New+Program+Ideas

=Brainstorming Ideas for Programs=


 * ==Strengths==
 * Teaching as a calling
 * Majority of teachers want to improve regardless of state mandate
 * Strong group of English Educators in this state
 * Look closely at existing English ed programs in the state that have produced successful teacher leaders
 * How might we create a course in the fall, for instance, that teachers generated ideas for in January? || ==Weaknesses==
 * Current graduate courses and programs -- not always meeting the needs of teachers (times for course work, options for hybrid/online)
 * Programs are static -- courses, semesters, schedules -- what can we do to help teachers meet their own needs, where they are in practice?
 * Don't have a direct conduit to communicate with local teachers -- about course schedules each semester, about our programs, as a way to hear what their needs and concerns might be ||
 * ==Opportunities==
 * Paths/tracks for masters students to follow through their MA program
 * Relevance -- we have the opportunity to be timely and useful for teachers as they need to improve as teachers
 * We could help our faculty colleagues think about how to reach undergrad/grad students other learning opportunities besides typical assignments
 * National Writing Projects of Michigan
 * Creating modules, mini-courses, workshops -- outside of traditional graduate course work and ISD/RESD structures
 * Working with teachers to help them see what deep, sustained PD/Grad work can support their needs
 * Rethinking the idea of "professional development schools"
 * Professional development "modules" online
 * Partner with MCTE -- what would a year-long professional development experience look like?
 * English and education departments to offer a new degree, focused not just on literature or on teaching, but both
 * We, as English Ed faculty, need to make a more concerted effort to connect with our CoE faculty || ==Threats==
 * Costs (including concerns about student debt)
 * Navigating Michigan teacher certification requirements (crazy jigsaw puzzle of actual seat-time (SCECHs, DPPD, grad credit, combo)
 * Tie-in to new teacher ed programs, data-driven evaluation
 * General MA programs in curriculum (take students away) ||

What could graduate education for teachers look like?

 * Relevance
 * Flexibility
 * Accessibility
 * Identifying needs
 * Connected to school improvement goals
 * Teachers as leaders
 * Practical ideas
 * Something with a sequence, but flexibility

=Ideas and Action Steps for MCEE=
 * Before we leave today
 * Set up a survey for teachers -- what do you see as a need for professional certification and renewal? What are your interested in as it relates to SCECHs, grad credits, programs, etc.
 * Demographics
 * Do you have a professional certificate?
 * Where are you taking the majority of your certification hours -- grad credits, SCECHs, DPPDs
 * Are you enrolled in a master's program right now -- if so, where?
 * Thinking about goals/future
 * What is your personal goal or end point of professional learning? Do you see yourself earning a masters degree?
 * Why are you leaning in one direction or another (grad program? SCECHs?)
 * What would you look for in a graduate program? Features? Topics of interest and study?
 * Situation
 * Financial concerns
 * Distance to university
 * Access to online programs
 * What would you most like to see offered from a university as a professional learning opportunity?
 * On campus or closer to school
 * School year or summer
 * Online, F2F, or hybrid
 * Full courses, mini-courses, independent study
 * Next few weeks/before the end of semester
 * Create some kind of PSA/flyer for teachers -- why choose graduate school?
 * Really articulate our reasons for why we feel that teachers would be attracted to graduate work in contrast to un-focused PD
 * Over the summer (2014)
 * Find funding for a pilot program for trying an English ed program at a certain school at a certain time. For instance, we might want to connect to teacher evaluation.
 * During next school year (2014-15)
 * Teacher inquiry group to think about English ed, teacher leadership, curricular reform -- how can they help us "know what we don't know?" Unpack our own assumptions, as teacher educators, in relation to what we think teachers are supposed to know.
 * 2015 and beyond