on mind mapping in hopes that this capability will be in the second practicum, thereby allowing our teacher candidates to integrated into a future version of the software. see the strategy in action.

Challenges and Concerns References What was clear from both groups of teachers was the importance of Buzan, T. (1993). The mind mapping book. New York: The Penguin Group. their own comfort level with the mind mapping process. They felt Caine, G., & Caine, R. (1994). Making connections: Teaching and the human that they needed to practise the mind mapping process on their brain. New York: Addison Wesley. own before they felt completely at ease teaching it to their students. Hyerle, D. (1996). Visual tools. Alexandria, VA: Association for Supervision and Curriculum Development. The lack of confidence in the mind mapping process was also a Inspiration Software Inc. (1999). Version 6. concern when explaining the benefits of such a teaching strategy to parents. As we pressed further, we discovered another layer to this concern. The groups concurred that if the whole school took on a mind mapping initiative, then it would be easier, as there would be greater consistency and possibilities of learning from each other. CATHY MARKS KRPAN is a program For our work to take root and coordinator in the OISE/UT Teacher Education be meaningful we need … Program. She has presented internationally to To respect the time constraints under which all teachers parents, teachers, and administrators on 1 operate. effective teaching strategies across the curriculum. To ground the initiative in what is important and relevant for 2 participants. STEPHEN HURLEY is co-ordinator of the Our first encounter with the time issue came as we attempted to set Regional Option, Teacher Education OISE/UT, on secondment from Dufferin Peel Catholic up initial sessions with both host schools. We had decided that we District School Board...... would begin by introducing the initiative soon after the December break. Unfortunately, by the time we were able to decide on

14 • chapter Enhancing Learning READER-WRITER MENTORSHIP PROJECT

➠ LEAD RESEARCHERS John A. MacDonald and John W. MacDonald 7 OBJECTIVES OF THE PROJECT ➠ To provide samples of student writing to OISE/UT teacher candidates and set up mentoring relationships with secondary students

➠ To provide teacher candidates with experiences using e-resources in teaching literature

RESEARCH PARTNERS ➠ To introduce teacher candidates to the “Rubric Secondary Teacher Education, Builder” OISE/UT and Brebeuf College School, Toronto Catholic District School Board

his e-learning project was originally conceived as a way to resources provided on the site—course outlines, examples of various Tconnect secondary English teacher candidates at OISE/UT with assignments for a wide variety of English texts at all grade levels, and high school students studying English at Brebeuf College School. various resources such as important web sites useful for studying and responding to English at both the applied and academic levels. For the high school students, it was intended to provide student writers with the kind of encouragement and advice that an adult Implementation reader might be able to bring to a reader-response situation. The In the several years preceeding this project, we had tried out a teacher candidates were explicitly advised not to “mark” student method of paper exchange of writing samples between Brebeuf papers, but, rather, to respond to them in a mentoring manner— students and OISE/UT reader-mentors. It was only with the providing assistance about more general writing features such as the possibility of gaining direct access to the resources of the TCDSB use of rhetorical strategies, structural matters of emphasis, focus, e-class portal that the full potential of this basic idea could be and clarity. The adult reader was to act in the multiple roles of realized. Feedback time was reduced from a matter of days, or supportive mentor, writing coach and literacy cheerleader. sometimes weeks, to a matter of hours. There were some unanticipated problems, as discussed below: For the teacher candidates, this arrangement provided an opportunity to read and respond to authentic student writing Maximizing the e-class Portal for Exchanges of Writing outside of the conventional teacher-marker context. Adults often The OISE/UT academic year (September to April) and that of a forget what their own writing competencies were like when they semestered high school do not directly coincide. The two OISE/UT were adolescents and tend to have expectations for adolescent practicum sessions interrupt the writing exchange process simply writers that are unrealistically optimistic. As a result, beginning because during these times the teacher candidates are largely teachers have a tendency to focus exclusively on identifying the occupied by their teaching responsibilities in the schools. Similarly, the errors that students typically make in the mechanics of spelling, high school semester system realistically rules out activity during some punctuation and grammar while ignoring the broader issues of of the changeover month in January—the precise time when OISE/UT clarity, focus and inventiveness. For the OISE/UT teacher candidates, candidates are available. The windows of opportunity are, therefore, this mentoring experience served as a kind of “reality check” and greatly restricted by the asymmetry of these two schedules. was of particular value in preparation for their first practicum. The short six weeks in September and October before the first The project also provided teacher candidates with a personal CD practicum are critical in quickly getting the program up and running. copy of “Rubric Builder” for use in their practicum sessions. This The time involved in getting the OISE/UT candidates registered tool helps teachers by establishing specific expectations for on the e-class portal needs to be shortened. Similarly, greater use assessment purposes. It proved to be extremely useful to teacher could be made of the three weeks in December when the teacher candidates both in the writing of lesson plans and in providing candidates have returned from their first practicum and the first guidance to their classes for major assignments and class activities. two weeks of January before the schools begin their examination schedules. These are valuable windows of opportunity that could be The second feature of the project was the enrolment of all 31 OISE/UT put to greater use. The final three weeks in April are rather more candidates on the e-class English web site at Brebeuf College School. problematic. All these scheduling challenges can be accommodated The OISE/UT candidates were thus able to access all the academic by careful planning.

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Maximizing the Use of Resources For the OISE/UT teacher candidates, the project: The Rubric Builder CD was highly valued by the teacher candidates •provided a very significant potential of e-learning in a real-life and should be made available to them sooner for use during both school situation of their practica placements. •allowed teacher candidates to develop valuable mentorship skills in dealing with high school students’ writing The mechanics of accessing the resource material available on the • helped to reduce the reservations some may have had regarding Brebeuf English web site should be explained sooner in a hands-on the potential value of the wide-ranging uses of technology in computer lab session. classroom teaching • showed them how to make use of e-learning to support classroom Scheduling of Training Sessions teaching and to facilitate electronic communication between There were three training sessions given at OISE/UT by John teacher/students and among students A. MacDonald, from Brebeuf College School for the instruction •gave them access to a wide array of resources, including course of the teacher candidates. The third one in April was carried out outlines at different grade levels, assignment formatting, in a computer lab in the Education Commons, OISE/UT. This third accessing academic web-based resources and rubric building for presentation allowed the candidates to obtain a valuable hands-on assessment and evaluation experience in learning to access the many resources available to •broadened the horizons of the in-faculty C&I English course them on the Brebeuf web site. Obviously the scheduling of this in experience by connecting with the reality of school-based the OISE/UT computer lab, Education Commons, rather than in learning and, in so doing, served to connect theory with practice. a classroom, is critical and should be done preceding the first practicum in October. For the TCDSB~OISE/UT partnership, the project: •established a valuable template for the future development of Data Collected further productive university/district partnerships that could be On the last day of class at OISE/UT, 26 teacher candidates expanded to involve other high school subjects and other high completed a questionnaire on their experiences with the e-class schools within the TCDSB system project. The questionnaire was presented in three parts, and solicited responses to the following topics: Next Steps and New Questions This project has confirmed our belief that preservice teacher Experience Gained from the Exchange: education in the future must broaden its traditional course delivery There was universal agreement that the exchange of student writing mode to take into account the great potential provided by samples was of genuine value (particularly before the first practicum) e-learning technologies. On this point, we do not view our own and all respondents strongly recommended that the frequency of online learning project as cutting edge, but rather an exercise in such exchanges be increased. Many suggested establishing a common sense with potential for widespread application. weekly or bi-weekly schedule for the exchange of papers and also that the terms of reference for responding to each assignment be The e-learning TCDSB/OISE/UT partnership project has opened a clarified in advance. Some would have preferred to remain with the whole new dimension in the delivery of the preservice English same writer over a period of time in order to observe his/her literacy course. More important, it has provided a model that has broad- improvement. based applicability for establishing curricular connections with the schools and school systems. The project has been enthusiastically Uses Made of the Rubric Builder: received by the OISE/UT teacher candidates and has, as well, drawn Most candidates made use of the Rubric Builder at some time a good deal of favourable press from the Toronto Catholic Board. during their practicum placements and those who did enthused We hope that we can maintain the momentum that has already about its practical value. been established into the future.

Accessing Resources on the Brebeuf English Web Site: Reference: Some candidates had occasion to utilize the Brebeuf English web Rubric Builder Gateway Software Productions. (2002). site; others only discovered the valuable material available to them there in April. Since they will continue to have access to the site for some time yet, many plan to use it during their spring Internship placements. This feature of the project, at valuable as it is, will be JOHN A. MACDONALD is head of English at much more clearly emphasized next year. Brebeuf College School and an instructor/ curriculum designer for the TCDSB Continuing Impact Education e-learning program. The project impacted the high school student writers in the following ways: JOHN W. MACDONALD is Professor Emeritus, • helped reluctant writers gain confidence in their hesitant efforts by OISE/UT, teacher of English education in the reading the non-evaluative and supportive responses of an adult Curriculum, Teaching and Learning Department, writing-mentor teacher of Educational Psychology in the • helped able writers explore new composing strategies based on Department of Human Development and the insights and suggestions of a mature adult reader/mentor Applied Pschology and coordinator of Social • encouraged all students to engage in the necessary and Justice and Catholic Education in the OISE/UT Teacher Education Program. sometimes daunting task of proofreading, revision and editing.

16 • Enhancing Learning Improving School Climate STUDENT PERCEPTIONS OF A HIGH ABILITY SCHOOL-WITHIN-A-SCHOOL

➠ LEAD RESEARCHERS Dona Matthews and Julian Kitchen 8 OBJECTIVES OF THE PROJECT ➠ To provide an analysis that can be used by the school to enhance the connections between the gifted program and the larger school community

➠ To contribute to the larger discourse on enriched school-within-a-school programs through journals and conferences RESEARCH PARTNERS Secondary Teacher Education, ➠ To examine such programs with respect to both OISE/UT and Northern Secondary School, student learning and school cohesion Toronto District School Board

orthern Secondary School is home to a congregated gifted Northern’s Gifted Program Nprogram of 450 students within a diverse student body of over Northern Secondary has a large special education program, which 2,000. While the initial proposal included analysis of the perceptions includes both a Deaf and Hard of Hearing Department and a Gifted of students, parents and teachers regarding the program, low return Enrichment Department. The model of gifted education, with a rates from parents and teachers led us to concentrate on the rich flexible program, interdisciplinary focus, and a half-time coordinator data in the surveys of student perceptions, with the parent and to support staff and students, has proven successful (Matthews & teacher surveys as supplemental data. Survey data collected from Smyth, 2000). Yet, like many special education and gifted programs two other schools (which will form the basis for further research) are today, it is facing challenges due to fiscal constraints and loss of helping us to contextualize the Northern S.S. data. staff.

An Equal Opportunities Approach Overall, Northern’s gifted program appears well integrated into the Public education in Canada is guided by democratic principles. larger school setting. It does not have a separate wing, and efforts There is, however, a tension between an egalitarian philosophy and are made to ensure a high level of integration between the students an equal opportunities philosophy. Whereas egalitarians regard the in the gifted program and those in the overall student body, primary purpose of education as providing “similar outcomes for all including flexible and variable class groupings. Our study was students,” the equal opportunists argue that egalitarian approaches intended to assist the school in understanding and improving the may actually increase the differences among individuals (Moon & relationship between the program and the school. Rosselli, 2000). From an equal opportunity perspective, individual developmental differences need to be addressed, so that all Implementation children have opportunities to learn at a rate and level Collection of Data commensurate with their abilities. Thus, equal opportunity The collection of the data was completed in February and March, advocates are more likely to encourage many kinds of learning 2003. The preliminary data analysis, done with the assistance of two options and program alternatives. B.Ed teacher candidates and one M.A. student from the Institute of Child Study, was completed in May 2003. This report and a Even among equal opportunity advocates of program diversity, there conference proposal were prepared in July 2003. Reports were are concerns that providing special resources for high ability students presented to schools in September, 2003, with final school reports is inequitable and fosters elitism. These concerns, combined with and a comprehensive overview in January, 2004. Conference fiscal constraints, have led, in many Canadian jurisdictions, to a presentations are planned for the future, along with the submission decline in funding for gifted programs (Leroux, 2000). One approach of at least one article to a refereed journal. to gifted and enriched education is a school-within-a-school (Clark, 1997) in which the students are located in a wing of a school to Methodology provide them with greater complexity in their work while integrating The data collection took the form of questionnaires administered to them into the school community. There is, however, the risk of being secondary students within the gifted program and students from isolated from the larger school community and, thus, creating a outside the program. The responses were as follows: perception of haves and have-nots (Parkes, 1989). •Students in the gifted program at Northern (93) •Students in the regular program at Northern (67)

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The data were then coded and tested for interreliability by three Interpretation of the Data OISE/UT students under the supervision of Dr. Dona Matthews and Learning within the Gifted Program Julian Kitchen. The gifted program was regarded as challenging by both groups of students. In particular, it was evident that students in the program Summary of the Data were pleased with the enriched, faster-paced curriculum. The large Students in the Regular Program number identifying the peer group as a strength highlights the need • The majority (79%) indicated awareness of the gifted program. of gifted students to have opportunities to work with intellectual • The majority (69%) had friends in the gifted program. peers. Student concerns about assessment highlight some of the tensions caused by new assessment and evaluation procedures in •What do you see as the strengths of the Northern gifted program Ontario; therefore, professional development addressing assessment (if any)? for gifted students would be advisable. Many respondents listed several strengths, while 44% either did not answer (19.4%), did not know (12%), or stated that there were Relationship Between the Gifted Program and the no strengths (12%). The respondents listing strengths focused on Wider School Community the program being more challenging. Of the 38 students listing Many participants in both the regular and gifted programs identified strengths, 13 stated that the program was more challenging, 13 problems with the relationship between the gifted program and the emphasized enrichment, and 5 characterized it as faster-paced. wider school community. Although the problems were not widely The opportunity to work with similar peers was also noted (5). perceived to be serious, the responses indicate that it would be productive to find ways to foster bonds between the two groups. • How could the program be better? What changes would you like to see made? Next Steps The response rate to this question was lower, with 42% To review the results of the data from the other two schools, responding, and no large clusters of responses. Thirteen of the 1 share them with their staffs and generate final reports. students’ responses made reference to elitism (4), fairness (4), or To prepare an analysis of the data across the three sites in order allowing other students into gifted courses (5). 2 to consider implications for “school-within-a-school” programs for bright learners. • How would you characterize the relationship between the gifted program and the wider community at Northern? To present findings at conferences, including the conferences The responses to this were highly variable: positive (24%), 3 sponsored by the American Educational Research Association negative (30%), don’t know (4.5%), other (7.5%), and no answer and the Canadian Society for Studies in Education. (34%). The positive responses noted that the students were Our involvement in this school-based research project has led to normal or good people (11) and integrated into the school (3). further research in the form of action research projects by teacher The 14 negative responses indicated that gifted students were candidates. Also, teacher candidates in the Secondary Teacher insular, isolated, or elitist. Stereotyping was noted in four Education Program have been encouraged to expand their responses, with three blaming non-program students for this involvement in the larger school community. problem.

Students in the Gifted Program References Clark, B. (1997). Growing up gifted. Columbus, OH: Merrill. •The majority of participants were currently in the senior grades. Leroux, J. (2000). International handbook of giftedness and talent, 2nd Most (53%) had been identified as gifted between Grades 3 and Edition. Oxford: Elsevier Science. 6, 17% had been identified in Grades 7 and 8, and 29% in Matthews, D., & Smyth, E. (2000). Gifted learners in Ontario enter the new Grades 9 and 10. millennium: Common sense style? Alberta Gifted and Talented • Over 90% indicated that participating in a gifted program had Education. changed their experience of school. Moon, S.M., & Rosselli, H..C. (2000). International handbook of giftedness •What do you see as the strengths of the Northern gifted program and talent, 2nd Edition. Oxford: Elsevier Science. (if any)? Parkes, B.N. (1989). Gifted students in regular classrooms. Needham The responses focused on challenging program, enrichment, a Heights, MA: Simon and Shuster. faster pace, and interest. Also very significant were peers (27) and strong teachers (26). • How could the program be better? What changes would you like JULIAN KITCHEN has worked in the field of to see made? gifted education at the University of Toronto since 1989. Since 1999 he has been coordinator Many were pleased with their teachers, though concerns were of the OISE/UT Secondary Program for Students expressed about workload (8), teacher expectations (10), need for of High Ability...... better teaching (10), and lack of standardization in assessment (13). • How would you characterize the relationship between the gifted program and the wider community at Northern? DONA MATTHEWS has worked in the field of The relationship was identified as positive by 43% of those in the gifted education at the University of Toronto gifted program, negative by 53%, and as neutral/mixed by 4%. since 1986. In September 2003, she went to The positive comments cited integration and normal interactions. Hunter College, City University of New York, Negative comments expressed concern about segregation/ to establish a Center for Gifted Studies and Education...... isolation/insularity/elitism.

18 • Improving School Climate Improving School Climate IMPACT OF INSTRUMENTAL MUSIC

➠ LEAD RESEARCHERS Lee Willingham and Cheryl Paige 9 OBJECTIVES OF THE PROJECT ➠ Determine the effect of music instruction on overall student achievement and attitudes to learning

➠ Explore the effect of music instruction on teacher attitudes in the workplace

➠ Examine the effect of music instruction on RESEARCH PARTNERS community/parental involvement Elementary Teacher Education, OISE/UT and Joyce Public School, Toronto District School Board

ocated in Toronto’s northwest quadrant, Joyce Public School has Informed by those studies and results, our task was not to quantify L370 students attending Kindergarten through Grade 5. Over 66% data into a causal relationship between music instruction and of the school population come from a home where English is not academic grades or test scores, but rather, to probe into the overall the first language. It is one of seven original Pathfinder Schools effect of such instruction in the school community of students, supported by the Ontario Knowledge Network for Learning, an teachers, and parents. initiative to improve the use of information and communication technologies in the Ontario education system. Methodology The initial research used observational, interview, and narrative At Joyce P.S., reading and language are top priorities, as are journal inquiry methods. Two OISE/UT teacher candidates were information technology, literacy, and the arts. It is the unique music placed at Joyce in practicum settings during the academic year. In program and its use of technology as the principle mode of delivery addition to their roles as pre-service teacher candidates, they that interests this inquiry. Students in Grades 1–5 receive music conducted some interviews with staff and parents, assisted in the instruction twice weekly in a state-of-the-art music computer lab. music program and after school program, and prepared reports and IMAC computers are linked to Roland synthesizer keyboards, and a feedback as research data. variety of software instructional materials are systematically used. The teacher can monitor students from a central console, or can visit Dr. Willingham was a regular visitor at Joyce P.S. His visits each terminal and audit the work in progress. Students sit in pairs at included staff meetings, class observations, conducting each computer station. teacher/parent/ student/support staff interviews, and numerous consultations with the Principal and her team. As well, he Current Research on Arts and consulted with the pre-service candidates and Campus Option Academic Achievement coordinators. In 1999, The Royal Conservatory of Music commissioned a three- year study of the effects of learning through the arts for participants Data Collection in schools at six Canadian sites. Among the findings were: • Using three guiding questions, focus interviews were conducted • After three years in the Learning Through the Arts program with each staff member and teaching assistant, both one-on-one, students in Grade 6 scored significantly higher on tests of and in pairs. computation and estimation (math) than students from the control • Focus interviews were conducted with three large groups of schools. parents who were participants in the after school music •In the longer term, students’ and teachers’ lives were transformed programs. through experiences in Learning Through the Arts. • Exploratory meetings and discussions were held with selected staff members and administrators who were involved in Another study recently released in the U.S., Champions of Change, technology and music instruction. sheds light on our work at Joyce. James Catterall’s analysis of • Questionnaires were completed by teachers and parents. 25,000 students demonstrates that students with high levels of arts • Student narrative comments were collected. participation outperform “arts-poor” students on virtually every measure.

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Preliminary Results Music instruction at Joyce Public School has had a profound What effect does music instruction have on overall student 1 effect on students and student learning in the following ways: 1 achievement and attitudes in their learning? • Music concepts link to other discipline concepts (math, reading, A direct causal relationship has not been established and that was science, art, drama, dance, etc.) not the intention of this investigation. However, teachers and • There is intrinsic value in building skills in creating, listening and parents attribute some of this academic improvement to the performing music following: • Music brings structure and order to the thinking process •Music provides a great sense of accomplishment and self- motivation which transfers to other educational pursuits. Teachers report that music instruction has had a positive effect •Music requires self-discipline, also required in learning and life in 2 on: general. • Developing relationships within the school and between parents •Direct links between music and math were cited by virtually all and the school students, teachers, and parents with respect to fractions and • Classroom management patterning. • Conceptualizing more rapidly in reading and math • Developing self-esteem, especially in ESL students What effect does music instruction have on teacher attitudes in 2 the workplace? Parents report that music instruction has Teachers responded to this question in a variety of ways: 3 resulted in: • Music and technology as part of the regular curriculum have •Direct involvement in their children’s learning increased the engagement level of students in the school. • Better understanding of school life and how the school functions • Classroom management is less of an issue in student-centred • Focus for family learning music classrooms. •Music provides an emotionally pleasurable outlet, a relaxing Charles Fowler writes that “strong schools have strong arts experience in a sometimes hectic and frantically paced day. programs” (1996). This inquiry finds abundant support for that • Whenever there is music to words … counting, spelling, reading statement. … the students learn much faster … in their play. They learn the songs faster than the dialogue … Mimetic tools speed up the Next Steps learning. An extension of this investigation has been proposed and accepted. • Behaviour and LD students succeed in the music lab. A partial list of phase two initiatives is provided: •Track math and language achievement over a two year period. What effect does music instruction have on community/ •Track teachers’ comments about learning skills over a two-year 3 parental involvement? period. Parents made the following comments: •Provide a new cohort of OISE/UT teacher candidates with an • Parents take pride in the music program for their children and in opportunity to teach and learn at Joyce P.S., and through their their own accomplishments in the after-school program. observations, reflections, and interviews, contribute to the • Parents comment that the music program keeps children ongoing research. occupied. It structures their spare time and benefits their overall sense of self-accomplishment. Some parents feel they give their References children what they did not have. Catterall, J. (1999). Champions of change: The impact of the arts on learning. (aep-arts.org/champions.html) Fowler, C. (1996). Strong arts, strong schools. New York: Norton Press. Applications to Teaching and Teacher Education The narratives in the reported data strongly suggest a number of key results, including:

COMMENTS FROM STUDENTS

“Sometimes if I’m tired from homework, I play songs on my DR. LEE WILLINGHAM is on the faculty of keyboard. When I finish playing the song I don’t feel tired.” OISE/UT where he prepares prospective music —Sharon teachers for professional service. Previously he served as Curriculum Coordinator for Music for the Scarborough Board of Education. “Learning music helps me in other subjects, like math, and it helps me focus. Because when I play music I focus.” —Mary CHERYL PAIGE is the Principal of Joyce Public School. “Music is like a new language. I always feel excited to go to music … it’s always fun and I have a blast.” ✮ —Leighton

20 • Improving School Climate Helping Children LINKS TO LITERACY TUTORING PROJECT

➠ LEAD RESEARCHERS Kathy Broad and Mary Lynn Tessaro

OBJECTIVES OF THE PROJECT 10 ➠ Support struggling readers in the primary/junior division

➠ Help teacher candidates develop skills for the teaching of reading

➠ Strengthen the partnership between OISE/UT’s RESEARCH PARTNERS Mid-Town elementary option and its practice teaching Elementary Teacher Education, OISE/UT schools and Huron Street and Palmerston Avenue Public Schools, Toronto District School Board

here is a strong research base for tutoring as a teaching strategy The classroom teacher and teacher candidates communicated Tin teacher education. Barr, Watts-Taffe and Yokoto (2000) suggest weekly using a written feedback tool and brief discussion whenever that effective strategies for teaching literacy should be modelled by possible. The teacher candidates were debriefed with facilitation university faculty and experienced first-hand by teacher candidates, by their OISE/UT coordinators/coaches. In-service for associate as is the case in our tutoring design. Further support comes from a teachers occurred in the fall with the invitation to attend a session study by Worthy and Patterson (2001) who argue for a situated with Marie Clay at the Toronto Reading Council Institute. learning model that “provides a structure in which novices learn their craft by participating in context-based teaching activities Data Collection through interaction with peers and more skilled professionals.” Teacher candidates were surveyed in September and April to The direct experience of teaching and reflecting on the experience determine their relative knowledge and confidence with regard to offered by the tutoring project strengthens the theory-practice literacy teaching. connection in teacher education. Teacher candidates evaluated their experiences and offered Implementation of the project suggestions for improving the program twice in the year, both All 29 primary junior teacher candidates in OISE/UT’s Mid-Town individually and in small groups. Elementary Option provided a tutoring program at two Toronto District School Board school sites. Each teacher candidate tutored a The tutored students gave informal feedback after the last session struggling reader from Grades 2–6 for approximately one hour each on their experience and what they had learned about their own week, accompanied by their OISE/UT coordinators (a Reading development in reading. These comments enabled teacher specialist and a Special Education specialist). candidates to inform their subsequent teaching of struggling readers. In September, children in the primary/junior grades were identified informally by their teachers and selected as participants. Throughout Administrators and associate teachers provided regular, informal the year, teacher candidates received instruction in literacy feedback and a brief feedback survey was distributed at the end of assessment and instructional strategies, using literacy assessment the program. OISE/UT coordinators made observations and took tools such as the Observational Survey (Clay, 1993), the survey of anecdotal records of the program and participants. Book Knowledge, the Developmental Reading Assessment, interest inventories and interviews. Instructional strategies and practices Impact based on the work of Cunningham (1995), Clay (1993), and Fountas Students and Pinnell (1996) were taught and modelled, for example: Students established strong relationships with their tutors and also demonstrated greater confidence and skill in reading independently. • strategies for self-monitoring and checking Students read a variety of materials including fiction, (e.g., Lemony • strategies for self-correction Snicket, Amelia Bedelia), non fiction (e.g., Eyewitness), and other • reading predictable books reference materials. Although we did not use levelled texts, students • using CLOZE procedure became more adept and were able to move to more challenging • strategies for encouraging use of cueing systems material. • making and breaking words

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School Personnel concrete strategies that allow them to successfully intervene with The school-university partnership was strengthened. Both individuals experiencing difficulties, they gain confidence in their administrators and associate teachers appreciated the additional own teaching. and ongoing training and support for struggling readers. Next Steps and New Questions Both schools showed interest in continuing the program. 1 Improve Two-Way Communication: Teacher Candidates •Predesign the weekly communication process to facilitate greater Strategies and theories learned in OISE/UT classes strengthened the information sharing theory-practice connection. •Create and share a checklist profile to help the cooperating teachers identify appropriate students for the program One hundred percent indicated that they had built an extensive • Ensure detailed initial student information repertoire of strategies for improving literacy. Some were able to use the strategies regularly; they were also able to modify and refine their use. Strengthen Professional Sharing: “It’s one thing to read about strategies but it’s far better to actually do 2 them with a student.” •Teacher candidates will visit the associate teacher’s classroom in “I feel confident that I have a base of knowledge and strategies to draw order to become familiar with the classroom context and observes on to meet the needs of struggling readers in my classes.” the students to be tutored in their own environment “I will definitely use many of the strategies that we learned. I especially • Share resources, strategies, and individual student action plans loved the idea of semantic webs and prediction devices that showed and collaborate on successful strategies for the students students that they brought prior knowledge even before they read a • Both groups engage in professional development at an in-service book.” meeting

Sixty four percent mentioned learning about some element of balanced literacy. As well as developing knowledge of assessment, 3 Revamp Tutoring Schedule: pre-reading, guided reading, and word study, teacher candidates •Extend introduction and informal assessment period to gather also gained observation, analytical and interpretive skills by closely strong data on which to base interventions working with one student. • Adjust time lines to better suit the school and student needs

Eighty seven percent commented on the critical importance of References establishing rapport as a basis for an effective teaching-learning Barr, R., Watts-Taffe, S. & Yokoto, J. (2000). Preparing teachers to teach relationship. literacy: Rethinking pre-service literacy education. Journal of Literacy "I really saw the benefits of developing rapport and connecting to your Research, 32(4), 463–470. students." Clay, M. (1993). Reading Recovery: A guidebook for teachers in training. Auckland: Heinemann. "I learned that building rapport with the student comes first." Clay, M. (2000). Running records for classroom teachers. Auckland: Heinemann. Teacher Education Program Cunningham, P. (1995). Phonics they use. New York: HarperCollins College Our findings replicate Nierstheimer, Hopkins, Dillion & Schmidt Press. (2000) who suggest that when teacher candidates are given Fountas, I., & Pinnell, G.S. (1996). Guided reading. Portsmouth: Heinemann. Nierstheimer, S., Hopkins, C., Dillon, D., & Scmidt, M.C. (2000). Pre-service teachers’ shifting beliefs about struggling literacy learners. Reading STUDENT COMMENTS CAPTURED ON TAPE Research and Instruction, 40(1), 1–16. Worthy, J. & Patterson, E. (2001). “I can’t wait to see Carlos”: Pre-service • Attitudes toward reading: teachers, situated learning, and personal relationships with students. “I think reading is a great way to learn new things.” Journal of Literacy Research, 33(2), 303–344. “If I am bored now I would read.” • Fluency—an improved ability to read smoothly and with flow: “Now I express when people are talking."” “Now it doesn’t take me as long to read a book.” KATHY BROAD is a principal in the Bluewater • Reading comprehension—new capacities in the use of reading District School Board, seconded as a co-ordinator strategies: in the OISE/UT Elementary Teacher Education “I make pictures in my head of what I just read.” Program. "I learned ways to read—sounding it out, looking at pictures, looking ...... at the other words around.” “I read better by predicting.” MARY LYNN TESSARO is a co-ordinator/ “I can read with punctuation.” instructor in the Mid-town Option of the • Reading-writing connection: OISE/UT Elementary Teacher Education “The stories encouraged me with ideas to write about.” Program...... ✮

22 • Helping Children Helping Children INTEGRATING DIVERSITY

➠ LEAD RESEARCHER Elizabeth Coelho

OBJECTIVES OF THE PROJECT 11 ➠ To provide teacher candidates with some of the knowledge, skills, and attitudes required for success in multilingual and multicultural schools

➠ Enhance the practicum experience for teacher RESEARCH PARTNERS candidates and provide additional support for schools serving linguistically and culturally diverse populations Secondary Teacher Education, OISE/UT and Peel, York Region and Toronto District School Board

he impact of immigration is being felt in secondary schools An ESL teacher in each school was designated as the AP6 liaison Tacross Ontario. In some districts, the number of newcomers has teacher. In September 2002 they attended a one-day professional doubled since 1999. As a result, many students in Ontario development and planning session with the OISE/UT teacher secondary schools are learning the language and culture of the education candidates. Each teacher also brought an ESL student to school at the same time as they are learning the curriculum. participate in a student panel.

Most newcomers from other countries, including those who are just Instructional Program beginning to learn English, are placed in mainstream subject classes The content of two OISE/UT courses, the Teacher Education for some or all of the school day. However, most teachers have not Seminar and School and Society, was delivered in an integrated way, received specific training on working with students from diverse with a strong focus on practical strategies for implementing cultural backgrounds who may also be learning English. multicultural/antiracist education and for meeting the needs of students who are learning English at the same time as they are Implementation of the Project learning the curriculum. The class met for several additional sessions The Alternative Program 6 (AP6) at OISE/UT, “Teaching in in order to make time for some of the additional material. Multilingual Classrooms,” is intended to provide secondary teacher candidates with some of the knowledge, skills and attitudes required School-based Activities for success in multilingual and multicultural schools. Twenty-six of the 27 AP6 candidates completed at least one of their two practica sessions in AP6 partner schools. About 50% of the The program was partnered with seven schools in three districts: group had both placements in AP6 schools. Candidates also spent Bramalea Secondary School (Peel); Langstaff, Vaughan, and Thornlea one day a week in their practicum schools prior to the official Secondary Schools (York Region); Marc Garneau Collegiate Institute, practicum period. During this time they gathered data for a major L’Amoreaux Collegiate Institute, and Western Technical and group assignment and were involved in a variety of activities related Commercial Institute (Toronto District School Board). to linguistic and cultural diversity, with a focus on the needs of newcomers from other countries. Activities included: •Providing individual assistance in ESL classes and after school THE ONTARIO MINISTRY OF EDUCATION REQUIRES ALL •Assisting with tutoring programs and homework clubs TEACHERS TO RESPOND TO THE NEEDS OF STUDENTS: •Organizing field trips As the linguistic diversity of Ontario’s student population continues to • Future Teachers Club (promoting teaching as a career goal among increase, many students in our schools require support in learning minority youth) English to enable them to achieve the curriculum expectations in all • Designing an information brochure for immigrant parents, to be subjects and at all grade levels. Programs must be flexible in order to translated into the major languages of the school. accommodate the needs of students who require instruction in English as a second language or English literacy development, and teachers of all subjects are responsible for helping students develop their ability to use English.

SCHOOL/UNIVERSITY PARTNERSHIPS: RESEARCH INTO PRACTICE ✮✮✮

Data Collected Additional Schools: An evaluation of the program was conducted in June 2003, using Two additional schools in the TDSB will be partner schools with SP6: two survey forms: A.Y. Jackson Secondary School and Central Commerce Collegiate. • Questionnaire for AP6 liaison teachers This will provide greater flexibility in placing students, and should • Questionnaire for AP6 associate teachers and teacher reduce the distance some of them have to travel. candidates Pre-practicum Days: Impact We will build on this year’s experience to plan the work of teacher What Worked Well? candidates in our partner schools. The liaison teachers will be AP6 candidates generally expressed satisfaction with the training invited to share their experiences at the partnership day in and the practicum experience they received. Most respondents felt September. Each liaison teacher will then meet with the candidates “very confident” about teaching in schools with linguistically and who will be placed at their schools, and plan specific activities. culturally diverse populations. They also found most of the special focus in the course work “very useful” and several commented Instructional Program: particularly on the value of the AP6 partnership day and the student Additional class hours will be added prior to the first practicum, so panel. Most also felt that including some work with ESL students in that candidates have some instruction on teaching strategies and on the practicum experience was very valuable. assessment and evaluation before they begin practice teaching. Instruction will be based on the Sheltered Instruction Observation AP6 associate teachers also expressed satisfaction with their Protocol (Short & Echevarria, 1999) for ESL across the curriculum. involvement in the program. Most respondents felt that AP6 candidates were “very competent” or “somewhat competent” in the New Foci: knowledge, skills and attitudes required for success in multilingual Schools associated with Alternative Program 6 have strong ESL and multicultural classrooms, compared with other teacher programs and a long history of working towards equity in candidates at the same stage in their training. All respondents multilingual and multicultural schools. SP6 candidates and liaison indicated that they would advise ESL staff in other schools to teachers will explore exemplary practice in such schools, in order to become involved in a partnership with the AP6 program. share these practices with schools in the greater Toronto area and across Ontario. The focus will be on instructional strategies such as: What Needs Improvement? • comprehensible input (e.g., adjusting speech to the needs of the Most of the comments related to the pre-practicum days: learners) • More co-ordination required; projects should not be too • graphic organizers ambitious for the limited amount of time available • co-operative learning • Need to address the distance of some from their AP6 schools •guided reading and writing • Request that both practicum experiences be in AP6 schools •integrated vocabulary instruction • Re-organization of instructional program to include some work on integrating language and content instruction before the first References practicum The Ontario Curriculum, Grades 9 to 12: Program Planning and Assessment, (2000). www.edu.gov.on.ca/eng/document/curricul/secondary/progplan/progplan.html Next Steps The Ontario Curriculum, Grades 9 to 12: English as a Second Language and Thirty-five candidates are enrolled in the 2003–2004 program. To English Literacy Development, (1999). meet the needs of a larger class, and in response to suggestions www.edu.gov.on.ca/eng/document/curricul/secondary/esl/eslful.html from this year’s teacher candidates and associate teachers, the Short, D., & Echevarria, J. (1999) The sheltered instruction observation following changes have been made: protocol: A tool for teacher-researcher collaboration and professional development. Center for Research on Education, Diversity & Excellence. http://www.cal.org/crede/pubs

COMMENTS OF PARTICIPANTS

“I had two very supportive associate teachers. The ESL head who hosted us was also very supportive. The pre-practicum days [were] invaluable.” —Teacher candidate … the program provided, “A wonderful opportunity to improve instruction for ESL students in regular classes.” ELIZABETH COELHO co-ordinates Secondary Program 6, “Multilingual Classrooms,” which —Associate teacher aims to prepare teachers from all subject areas “I got a lot of help from the student teacher, working on projects that for the multilingual and multicultural classrooms I never had the time to pursue.” that are the norm in many secondary schools in ✮ —Associate teacher Toronto, Peel, and York Regions.

24 • Helping Children Helping Children DEVELOPING A SPECIAL EDUCATION CURRICULUM GUIDE

➠ LEAD RESEARCHERS Lucy Giannotta and Hazel McBride COURTESY: BRIAN O’SULLIVAN OBJECTIVES OF THE PROJECT 12 ➠ Develop a set of standards, skills, and competencies needed by new teachers to effectively teach students with exceptional learning needs in a general education classroom

➠ Support beginning teachers in developing these skills and competencies

RESEARCH PARTNERS ➠ Enhance beginning teachers’ confidence in their own OISE/UT Teacher Education ability to meet these standards Program and Host Schools

pproximately 65% of all students who are considered to have set of standards that were connected with the knowledge and skills Aexceptional learning needs receive their education in the regular required of general education. In Ontario, Brock University and the classroom with direct, indirect or withdrawal support (Weber & Learning Disabilities Association of Ontario (2002) have examined Bennett, 1999). Many researchers express concern about the extent what pre-service teachers need to know and be able to do to be to which all classroom teachers are prepared to teach students with prepared to work with students who have learning disabilities. exceptional learning needs (Scruggs & Mastropieri, 1996; Schumm, Vaughn, Gordon, & Rothlein, 1994). Implementation Phase One (July–December 2002) Beginning teachers must have not only the necessary skills but also Two questionnaires were developed based on a review of the the confidence in their own ability to meet the learning needs of this research literature regarding teacher competencies for teaching diverse population. The preparation of new teachers to deal with students with exceptional learning needs in inclusive classrooms. students with exceptional learning needs is critical. An informal We also reviewed current special education curricula at pre-service survey of teacher candidates conducted over the past two years in education faculties in Ontario. the elementary pre-service program at OISE/UT found: • 53% felt unprepared to teach students with special needs Phase Two (January–June 2003) • 80% had never used an an Individiual Educational Plan (IEP) We ran three focus groups: • 70% had never witnessed an IEP being used by their associate — one with teacher candidates at OISE/UT teacher — two with the host schools both for educational practitioners • 75% experienced frustration in dealing with students with special with less than two years’ teaching experience, and for those needs—lack of training (50%), lack of time (23%), and lack of with more than two years’ teaching experience. knowledge (16%). Phase Three Research In this phase, we will analyse these materials to identify necessary Current findings provide discussion on which skills and competencies and current gaps in knowledge and training and competencies are needed by new teachers to effectively teach a then develop a draft curriculum guide outlining teacher knowledge, diverse student population in a general education classroom competencies, and activities for the elementary pre-service program (Daniels & Vaughn, 1999; Lombardi & Hunka, 2001; Swan & Sirvis, at OISE/UT. 1999). The Council for Exceptional Children (CEC) has developed international standards for the preparation and licensure of special Data Collected educators (1998), which describes the minimum essential knowledge Questionnaires and skills required by new teachers to teach students with diverse Forty-two educational practitioners, including administrators, learning needs. Similarly, Ramsey and Algozzine (1991) have practising teachers and educational assistants currently working identified the core knowledge which special education teachers within partnership schools, rated the importance of a list of need to possess. In contrast to the above, other researchers have competencies. These competencies were developed by the worked on standards-based curriculum and assessment for researchers, based on current findings from the literature. beginning special education teachers. Their goal was to develop a

SCHOOL/UNIVERSITY PARTNERSHIPS: RESEARCH INTO PRACTICE ✮✮✮

One hundred and forty-nine teacher candidates at OISE/UT (Aksamit & Alcorn, 1988). Our survey of faculty members of other determined the perceived level of knowledge and skills in each of universities in Ontario found similar opinions. the competencies identified in the questionnaire. There were significant differences between primary/junior and junior/ Next Steps and New Questions intermediate teacher candidates in their perceptions of their Discussion among stakeholders on service delivery, curriculum knowledge and skills. 1 content, evaluation, teacher attitudes towards inclusion, collaboration, training of faculty Focus Groups Investigation of why there is a significant difference in the Teacher candidates: 2 primary/junior and junior/intermediate teacher candidates • This group was more interested in discussing the method of regarding their preparedness to teach in inclusive classrooms service delivery than the school based groups, who focussed Examination of the role of training within the practicum within more on content of the curriculum. a stronger practicum training partnership. Host schools: 3 • Educational practitioners with less than two years teaching experience discussed “how to’s” such as how to read the Ontario References School Record (OSR) or how to write an Individual Education Aksamit, D.L., & Alcorn, D.A. (1988). A preservice mainstream curriculum infusion model: Student teachers’ perceptions of program effectiveness. Plan (IEP) Teacher Education and Special Education, 11(2), 52–58. • Educational practitioners with more than two years teaching Council for Exceptional Children (1998). What every special educator must experience discussed a more integrated holistic approach to the know: The international standards for the preparation and licensure of curriculum rather than the “how to’s.” special educators (3rd ed.). Reston, VA: Author. Daniels, V.I., & Vaughn, S. (1999). A tool to encourage “best practice” in full The research shows that the model of service delivery adopted inclusion. TEACHING Exceptional Children, 31(5), 48–55. affects curriculum content. Four models were identified: Lombardi, T.P., & Hunka, N.J. (2001). Preparing general education teachers 1. Integrated Approach (content integrated with all other for inclusive classrooms: Assessing the process. Teacher Education and Special Education, 24(3), 183-197. education courses) Ramsey, R.S., & Algozzine, B. (1991). Teacher competency testing: What are 2. Required Stand Alone Course special education teachers expected to know? Exceptional Children, xxx 3. Elective/Optional Course pp. 339–350. 4. Combination of Integrated and Stand Alone Course Schumm, J.S., Vaughn, S., Gordon, J., & Rothlein, L. (1994). General education teachers’ beliefs, skills and practices in planning for None of the OISE/UT focus groups supported an integrated or mainstreamed students with learning disabilities. Teacher Education elective model of delivery, the model that is currently in use at and Special Education, 17(1), 22-37. OISE/UT. Research indicates that while topics such as laws, Scruggs, T.E., & Mastropieri, M.A. (1996). Teacher perceptions of definitions and legislation can best be covered in a stand alone mainstreaming/inclusion, 1958–1995: A research synthesis. Exceptional Children, xx 63, 59–74. course, methodology for adapting curriculum and adjusting Swan, W.W., & Sirvis, B. (1999). The CEC common core of knowledge and strategies may best be addressed through an integrated approach skills essential for all beginning special education teachers. TEACHING Exceptional Children, 25(1), 16-20. Weber, K. & Bennett, S. (1999). Special education in Ontario schools (4th Ed.). Thornhill, ON: Highland Press. COMMENTS FROM TEACHER CANDIDATES

“… a combination of an integrated and stand-alone course would offer the best of both worlds.” “… a stand-alone course would be advantageous because it would be taught by an expert.”

COMMENTS FROM ASSOCIATE TEACHERS LUCY GIANNOTTA is a co-ordinator/instructor in Those with less than two years experience suggested that the the OISE/UT Teacher Education Program. She is curriculum: seconded from the Toronto District School Board “… provide knowledge of technology/software, an understanding of the where she formerly worked as a vice principal in referral process, and an understanding of the roles of the classroom teacher, elementary and middle schools, a primary and junior teacher and a special education the educational assistant and the special education resource teacher.” behavioural and resource teacher.

Those with more than two years’ teaching experience said they DR. HAZEL MCBRIDE teaches Psychological needed to learn to: Foundations of Learning and Development to “… free themselves from the shackles of the curriculum” elementary and secondary teacher candidates at “… understand and manage the curriculum by focusing on essential OISE/UT. Prior to becoming a psychologist, she understandings or clusters of big ideas.” was a teacher in both regular and special ✮ education classrooms.

26 • Helping Children

jx welcome you to visit the new OISE/UT website.

SCHOOL-UNIVERSITY PARTNERSHIPS: Research into Practice has been published with the generous support of the OISE/UT School-University Partnership Fund. www.oise.utoronto.ca