BRADLEY UNIVERSITY COLLEGE OF EDUCATION AND HEALTH SCIENCES MOLLY CLUSKEY, INTERIM DEAN BRADLEY PDS PARTNERSHIP POST

SPRING 2016 PARTICIPATE IN THE KEMPER STATE READING, MATH, & SCIENCE CONFERENCES: COMING TO PEORIA! HISTORY PROJECT!

Again in fall 2016, Peoria, Illinois will be the location of two major Did you participate in Bradley’s statewide conferences for teachers. The 2016 Illinois Reading Council (IRC) PDS work between 1995 and Conference “Reading: Unlocking Opportunities” will be held September 2016? If so, we’d like to hear 29th through October 1st. The 2016 Illinois Science Teachers Association from you. See page 3 to learn (ISTA)/Illinois Council of Teachers of Mathematics (ICTM) Joint Annual more about participating in the Conference “Laying the Foundation for Success” will be held October 7th Kemper History Project! and 8th. Both conferences will convene at the Peoria Civic Center and the Peoria Pere Marquette Hotel, less than one mile from Bradley’s campus. PDS NEWS The Bradley PDS Partnership will pay the registration for one teacher from each Bradley PDS site to attend the ISTA/ICTM Conference. In addition, the registration for all fall 2016 Bradley student teachers will be Kemper History Project 3 paid to attend either the ISEC/ICTM or the IRC Conference. Look for more 2016 Spring Celebration 4-5 details soon! The Skin I’m In at Manual 6-7 SPRING CELEBRATION Glen Oak Campus Visit 9, 16 FEATURES TWO ILLINOIS TEACHERS Whittier National Lab Day 10 OF THE YEAR! Books and Dogs at 11 Not one but two Illinois Teachers Roosevelt of the Year joined the 2016 Bradley Danielson’s Framework 12 PDS Partnership Spring Celebration on April 21st. 2016 Illinois Teacher of Trewyn Road Scholars 13 the Year Kim Thomas, a mathematics teacher at Woodruff Career and Social Emotional Learning 14 Technical Center in Peoria, gave the keynote presentation. 1997 Illinois Healthy Eating at Harrison 15 Teacher of the Year Dr. Valeria Pierce and Manual participated in the event as a university supervisor for Bradley student teachers. Read more about Kim Thomas’ keynote on page 4. PAGE 2 BRADLEY PDS

KEMPER HISTORY PROJECT CO-AUTHORS

1994-1995: Joan L. Sattler 1995-1996: Joan L. Sattler 1996-1997: Lori Russell-Chapin 1997-1998: Rosalyn Anstine Templeton During a National Lab Day visit to Bradley on April 22nd, 1998-1999: Rosalyn Anstine Templeton Whittier fourth grade students made boats out of tin foil 1999-2000: Therese Kiley and tested them to see if they would float. Read more about the day’s scientific endeavors on page 13. 2000-2001: Bob Wolffe 2001-2002: Helja Antola Crowe Today’s event sparked a fire in me. 2002-2003: Helja Antola Crowe Our community has many powerful 2003-2004: Janet Jackson teachers and it’s good to have time to share with them. ~ Anonymous 2004-2005: Janet Jackson 2005-2006: Bob Wolffe 2006-2007: Cecile Arquette 2007-2008: Sherri Pardieck 2008-2009: Patty Nugent 2009-2010: Regina Bridges 2010-2011: Regina Bridges 2011-2012: Helja Antola Crowe & Jana Hunzicker 2012-2013: Noreen Dillon 2013-2014: Jana Hunzicker At the 2016 Spring Celebration, Fabian Daniels and Chetni 2014-2015: Jane Cushing Cobb from Harrison presented a roundtable discussion 2015-2016: Jenny Tripses titled “Best Practices for Working in High Poverty 2016-2017: Jana Hunzicker Schools.” Read more on pages 4 and 5.

Spring 2016 Bradley PDS Partnership Post Authors The articles in this issue were written and/or edited by Thomas Brewer, Jane Cushing, Jana Hunzicker, Janet Jackson, Sally Miller, Jenny Tripses, and Bob Wolffe. Many thanks to our spring guest authors as well! SPRING 2016 PAGE 3

PARTICIPATE IN THE KEMPER HISTORY PROJECT! KHP BY DR. JANA HUNZICKER 1995-2016 In March, Bradley’s College of Education and Health Sciences launched the Kemper History Project, a collaborative writing project being undertaken for the purpose of compiling and documenting the College’s professional development school (PDS) initiatives, programs, and projects from 1995 to 2016 in partnership with the William T. Kemper Foundation-Commerce Bank, Trustee. The final out- come of the project will be a detailed, chronological history of Bradley’s Kemper PDS work over its 22 years in existence. Co-authorship of the Kemper History Project will take place between April 1, 2016 and July 31, 2016. Each of the project’s 15 co-authors (see the list on page 2) will take responsibility for writing a comprehensive account of key events that occurred during the academic year (or years) about which they are writing. Proofreading will take place between August 1, 2016 and October 31, 2016. Once the chronological history is drafted, each of the pro- ject’s eight proofreaders (see the list on this page) will offer a critical eye to historical accuracy and details, such as correct spelling of names.

How to Participate

The chronological history will be supplemented with stakeholder reflections, direct quotations, and additional information. This is where Bradley PDS stakeholders, past and present, who are interested in participating in the project come in. Contributions to the Kemper History Project will be accepted between April 1, 2016 and September 30, 2016. Contributors may offer one or more of the following:

 Informal, first-hand recollections or reflections of their involvement in Bradley’s Kemper Project. Selected contributions will be paraphrased or directly quoted within the chronological history.

 Photographs or other primary documents, accompanied with a detailed explanation of who, when, where, and why. Selected contributions will be used to supplement the chronological history.

 Brief (300 to 1,000 words) narratives of specific experiences or events related to the Kemper Project, with accompanying photos if possible. Selected narratives will be published as independent sidebar stories throughout the chronological history and will include the byline of the contributor(s).

All contributions will be collected through an online survey link called Kemper History Project, which is accessible via the Kemper History Project webpage. Upon completion, the history will be published on the Bradley University Professional Development Schools website. All contributors, co-authors, and proofreaders will be recognized in the final publication.

Help us Spread the Word! Kemper History Project

We encourage anyone who has been involved Proofreaders in Bradley’s PDS work over the past 21 years to make a contribution. And please help us spread 1994-1999: Celia Johnson & Joan L. Sattler the word. If you know of someone who might like 2000-2005: Bob Wolffe & Janet Jackson to submit a reflection, a narrative, or simply make a comment about their involvement in the project 2006-2011: Helja Antola Crowe & Sherrie Pardieck over the years, please direct them to the Kemper 2012-2016: Jana Hunzicker & Sally Miller History Project website. For more information, please contact Dr. Jana Hunzicker at [email protected] or 309-677-3201. PAGE 4 BRADLEY PDS

2016 BRADLEY PDS PARTNERSHIP SPRING CELEBRATION BY EMMA OWDOM, ELEMENTARY EDUCATION

This year, the annual Bradley PDS Partnership Spring Celebration was held on April 21st. The celebration began with snacks and refreshments, continued with a keynote address from the 2016 Illinois Teacher of the Year, and ended with roundtable discussions and door prizes. The Illinois Teacher of the Year for 2016 is Kim Thomas, who is a middle school math teacher at Woodruff Career and Technical Center in Peoria. Mrs. Thomas was very energetic and truly had a passion for teaching math to students. If you ever get the chance to speak with her, Mrs. Thomas will waste no time in telling you about her Mathlicious classroom! After the keynote address, I was able to attend three roundtable discussions. There were 19 total discussion tables with different schools and organiza- tions presenting at each. The first discussion I attended was “Teacher Evaluation: What You Need to Know” by Revonda Johnson, the Academic Instructional Officer at Peoria School District 150. She had a lot of information to cover in a short amount of time on how teachers in District 150 are I wish I had more time. evaluated each there is just so much to year, as well as learn from these contractual excellent presentations. information Thank you to all for about which all Revonda Johnson, Peoria Public Schools, presents a presenting! teachers should roundtable discussion on teacher evaluation. be aware. The ~ Andrea Barr, next roundtable discussion I attended was “The Importance of Classroom Elementary Education Management” by Shabre Jones and SerToria Johnson, who are both teachers at Glen Oak. Both teachers commented on what has worked and what doesn’t work in their classroom management plans. The last roundtable was led by students from Dr. Celia Johnson’s class, Claire Annes and Emily LaCost. Their presentation “Connecting Parents and Teachers” was about parent and teacher communica- tion and connections. Dr. Jana Hunzicker and the entire Bradley PDS Council did a great job organizing the event to make it a success. I was able to network with others who attend- ed and presented at the celebra- tion, as well as learn a lot of helpful information which will benefit me in my future teaching career. I would highly recommend any Bradley student, current or former, interested in hearing about our PDS Program to attend next year’s celebration, as I’m Shabre Jones and SerToria Johnson, teachers at Glen Oak, presented a sure it will not disappoint! roundtable discussion titled “The Importance of Classroom Management.” SPRING 2016 PAGE 5

KEYNOTE SPEAKER KIM THOMAS DOOR PRIZE BY SARA WHITE, ELEMENTARY EDUCATION WINNERS On Thursday April 21, 2016, the Bradley PDS Partnership held its annual Spring Jaime Peterson, Jay Mehta, Celebration. The celebration began with keynote Nicole Wesolowicz, Teresa speaker, Mrs. Kim Thomas, the 2016 Illinois Teacher Drake, May Borges, Susie of the Year. Mrs. Thomas gave an incredible Stear, Janira DelValle, Lisa keynote; one of the best that I have heard. O’Malley, SerToria Johnson, Mrs. Thomas began by reminding the audience Celia Johnson, Ashley of the reason that we are all here, and that reason is Kainrath, Katelyn Cook, the kids. Each section of her speech was focused on Emma Owdom, Emily what is best for the students, and that is something that all teachers need to constantly be reminded of. Dawson, Chetni Cobb, For example, Mrs. Thomas spoke on the importance Claire Annes, Sumayya of positive relationships for they are “the prime Qudrat, Steve Garrison, factor of effective teaching.” The best teachers are ones that know their Andrea Barr, Molly Martin, students on all aspects of their lives and continue to strive to meet the needs Nicole Plebanski, Val Pierce, of all of them. As a current student teacher and soon graduate, this is some- Anna Taylor, Cole Stalter, thing that I will constantly apply to my future career because that is ultimately Annie Myreh, Juan Rios, one of the biggest ways to make an impact on students’ lives. Mrs. Thomas’ entire presentation was so Chris Vergatos, Denise Every student full of energy. From the moment she started, Fritsch, Carolyn Dirienzo, needs to know she engaged the audience through her Mary Newman-Evans, Kelly that their teacher enthusiastic and positive energy and math Schwend, Samantha Burch, loves them. references. She set an example of how Jazmin Voice, Peg Davison, ~ Kim Thomas, 2016 teachers need to keep that same energy Sara White, Christina Miller, Illinois Teacher because teachers never want students to Michele Smith, Angel of the Year become bored with learning. Mrs. Thomas inspired me to always present learning to Carrington, Kristin Fehr, students in a fun and positive way to develop their love of learning. Jenny Tripses, Katie It is evident how much Mrs. Thomas loves teaching and loves her Zielinski, Taylor Welsh students. My favorite quote throughout her speech was the following: “Every Helja Antola Crowe, student needs to know that their teacher loves them.” Without a doubt, all of Anna Rose, Chrissy Little, Mrs. Thomas’ students know that, and it is something that all teachers need Annie Orlov, Patrick Sell, to constantly remind their students. Overall, I have never seen someone so Emily LaCost, Amanda excited about teaching and learning until this keynote. Mrs. Kim Thomas is ultimately an inspiration to me and to all teachers in education. Rokaitis, Travis Cazel, Jazmin J. Divison, Kendra Robison, Allison Field, Rachel Shore, Fabian Daniels, Regina Pope-Ford, Heather Young, Kelly Stewart, Summer Tortat, MacKenzie Barden, Brittany Barron, Molly Lindsey, Kim Thomas, Bre Jones, The 2016 Spring Celebration featured almost 50 door prizes, large and Michelle Issen, Anne Fosco, small. Almost everyone who participated walked away with something! Danielle Tolvstad PAGE 6 BRADLEY PDS

LITERATURE COMES ALIVE AT MANUAL ACADEMY BY HEATHER YOUNG, PRINCIPAL The Skin I’m In by Sharon G. Flake is an award-winning novel about a young African-American girl’s challenge with bullying and identity. The English Department at Manual Academy profiles this novel in English Composition classes during Black History month. Students dove into the richness of the issues presented by the text and returned to the stacks to participate in an engaging literary exchange with visiting English majors from Bradley University. Members of Dr. Melinda McBee Orzulak’s ENG 392: Teaching Literature and Reading class, facilitated a 2-day, small-group discussion of the novel. Students were encour- age to analyze the text, make text connections, and explore the author’s use of language. This activity cumulated in Manual students being invited to participate in an evening with the author, Sharon G. Flake, which was held in the Peplow Pavilion on Bradley’s campus on Wednesday, February 17th. The Manual students who attended met the author, participated in an original skit, listened to an Young adult fiction author Sharon Flake signs author’s reading, asked questions, and had their books books for Manual Academy students during a signed. special campus event in February.

TEACHING THE SKIN I’M IN: A PERSONAL REFLECTION BY ANNE FOSCO, SECONDARY EDUCATION, ENGLISH

Part of the Bradley education curriculum is about implementing different methods courses into your teach- ing. As a high school English major, part of my methods courses involve applying different approaches to reading. In ENG 392, I was able to read the novel The Skin I’m In by Sharon Flake and talk through different reading methods such as a think-aloud, different class room techniques, and even the freedom of student choice in novels for classroom projects—all meant to cultivate a means to a greater understanding of literature. The Skin I’m In was so special to our ENG 392 classroom discussion because at Manual Academy, students also were reading the novel and we were going to be able to work with a group of students for two days analyzing literature and seeing what types of reading methods work with different types of students. Furthermore, as a surprise, after we worked with the Manual students on The Skin I’m In , we were able to invite them to personally come and meet Sharon Flake at Bradley University. Students at Manual were excited to visit campus, ask questions, and meet the author whose novel they had been reading. In April, it also was a pleasure to talk about Sharon Flake’s novels at the Spring Celebration. This was my first time presenting at a celebration and overall it went very well. I had enthusiastic participants and eager Sharon Flake readers in the end. The way I set up my table was to talk about Sharon Flake, some of her novels, and what she believes in; then transition into talking about an activity I did with the Manual students: a face drawing that asked participants to think about what, does your face say to the world? It was really important to talk about all the different novels that Sharon Flake has to offer since the student teachers here at Bradley are going to be heading into the field of teaching. We need diverse books, and Sharon Flake does a great job promoting literature in a positive way that reflects and honors the lives of all young people. As a future teacher, a librarian, or even just an enthusiastic reader, it is important to put more books that feature diverse characters on the shelves and into the hands of all children. I was thrilled to have a table at the Spring Celebration, talk about diverse novels, and hopefully add to future library shelves for teachers and or school libraries! SPRING 2016 PAGE 7

A LESSON IN FLEXIBILITY: LITERATURE CIRCLES AT MANUAL ACADEMY BY MOLLY BRANTINGHAM, SECONDARY EDUCATION, ENGLISH

Earlier this semester, my cohort of English Secondary Education students in the ENG 392: Methods of Teaching Literature and Reading course was given an incredible opportunity: To apply our newfound knowledge of teaching strategies in literature circles with ninth-grade high school students at Manual Academy. Each of us was given a copy of Sharon G. Flake’s award-winning, bestselling novel, The Skin I’m In, thanks to a generous grant from the Bradley PDS Partnership, which we read and analyzed. We then eagerly used our class time to prepare pre- and post-reading assessments as well as discussion points about our favorite parts of the text. The planning tasks were divided amongst three groups in our class, all of which worked together to ensure that our assessments and discussions would flow smoothly across our two scheduled days with Manual students. During this planning time, the excited energy in our cohort was palpable—We could not wait to get into the classroom to discuss this entertaining, relevant text with actual students! As is necessary in a secondary classroom, our plans remained flexible. During our first day with the students, we found that some students hadn’t While we as teachers had as much in-class reading time as others, so holding a fully text-based can have an entire discussion proved less fruitful than we had hoped. We still had a wonderful day planned, teaching time building rapport with and learning from our students. Afterward, we dug is ultimately decided into what we had learned about our students in the first session to develop by what students more inclusive activities for the second session. These new activities included respond best to. the performance of a close reading and group discussion of one of Sharon G. planning is only one Flake’s poems, “You Don’t Even Know Me,” as well as a journaling activity step in the teaching based on the journals written by the protagonist of The Skin I’m In. It was our process. the most hope that, by incorporating close reading strategies and elements of creative integral part is the writing, we could encourage students’ enthusiasm about literature. students. The adjusted activities seemed to engage the students. I personally observed a previously disinterested student really light up and happily partici- Hannah Ohrstrom, pate in a discussion about the poem “You Don’t Even Know Me,” asking if she Secondary Education, was allowed to take home her copy of the poem to put up on her wall. When English we found that we had a few extra minutes, I let my group ask me anything they wanted about college and was thrilled to hear their excitement about higher education and curiosity about college life. All in all, I believe that my fellow ENG 392 students and I found the experience both enjoya- ble and pedagogically invaluable. After our time at Manual came to a close, we were honored to host some of our students at Sharon Flake’s ICAC-sponsored talk on Bradley ‘s campus a week later. The opportunity to share the evening with our students was extremely gratifying. Experiences like our Manual Academy literature circles and Ms. Flake’s author talk are Anne Fosco, Secondary Education, English, leads a roundtable discussion reasons why I am so grateful to be a titled “Books by Sharon G. Flake” at the 2016 Spring Celebration. part of the Bradley community. PAGE 8 BRADLEY PDS

From Teddy Bears to Phlebotomy at Trewyn By Dr. Kelly Schwend, Nursing Jenna Scotti and Kelsey Sickal, Senior Level Nursing Students

Implementing their nursing skills and knowledge somewhere other than the hospital, senior level nursing students spent the day empowering students at Trewyn K-8 School to dream big while also promoting health maintenance strategies in a non-traditional way. Going to the doctor can be a scary experience for children. Bradley nursing students helped lessen the fear for 52 kindergarteners through their Teddy Bear Clinic. With help from the Bradley PDS funds, each kindergartener was gifted a stuffed animal and had the opportunity to act out taking their stuffed animal to the doctor. Each kin- dergartener was paired with a Bradley nursing student and was able to take his or her stuffed animal’s tem- perature, listen to lung sounds with a stethoscope, give an immunization, and apply a bandage. Implementing primary prevention strategies with young children is a proactive healthcare approach to preventing health issues in the future.

In February, Trewyn kindergarten students learned what to expect when they visit the doctor. The nursing students spent the rest of their day hosting a table at the Trewyn K-8 Career Fair. The nursing students focused on empowering the Trewyn students to believe they can become anything they want if they set their minds to it and start preparing now. Throughout the spring semester, Bradley nursing Beginning with grades 1, 2, and 3, the nursing students students provided interactive presentations on asked the simple question, “What do you want to be when personal safety and hygiene for Trewyn students. you grow up?” From aspiring princesses and basketball players to future lawyers and doctors, they heard it all. With the primary-age students, the Bradley nursing students reinforced the importance of staying in school, working hard, and setting goals. With the older students, the focus was more specific to healthcare. Some Trewyn students had no knowledge Career Goal Planning On April 1st, the about the healthcare field, while Trewyn Road others were well-informed. For 1. Set a career goal. Scholars attended those interested in a healthcare 2. Think of 3 actions you can a career goal career, the nursing students take to work toward your planning session talked with them one-on-one goal. at Bradley. Learn and answered their questions. Topics covered during the 3. Imagine the results! about their special visit to campus Trewyn Career Fair were nurs- on page 13. ing, phlebotomy, radiology, and more. SPRING 2016 PAGE 9 Glen Oak chargers are Bradley bound! By Dr. Jenny Tripses

Excited fifth graders waved to us as the big yellow bus pulled around the parking lot up to the Michel Student Center. Six tour guides, Cory Craig, Associate Director of Admissions, and Jenny Tripses were ready to show them what it would be like to attend Bradley University. The students already knew a lot about college life through AVID (Advancement Via Individual Determination), a philosophy that seeks to hold students accountable to the highest standards and provide academic and social Bradley student athletes talk to Glen Oak support so that students can rise to fifth graders in Renaissance Coliseum. the challenge. On April 12th and 13th, Glen Oak fifth graders were definitely ready to rise to the challenge to. First stop was a model dormitory room. Students were fascinated by the idea of living independently. The tour guide explained they could arrange their dorm room any way they liked, bringing refrigerators, TVs, etc. He explained how students either study in their room, at the library, or in special spots around campus. One fifth grader inquired, “Where would you put that TV?” The guide pointed to a wall that might work. From the dorm, traveled to Renaissance Coliseum, where Bradley student athletes talked to them about their typical day at Bradley. Bradley athletes rise early enough to eat a hearty breakfast so that they can have a good workout before classes. Then after classes, they have practice and another workout. Finally, they study and go to bed early in order to be ready for the next day. The athletes and A Bradley student tour guide their coach stressed the importance of good grades and taking care of their health shows Glen Oak fifth graders through proper nutrition, exercise, and plenty of rest. (continued on page 16) a typical Bradley dorm room.

PSY 341 PRESCHOOL PRACTICUM AT ST. MARK BY DR. CLAIRE ETAUGH, PSYCHOLOGY

In PSY 341: Bradley’s preschool practicum course, students work as teaching assistants in the preschool program at St. Mark Catholic School. Each student works with the children in the class for up to five hours per week, and there is a weekly staff meeting on campus to share experiences and observations. Each student also develops and carries out one or two lesson plans, and performs developmental testing on one or two children. Students are able to apply what they have learned in the prerequisite course in child development. Moreover, they have a great deal of fun doing it! A sample of comments made by the preschool practicum students in their course evaluations from last semester include:

 “You learn something about all children, but having one or two children to observe and test really focused my attention.”  “I liked getting to know the children. It is interesting to see them improve throughout the semester.”  “The lesson plans we were required to develop were left up to us, which allowed me to use my strengths to help the children learn.”  “I enjoy the staff discussions because it is interactive and engaging for all involved.”

Thank you to St. Mark for opening its doors for these valuable practicum experiences each semester! PAGE 10 BRADLEY PDS

WHITTIER STUDENTS EXPERIENCE NATIONAL LAB DAY AT BRADLEY BY ASHLEY TAUS, ELEMENTARY EDUCATION

On Friday, April 22nd, Bradley University professors and student volunteers had the opportunity to participate in National Lab Day with the fourth grade students from Whittier Primary School. National Lab Day is a day full of developmentally appropriate laboratory experiences for students to explore, experiment, test, get their hands dirty, and get their minds engaged. The students went on a brief tour of campus and attended several STEM (science, technology, engineering, and mathematical) activities. One STEM activity the students seemed to highly enjoy was collecting DNA from a strawberry. As they participated in this science activity, students made observations and engaged in scientific discussions about how DNA can be found in all food. After students completed their activities, they joined together for a closing event where Professor Michelle Edgcomb Friday and student undergraduate coordinator, Ashley Taus, combined coke and mentos to create a chemical explosion. Before returning to school, the Whittier students gave a huge thank you to all the Whittier fourth graders conducted a lab to professors and student volunteers that made this day successful determine how many drops of water one and a wonderful learning opportunity. penny will hold before spilling over.

FIVE NATIONAL PRESENTATIONS AND TWO BOOK CHAPTERS! + = BY DR. JANA HUNZICKER 5 2 Wow! During February, March, and April, 2016 members of the Bradley PDS Council and other PDS stakeholders delivered five different national presentations. In February, an invited session titled “Preparing Health Care Professionals through PDS Partnerships” was presented for the Association of Teacher Educators (ATE) Professional Development Schools special interest group in Chicago. In March, “Preparing Health Care Profession- als through PDS Partnerships” and “Professional Development School Celebrations that Strengthen Partnerships” were presented at the NAPDS Conference in Washington, DC. In April, “Bradley PDS Partnerships and AVID” and “Growth through Celebration: Capturing our Success Stories” were presented at the PDS National Conference in Orlando, Florida. Thank you to Jane Cushing, Teresa Drake, Susan Grzanich, Jana Hunzicker, Kelly Schwend, Jenny Tripses, and Bob Wolffe for helping to disseminate the important work of the Bradley PDS Partnership so that other school-university partnerships across the country might benefit. In addition, members of the Bradley PDS Council and our Bradley PDS partners published two book chapters about our PDS work during the 2015-2016 academic year. “Synergystic Benefits and Cultural Competencies in a Multidisciplinary PDS Partnership” by Helja Antola Crowe, Bob Wolffe, and Jana Hunzicker was published in November 2015. “Using a Literacy-based Classroom Partnership to Prepare Teacher Candidates for the EdTPA” by Jana Hunzicker, Cecile Arquette, Peter Olson, and Douglas Atkins was published in March 2016.

The mission of the Bradley PDS Partnership is to promote academic and professional development for P-12 students, pre-professionals, practitioners, and professors. SPRING 2016 PAGE 11 THANK BOOKS ABOUT DOGS FOR ROOSEVELT YOU BY DR. BOB WOLFFE

Thank you to Peoria’s In February, PricewaterhouseCoopers Commerce Bank for (PwC) donated 30 books and decorated sponsoring the attend- bookmarks to Roosevelt Magnet School. ance of two Bradley The books, which are about dogs and stories PDS Council members of dogs, range from beginning reading level at the 2016 State of the (for students aged 6-8) to intermediate Schools Breakfast! reading level (for students aged 8-12.) Multiple copies of each book were provided, On May 4th, Dr. Sharon Desmoulin-Kherat spoke at Peoria’s along with bookmarks annual State of the Schools Breakfast. Now superintendent of about dogs Peoria Public Schools, Dr. Kherat formerly served as principal hand made by or assistant principal at three of Bradley’s PDS Sites: Whittier, PwC employ- ddd Roosevelt, and Manual. ees. Thank you to PwC! HEALTH EDUCATION LESSONS AT TREWYN BY DR. TERESA DRAKE, FAMILY AND CONSUMER SCIENCES

In December, 16 students from FCS 203: School Health Promotion excitedly journeyed to Trewyn K-8 to present health lessons to fourth and fifth grade students. While the FCS 203 students thought they would be teaching kids, they themselves learned quite a bit too! Four FCS 203 student groups prepared 15-minute lessons on health topics such as physical activity, emotional health, and environmental health. Each group presented their carefully-planned, interactive and engaging lesson eight times as Trewyn students rotated through health educa- tion “stations” set up in the gym. Both Trewyn and Bradley students had a fun morning interacting and learning about health. Julie Shapiro said, “I enjoyed seeing how interested the kids were about what we were teaching them. I also liked that the kids could take what they learned home and do some of these activities with their friends and family.” As all teachers figure out, things do not always go as planned. Catie Grey laughed when she said what she learned: “No matter what you plan, some kids just do not want to participate,” and Jessica Owdom noticed that “Some were quiet and others were more outgoing. It is important to learn how to work with all of the kids.” In the end, the Bradley students adapted and figured out ways to include students who were hesitant to join in, and they gained confidence in their teaching and presentation skills. By the end of the event, the students were all buzzing with the excitement of accom- plishing a successful project. Kelsey Cave commented, “The students at Trewyn were a lot of fun to work with and I would be very interested in visiting Melissa Bucklin and Adrienne Ranck teach Trewyn students about them again!” the importance of stretching and practicing their balance. PAGE 12 BRADLEY PDS

DANIELSON’S FRAMEWORK AND TEACHER EVALUATION BY DR. JENNY TRIPSES

Preservice teachers are often surprised to learn that the Illinois Professional Teaching Standards used by all Illinois teacher preparation programs (as required by the Illinois State Board of Education) differ from the criteria used by the vast majority of Illinois school districts to evaluate teachers. As prescribed by the Illinois General Assembly in the Illinois Performance Evaluation Reform Act of 2010, or All preservice PERA, Senate Bill 7, 2012 Illinois teachers School Code, all school districts are should be now required to adopt research- familiar with based teacher evaluation systems. More information about Danielson’s Framework Danielson The vast majority of districts have for Teaching can be found by visiting in order to selected Charlotte Danielson’s www.danielsongroup.org/framework/. understand Framework for Teaching. expectations Danielson’s Framework for new consists of four domains: teachers. Planning and Preparation, Classroom Environment, Instruction, and Professional Responsibilities. Within each domain, components and elements describe unsatisfactory, satisfactory, proficient, and distinguished teaching practice in great detail. Danielson’s framework is widely used because it describes all aspects of teaching (both within and outside of the classroom) and it provides guidance and suggestions for professional growth for both new and experienced teachers. All preservice teachers should be familiar with the Danielson Framework in order to understand expectations for new teachers. Being Danielson- Educational Leadership graduate students Angel Carrington, knowledgeable can also help teacher applicants Kristin Fehr, and Kendra Robinson presented “Charlotte prepare for an interview for that first teaching position. To help spread the word, Bradley Danielson 101” at the 2016 Spring Celebration. Educational Leadership graduate students Angel Carrington, Kendra Robison and Kristin Fehr spoke to three sections of Bradley student teachers during their weekly seminar time this spring and also facilitated a roundtable discussion on Danielson’s Framework at the Spring Celebration.

In March, the Bradley PDS Council provided a red Bradley pencil for every student enrolled at Bradley’s eight PDS sites…4,400 pencils in all! In a thank you note from Whittier, Principal Patrick Sell wrote, “The pencils are being utilized to honor students in the Whittier Wall of Fame. These students set a positive example BRADLEY for others and follow the Whittier Way. We appreciate the support of Bradley and look forward to our continued relationship with the PDS program.” SPRING 2016 PAGE 13

TREWYN ROAD SCHOLARS VISIT BRADLEY BY DIAMOND LITTLE, SOPHOMORE, MANUAL ACADEMY

I am Diamond Little and I attended the April 1st Road Scholars event at Bradley University. I am a sophomore at Manual Academy, having graduated from Trewyn K-8 School in 2014. This trip really helped me to realize what an average day for a college student consists of when a person makes a decision to pursue a degree. The Bradley Department of Nursing students and Dr. Kelly Schwend greeted us, and almost immediately our group was on the move. We were taken to the Chi Omega Sorority house, Giesert Hall dormitory, the Cullom-Davis Library, and the Robert Michel Student Center. The student center was really fun. The library was huge and filled with students; they were actually working and doing papers. The Chi Omega students were really nice and gave us cookies; they were good. Giesert Hall was amazing with so many people living there. I will never look at the big buildings and dorms at Bradley again without thinking of the students in them. When we returned from our tour, it was time for speakers who presented to us from every department. We heard from Dr. Kelly Schwend of Nursing; Dr. Steve Tippett of Physical Therapy; Dr. Teresa Drake of Family and Consumer Sciences (also Mrs. Rumba’s major at Bradley along with writing); and from Dr. Jana Hunzicker and Susie Stear of the Department of Teacher Education. The speakers were really good and we all listened to every word. We also visited the Nursing Labs with the amazing animated patients. Though I am in high school, I was glad that my brother, Dmarco, who is in seventh grade at Trewyn, and other stu- dents who are even in fourth grade, were able to attend Road Scholars to learn more about college and all the careers we Andrea Scholl, Department of Nursing, explains can choose from. How do we know what we can achieve, if we the functions and utilization of the simulation don’t go to learn more about what is ahead for us? It was manikin used by Bradley nursing students. amazing; we actually got to eat in the cafeteria at Geisert Hall with the college students! The food was so good and we felt glad that Bradley let us eat with their students. I could imagine what it would be like to go to college; I felt like an actual college student for the day. Since I took this trip on Road Scholars, I figured out what I actually want to be when I grow up. I had so much fun and this was a wonderful opportunity. It is important for us to “put our feet on the ground” and actually visit a campus. I am really thankful that Mrs. Rumba takes us all these places. It helps us to imagine what life would be like in college and helps us know what we are working for in the Dr. Steve Tippett, Department of Physical Therapy and Health Sciences demon- future. Thank you to every- strates how to use a knee ligament arthrometer to assess stability of the knee one who helped to make following injury to the anterior cruciate ligament. this happen! PAGE 14 BRADLEY PDS

SOCIAL-EMOTIONAL LEARNING (SEL): WHAT TEACHERS NEED TO KNOW BY DR. JENNY TRIPSES

Social Emotional Learning (SEL) is the process through which children and adults acquire the knowledge, attitudes, and skills they SEL is fundamental need to recognize and manage their emotions, demonstrate caring not only to children’s and concern for others, establish positive relationships, make respon- social and emotional sible decisions, and constructively handle challenging situations. development but also Although SEL is not a program, many available programs provide to their health, ethical instruction in and opportunities to practice, apply, and be recognized development, citizenship, for using SEL skills. Competence in the use of SEL skills is promoted in motivation to achieve, the context of safe and supportive school, family, and community and academic learning. learning environments in which children feel valued, respected, connected to, and engaged in learning. SEL is fundamental not only to children’s social and emotional develop- ment but also to their health, ethical development, citizenship, motivation to achieve, and academic learning (Elias et al., 1997, and CASEL, Safe and Sound, 2005). Socially and emotionally competent children and youth are skilled in five core areas: 1) They are self-aware. They are able to recognize their emotions, describe their interests and values, and accurately assess their strengths. They have a well-grounded sense of self-confidence and hope for the future. 2) They are able to regulate their emotions. They are able to manage stress, control impulses, and persevere in overcoming obstacles. They can set and monitor progress toward the achievement of personal and academic goals and express Whittier principal Patrick Sell and Dr. Jenny Tripses facilitated their emotions appropriately in a wide a roundtable discussion on Social Emotional Learning (SEL) at range of situations. 3) They are socially aware. They are able to the 2016 Spring Celebration. take the perspective of and empathize with others and recognize and appreciate individual and group similarities and differences. They are able to seek out and appropriately use family, school, and community resources. 4) They have good relationship skills. They can establish and maintain healthy and rewarding relationships based on cooperation. They resist inappropriate social pressure; constructively prevent, manage, and resolve interpersonal conflict; and seek and provide help when needed. 5) They demonstrate responsible decision-making at school, at home, and in the community. In making decisions, they consider ethical standards, safety concerns, appropriate social norms, respect for others, and the likely consequences of various courses of action. They apply these We encourage anyone who has been involved decision-making skills in academic in Bradley’s PDS work over the past 21 years and social situations and are motivat- to participate in the Kemper History Project. KHP ed to contribute to the well-being of Learn more on page 3! their schools and communities. 1995-2016 SPRING 2016 PAGE 15

PROMOTING SOCIAL HEALTHY EATING HABITS EMOTIONAL LEARNING (SEL) AT HARRISON AND MANUAL BY DR. JENNY TRIPSES BY DR. AMANDA NEWELL, FAMILY AND CONSUMER SCIENCES What can teachers do to promote Social Emotional Learning (SEL)? In addition to providing instruction in A record number of children at two social and emotional skills, teachers’ involvement in Bradley PDS sites are learning new promoting SEL goes beyond the classroom when they: eating habits to help set them up to  Participate on a school team or committee that lead healthier lives in the future. In selects an SEL program and oversees implementa- collaboration with a dietitian from tion and evaluation of SEL activities Unity Point, dietetic interns from  Communicate regularly with students’ families Bradley are providing nutrition education and about SEL classroom activities to encourage rein- counseling services to 16 children at Harrison forcement of SEL lessons at home Community Learning Center and Manual Academy.  Model and provide opportunities for students to This is the largest number of child participants in the practice and apply SEL skills in the classroom program’s past five years. All 10 dietetic interns  Use instructional methods that draw on students’ provide the services to children identified as at risk experience and engage them in learning for nutritional issues. The children learn healthier  Use SEL skills in teaching academic subjects to eating practices and ways to increase exercise. The enhance students’ understanding. For example, children participants have really benefited . Many students can be encouraged to discuss how literary have seen at least some weight loss and one girl is characters or historical figures did or did not express passing on what she has learned to her family to help understanding of others’ feelings or use good all of them lead healthier lives. We are excited that problem-solving skills. some of the children have even requested further When schools and teachers make the commitment sessions with our dietetic interns once the school year to promote SEL on a daily basis, students are more likely ends in a few weeks. This program has enabled our to come to school, stay academically engaged, and dietetic interns to gain hands on experience working interact appropriately with others. Moreover, they are with children who often do not have access to healthy more likely to apply their new found social and foods. A new group of interns will pick the program emotional skills to outside-of-school environments. back up with current and new children in the fall.

2015-2016 CLINICAL EXPERIENCES AT BRADLEY PDS SITES WAY TO GO! Fall 2015 Spring 2016 During the 2015-2016 academic year, 69 Bradley undergraduate and Educational Leadership 0 1 graduate students completed clinical Family & Consumer Sciences 10 10 experiences, internships, or other official field experiences at Bradley Nursing 4 4 PDS sites. Especially notable is the Teacher Education 60 43 fact that all five departments in Bradley’s College of Education and Physical Therapy & Health 0 1 Health Sciences had at least one Sciences clinical student placed at a Bradley Psychology 8 10 PDS site during the spring 2016 semester. Thank you to our PDS Total 82 69 partner hosts for your hospitality! BRADLEY PDS PARTNERSHIP 2015-2017 GOALS 1. Support and improve student learning and achievement. 2. Prepare aspiring professionals in education and health sciences. 3. Provide lifelong learning experiences and leadership opportunities. 4. Promote best practices in teaching, learning, and leadership through professional development and action research. 5. Support the health and well-being of students, their Contact Us families, and the professionals who work with them.

Bradley PDS Partnership The Bradley PDS Partnership is funded by the William T. 1501 W. Bradley Avenue Kemper Foundation - Commerce Bank, Trustee and Bradley Westlake Hall 202A University’s College of Education and Health Sciences. Peoria, IL 61625 309-677-3329 GLEN OAK CHARGERS ARE BRADLEY BOUND! (CONTINUED FROM PAGE 9) Dr. Jana Hunzicker William T. Kemper Fellow A short walk later, the [email protected] group entered Markin

Recreation Center where Sally Miller they oohed and ahhed over Administrative Assistant the rock climbing wall. Next [email protected] they went into the gym where some played basket- 2015-2016 ball and others did some cheers. Cory Craig demon- PDS Site Coordinators strated the Bradley cheer.

Dr. Jenny Tripses Last, the tour guides took them to Westlake Hall [email protected] to see where many students (Glen Oak, Harrison, like to study. They spent a Valeska Hinton, Whittier) few minutes writing on the Dr. Bob Wolffe many white boards there. As they waited to [email protected] depart, the tour guides (Manual, Roosevelt, handed out Bradley t-shirts St. Mark’s , Trewyn) for everyone. As they board- On April 12th and 13th, Glen Oak fifth ed the bus, one student said, graders ended their campus visit with “See you in eight years!” tours of Renaissance Coliseum, Markin Bradley looks forward to Center, and Westlake Hall. their return.

We’re on the web! Visit the Bradley PDS Partnership webpage at: http://www.bradley.edu/academic/colleges/ehs/centers/kemper/