U.P.L.S.I. Partnership (Urban Professional Learning Schools Initiative) Tempe School District No. 3

1
U.P.L.S.I. Partnership(Urban Professional
Learning Schools Initiative)Tempe School
District No. 3 Arizona State University

• Bernadette Kadel, Nevitt
• Amy Uchacz, Frank
• Rebeckah Winans, Fuller

2
The History behind the Grant

• ASU partnered with TD3 to impact Teacher Prep at
  ASU
• Focused on Urban Inner City Schools
• An apprenticeship approach to develop the complex
  relationship between identity, culture,
  assessment and learning
• Through PLS
• Inclusionary Practices focusing on Co-teaching
  models

3

• K-5 Elementary of 350 students
• Teaching staff of 17 classrooms, 4 self-contained
  special ed classrooms (SEALs)
• Language 91 English, 5 Spanish, 4 other
• Ethnicity Anglo 54, Black 12, Hispanic 28,
  Native American 3, Asian 3
• Free and Reduced 42
• Located in Tempe, Arizona

4

• PreK-5 Elementary of 750 students
• Teaching staff of 32 classrooms, 4 self-contained
  special ed classrooms (PALs)
• Language 54 English, 44 Spanish, 2 other
• Ethnicity Anglo 8, Black 9, Hispanic 60,
  Native American22, Asian 1
• Free and Reduced 84
• Located in Guadalupe, Arizona

5

• PreK-5 Elementary of 852 students
• Teaching staff of 37 classrooms, no
  self-contained special ed classrooms
• Language 42 English, 57 Spanish, 2 other
• Ethnicity Anglo 4, Black 17, Hispanic 74,
  Native American 3, Asian 2
• Free and Reduced 89
• Located in Phoenix, Arizona

6
Roles - Site Liaison Site Professor
7
Teacher Candidate Clinical Teacher
8
Curricular Themes

• Identity
• Culture
• Assessment
• Learning

9
Task Card Stack Shuffle

• Each person takes 4 index cards
• On one card write a definition or an indicator of
  Identity (one sentence). On another write a
  definition or an indicator for culture. Do the
  same for assessment and learning.
• Put all the cards in the middle face down.
• Shuffle the cards and deal out evenly.
• Each person reads the cards and sorts.
• Share with your group why you sorted as you did.

10
Course Outline Identity

• SPE 580 Identity and Practice in Inclusive
  Education Residency
• Work required by students
• Students will complete assigned readings,
  participate in online discussions, prepare lesson
  plans, practice co-teaching models, and complete
  the education management matrix.
• Co-teaching By the second week of class you
  will be assigned a co-teaching partner and time
  for the semester. During odd weeks (3, 5, 7, 9,
  11, and 13) you will co-teach in partner As
  classroom. During even weeks (2, 4, 6, 8, 10,
  and 12) you will co-teach in partner Bs
  classroom. Each week you will have a two-hour
  block for your co-teaching. During that time,
  you will have a substitute in your room (youll
  need to leave lesson plans per site policy).
  Each week, you will implement the assigned
  co-teaching strategy. You will need to complete
  and submit the lesson plans and review.
  Additionally, twice during the semester (once in
  each class and with two different strategies) you
  will need to videotape the lesson, and complete
  and submit the reflection

11
What our candidates say about the program.
12
Using the Leadscape site

• http//www.niusileadscape.org
• Data Points School Improvement Plan
• Professional Development Templates
• Blog..
• Read and Discuss at your group
• What is your definition of co-teaching?
• What are the benefits of having co-teaching exist
  in classrooms?
• What aspects of co-teaching do you have at your
  school? Or What aspects would you like to see at
  your school?

13
Identification of Inclusion Practices

• Group Discussion
• What is your level of inclusive practices at this
  time?
• If you are on your way.what is your next step?
• If you are beginning this journey.what is your
  first step?
• Think-Pair-Share

14
Questions of Us?