Interviews on special education topics

The collaborative project between Journalism students at Quinnipiac University and the New Haven Register focuses on special education topics in Connecticut.

Video 1: Connecticut Reading Teacher, Leanne Gmeindl, talks about the problems with standardized testing and special education in Connecticut.

 

Video 2: Connecticut Special Education Teacher, Nancy Defrancisco, talks about the importance of inclusion during the years of early childhood education.

 

Video 3: Former Connecticut School Principal, Judy Falaro, talks about what inclusion is and how it can affect students poorly if teachers do not work together.

QFTO participated in CEASP’s color combat

On Saturday, April 13^th, several members of Quinnipiac Future Teachers Organization participated in CEASP’s color combat! The members were broken up into intermixed teams with students from all of the different student program universities. At color combat the students participated in a variety of games and activities that encouraged competition while allowing the students to get to know members of the other universities and make connections for the future. Overall, the members had a great day and one of the members was even on the winning team for the day!

Through the looking glass

by Richard Guidone, Adjunct Professor School of Education

Harvard Graduate School of Education Student Research Conference, April 12, 2013

On a cold, rainy, and windy day in Cambridge MA, Rebecca Schiller warmed the hearts of her audience of fellow researchers at the Harvard Graduate School with several Kimochis characters she brought  to demonstrate her research project entitled “Taming the Explosive Volcano: Coping Strategies for Defiant Students”. Using information from Second Step and Kimochis, Rebecca provided background knowledge and real life classroom experience to convince her peers of the validity of the program.

At a concurrent session, Amanda Lubin, who is doing her interning at a K-8 school in New Haven which has the most diverse population of student immigrants to this country, was presenting her findings entitled, “What are the Most Effective Instructional Strategies for Teaching ELL and Bilingual Students”.

Using a PowerPoint presentation, Amanda listed and discussed her major findings: Background knowledge is important, utilize first language, frontload the student with vocabulary using high interest visuals and text and increase parent involvement.

Amanda was peppered by her peers with questions though they were all appreciative of her extensive knowledge working with students having such diverse backgrounds; she handled all the questions with a high level of skill.

Later in the day, a poster session was held to accommodate those topics that seemed to fall out of the purview of the other roundtable discussions and Kyle Runfalo found herself setting up her poster board in this area with about ten to twelve others. The atmosphere here was less formal than at the other presentations but no less scholarly or intense. Kyle’s research “Framing the Future: The effects of Integrating Character Development and Moral Education in the Classroom Curriculum” drew a steady stream of inquisitors. Kyle pointed to evidence presented in the 2008 Report Card on the Ethics of American Youth, and to the tragic events in the news recently, as testimony for the need for schools to provide students with character development and moral education along with academics.

At the end of a long day, Carly Kaplan, who had to endure an uncooperative computer projection device, managed nevertheless, to present her research topic, “Teaching Hot Topics in the Elementary School”. These hot topics include such things as the events of 9/11 and the more recent events in Newtown. Speaking in a voice full of emotion, Carly relayed how using Responsive Classroom techniques to discuss these topics made the students feel safe and secure while addressing their intense feelings and emotions.

All four students return to Quinnipiac with many good ideas on how we might want to re-think how our research presentations are celebrated. Along with making new friends, the four young scholar/researchers came back more convinced than ever that QU has prepared them well to compete on the world stage in more than just sports.

Kaleidoscope of Creativity

The School of Education’s annual “Kaleidoscope of Creativity” will be held TOMORROW, Tuesday, April 23rd from 4:00 to 6:00 pm.  This year, artwork and performers from Fair Haven School (New Haven) will join Side by Side (Norwalk) and Hamden and North Haven school districts in contributing to the “Kaleidoscope of Creativity.”  In addition to the 37 pieces of visual artwork, we have 5 performing art groups who will be presenting their arts throughout the event.  These performances include a North Haven Middle School Jazz Ensemble, Hamden High School Orchestra, Fair Haven Chamber Orchestra, BalletHaven and Burundi Rhythm.  An official ceremony recognizing the artists begins at 5:30.  Please come to support our young artists!

 

New QFTO members

The Quinnipiac Future Teachers Organization had their elections this past week for the next year’s executive board!!

We are happy to announce that:

President: Nina Shewokis, a junior in the elementary program.

Vice president:  Freshman Nicole Giuliani.

Secretary: Freshman Lily Keegan.

Treasurer: Alex Burgos, junior in the secondary program.

Historian: Sophomore Madeline Hardy.

Public Relations: Sophomore Caroline Tufts!

The current president, Victoria Formica, has been elected as the Connecticut Education Association Student Program Vice-Chair. She will be one of three state officers with other school representatives and this is the first time that a Quinnipiac student will hold a state position.

Landing your first teaching job

by professor John Leary

Securing your first teaching job can be a daunting process.  Competition is difficult with many employers having literally hundreds of applications for open positions.  Interviewees have a very difficult task in trying to select the best candidate for a position.  Therefore a review of the literature on this topic is imperative for the rising teacher.  One prominent tip that appears frequently is preparing aggressively for the interview by educating yourself about the school where you are interviewing.  Another suggestion is to volunteer to teach a demonstration lesson; this may help distinguish you from other applicants. Quinnipiac University provides opportunities to our students to practice their interviewing skills.

As one colleague has frequently said to teacher candidates; the interview is a final exam; prepare well.

21st Century learners need more than technology

By Professor Tricia Lasto.

Last week, I was reminded of the very reason I decided to become an educator.  Teachers have the ability to make connections with children, empower them, and change their lives forever!

The typical classroom is much different from what it was when I began my teaching career.  Today, the focus is centered on technology, data, and assessment.  A teacher’s day is spent analyzing data, attending data team meetings, and looking at numbers.  Inevitably, the question is asked, “How can we increase this student’s achievement?”  Attention is turned immediately toward looking at ways to modify the curriculum: intervention programs are investigated, the use of technology is pushed to the forefront of the discussions, Core Standards are analyzed, more assessments are needed, Tier movement is considered, and all the “experts” have ideas.

I watch how children interact in today’s ever-changing   world.  Children of the 21^st Century are very tech savvy.  They can find Apps to learn about any topic in which they are interested, download their favorite author’s newest release in the blink of an eye, and navigate the Smart Board without hesitation. Children communicate by texting, Instagramming, or Snapchatting rather than speaking to each other.

All this is a sign of the times.  Teachers are using data and technology to effectively increase student achievement and close gaps.  Students are broadening their depth and breadth of knowledge by using the latest and greatest devices.   So, what is missing?

Last week, I was reminded about the power of human interactions.  A teacher who makes a personal connection with a student can change that student’s path.  Teachers need to remember to make an effort to form a bond with every student in their class.  Ask them what their hopes are, find out what they are nervous about, tell them that you BELIEVE in them, and include them in the decisions you make for their academic programs.  I saw an anxious, shy, disengaged student turn into a motivated, confident,  active learner just because a teacher sat him down and told him she cared and she BELIEVED in him.

The advances in our profession have been amazingly beneficial to the 21^st Century learner, but nothing can replace the personal connection formed between a teacher and a student.

QFTO events on March 2013

On March 20th, members of QFTO were able to “Meet and Greet” MAT faculty at an informal social hour in the School of Education suite.  Freshmen, sophomores and teacher candidates in the MAT program introduced themselves to faculty and shared their enthusiasm about becoming teachers.  Faculty offered advice and shared stories about their own experiences as teachers and administrators.  It was a fun evening for all.

 

On March 27^th, QFTO hosted a “Literacy Night” at E.C. Stevens School in Walingford.  Students were able to participate in a number of literacy-based activities.  The K-2 students visited stations where they could trace letters and words in bags filled with shaving cream.  The “Word Scramble” center offered students the opportunity to unscramble words using letter tiles and a word bank.  The Literacy Night event was entirely organized and staffed by QFTO members.

Landing your first teaching job

by Professor John Leary

Securing your first teaching job can be a daunting process.  Competition is difficult with many employers having literally hundreds of applications for open positions.  Interviewees have a very difficult task in trying to select the best candidate for a position.  Therefore a review of the literature on this topic is imperative for the rising teacher.  One prominent tip that appears frequently is preparing aggressively for the interview by educating yourself about the school where you are interviewing.  Another suggestion is to volunteer to teach a demonstration lesson; this may help distinguish you from other applicants.  The upcoming Mock Interview session on April 2^nd will provide you with an opportunity for you to practice your interviewing skills.

As one colleague has frequently said to teacher candidates; the interview is a final exam; prepare well.

How to leverage the tech savvy MAT student

By Professor Richard Guidone.

Students in the MAT program are required to demonstrate an understanding of how technology can be incorporated into their lesson planning as a precondition for certification. Rather than taking a class as such, students use the technology available to them by going online to a Blackboard site, read a series of modules which cover topics from evaluating media content, online safety and security issues, ergonomics, all the way to how to compose a PowerPoint presentation in an interesting manner. An online assessment of twenty questions is then completed before beginning the actual presentation.

It is in the presentation that the students really demonstrate what is possible using a variety of stimulating ways to make the presentation come to life for their students. There are many requirements crammed into the 15-25 slides that are generally done on topics ranging from butterflies to Shakespeare and it is here that we can see how other instructors who have these students can leverage what they already know how to do for their courses even if the instructor is not as tech savvy as the student.

This is an example of what one student was able to do with the assignment. Her presentation demonstrates good principles of design along with engaging content that is suitable for the grade level indicated (Student presentation).

I have also included the rubric that I use to evaluate the presentations, so you can see what is required from each student (Rubric).