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Wisconsin ESEA Title II
Improving Teacher Quality Program

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Grant Competition for Institutions of Higher Education in Wisconsin

Funded Projects for 2007-08

The following projects are being funded by subgrants awarded to the sponsoring institutions by the University of Wisconsin System. Funding for this program is provided by a grant to the University of Wisconsin System by the U.S. Department of Education under ESEA Title IIA Higher Education Professional Development Program. These Wisconsin Improving Teacher Quality project activities will take place during the summer of 2007 and the 2007-2008 academic year.

Information for each project is listed in this order:

  • Institution of Higher Education
  • Project Title
  • Grade Level
  • Project Director (e-mail address)
  • Local Education Agencies (LEAs) Involved
  • Brief description of the project

For further information contact the director of an individual project or Phil Makurat, Wisconsin ESEA Improving Teacher Quality Program Coordinator, at 262-472-5802 or makuratp@uww.edu.

University of Wisconsin-Superior
Technology Connections across the Curriculum
Grade Level:  6-12
Randy Gabrys Alexson (rgabrys@uwsuper.edu)
LEAs served:  Bayfield School District

Teacher participants will receive training in Geographic Information Systems (GIS), Global Positioning Systems (GPS), and Image Processing (IP) in a workshop format and then will integrate these technologies into their existing curricula with support from UW-Superior pre-service teachers and the Project Director.

The integration of these related technologies enhance social and physical science curricula and will provide the students with valuable, marketable skills and access to software that is often cost prohibitive to the schools.

University of Wisconsin-Oshkosh
Aligning Inquiry-based Science Instruction for Grades 5-8
Grade Level:  5-8
Drs. Michael E. Beeth (beeth@uwosh.edu)
Michael P. Lizotte
LEAs served:  Fond du Lac School District, Unified Catholic School of Oshkosh, Oshkosh Area School District, Neenah Joint School District, Omro School District, and other Wisconsin LEAs

Aligning Inquiry-based Science Instruction for Grades 5-8 is a two year project for teams of two to three teachers (25 total teachers) to implement inquiry-based science activities in their classrooms, and to align the state standards related to inquiry and personal and social perspectives across grade levels. Participants in this project will: a) attend a two week summer institute focused on incorporating methods of inquiry-based instruction in their classrooms (20 days total), b) be released from 3 days during the academic year release to align inquiry activities across grade levels (6 days total), and c) engage their students in an on-going scientific research project on a locally important environmental issue.    Participant teams will understand the inquiry standards found in the Wisconsin Model Academic Standards and frameworks, learn how to teach science through inquiry, and how to engage their students in inquiry through citizen-based environmental monitoring. Teams will also receive time during the academic year to align their inquiry standards across grade levels so that skills learned at one grade are applied in the next grade. Teacher participants could elect to receive graduate course credits for participation in this project.

University of Wisconsin-Platteville
Using Data to Scaffold Early Literacy and Early Math Integration
Grade Level:  PK-3
Gwen Coe (coe@uwplatt.edu)
Michael Anderson
LEAs served:  All 31 LEA's in CESA 3

Participants will attend college credit courses on best practices in early literacy and early math integration Pre K-3, using data to scaffold and differentiate instruction. Participants will return to their school districts to provide in-service and mentoring to other teachers in their buildings. Participants will learn the best practices for assisting their students to achieve higher mental competencies in reading and writing and math. Demonstration teachers will be identified and receive additional onsite classroom visits to deepen their understandings and practice so they may serve as models for CESA 3 and the State. District administrators will also receive in-services.

Alverno College
PROJECT CLASS: Content, Leadership and Assessment to Support Science
Grade Level:  Grades 5-8 Science Teachers
Dr. Mary Diez (mary.diez@alverno.edu)
LEA served is Milwaukee Public School District

Program includes content related graduate courses, self-directed action research projects, cohort activities, on-site mentoring and coaching, interaction with school learning teams, and professional networking.

Alverno College
PROJECT CLASS2: Content, Leadership and Assessment to Support Science
Grade Level:  5th - 12th Grade Science Teachers
Dr. Mary Diez, Dean of Graduate Programs (mary.diez@alverno.edu); Dr. Leona Truchan, Chair, Graduate Level Science Education Program; Mary Staten, MPS K-12 Science Curriculum Specialist
LEA served:  Milwaukee Public School District

Program includes content related graduate courses, self-directed action research projects, cohort activities, on-site and online mentoring and coaching, interaction with school learning teams, and professional networking.
- Enhanced content knowledge to support student-centered learning
- Improved understanding and application of standards-based teaching, learning, and assessment.
- Established cadre of science leaders to build capacity within the district.

University of Wisconsin-Whitewater
Professional Development through Collaborative Action Research
Grade Level:  K-12
Anne Durst (dursta@uww.edu)
LEAs served:  Smaller districts throughout southeastern and south-central Wisconsin

Participants will be involved in a team-based professional development program with several components:   a university-based graduate seminar; action research projects; support from a mentor consultant and team leaders; an online professional network; and school and/or district-based dissemination workshops.   Educators will improve provision of services for ELLs and achievement of ELLs through participation in an inquiry-based model of professional development. Programming will occur throughout the academic year.

University of Wisconsin-Platteville
Using Authentic Assessment to Develop Prompt and Effective Interventions to Improve Student Understanding and Achievement: Ensuring That No Child IS Left Behind
Grade Level:  Pre-K - 12
Jodean E. Grunow (grunowj@uwplatt.edu)
Michael Anderson,
LEAs served:  Weston; School District of Beloit; all 31 LEA's in CESA #3

Participants will attend workshops designed to help them gain knowledge of authentic assessment of students' conceptual understanding and interpretation of resultant data, to facilitate interpretation of large-scale assessment results gleaned from the WINSS Web site, and, through lesson study and analysis of effective instructional strategies, to formulate ways to address identified needs with prompt and effective interventions to, first of all, inform best practices in their own classrooms and, then, to share those findings with colleagues in mentoring/collaborating venues. In addition to the knowledge, skills, dispositions, and credits acquired, participants will have the opportunity to receive on-site assistance, to mentor/collaborate with peers and colleagues in their own districts and neighboring districts, and they will be asked to share their resulting knowledge with pre-service teachers, student teachers, and interns.

University of Wisconsin-La Crosse
Professional Development Partnership for Improving Understanding in Algebra
Grade Level:  7-12
Jon Hasenbank (hasenban.jon@uwlax.edu)
Jennifer Kosiak
LEAs served:  Holmen School District, Onalaska High School, Sparta School District, Weston School District, and other Wisconsin LEAs.

This project will increase the quality of teachers by providing a professional development opportunity for the teaching of techniques that have been shown to help students of all ability levels develop deeper understanding of algebra procedures.   Twenty teachers will complete a year-long professional development program (PDP) for a total of three graduate credits. The year-long PDP will begin with a two-credit intensive Summer Institute at UW-La Crosse (UW L) for middle and high school teachers during the first week of August, 2007. A continuing one-credit Distance Education component will provide structure for ongoing training, peer observations, reflection, and support from UW L faculty during the 2007-08 academic year. At the end of the project, participants will share their knowledge and experience with one another and with teachers and administrators throughout the region by either hosting an in-service in their local district or presenting a talk at the Wisconsin Mathematics Council's (WMC) 40th Annual Green Lake Conference in May 2008.

University of Wisconsin-Eau Claire
Grade Level:  K-12
Karen Horan (horankg@uwec.edu)
The Visual Journal/Book Arts Project: Teaching Language Arts Across the Curriculum
LEAs served:  Ashland, Bayfield, and Glidden

Activities for the participants are an intensive two-week summer institute on the Red Cliff and Bad River Indian Reservations in language arts, journaling and book arts activities followed by visual journaling/book arts curriculum implementation in the core subject areas that will continue throughout the 2006/07 school year. Benefits to the participants are innovative and culturally relevant professional development opportunities for providing instructional methods that will promote higher student achievement.

University of Wisconsin-Milwaukee
Developing Geometric Knowledge for Teaching: Linking the Big Ideas of Geometry to Effective Classroom Practice and Assessment Strategies
Grade Level:  K-8
Dr. DeAnn Huinker (huinker@uwm.edu)
Ms. Janis Freckmann, Milwaukee Public Schools
LEA served:  Milwaukee Public Schools

Members of school-based teams study the big ideas of geometry aligned to the Wisconsin Standards and Assessment Framework with core team members participating in a two-week summer institute and 14 schoolyear follow-up sessions and collaborating team members participating in two project sessions and in school-based team meetings.

Participants receive support in implementing effective geometry instruction and assessment strategies by (1) developing content knowledge of geometry in accordance with the van Hiele Levels, (2) learning teaching strategies to impact classroom practice, and (3) collaborating in teams to give common assessments, analyze student work samples, and provide descriptive feedback to improve student achievement.

University of Wisconsin-La Crosse
Enhancing Student Literacy Through Inquiry-Based, Interdisciplinary Non-fiction Reading and Writing Teacher Professional Development
Grade Level:  4-8
Bonnie Jancik (jancik.bonn@facmail.intra.uwlax.edu)
Constance Arzigian
LEAs served:  All Wisconsin LEAs, priority to La Crosse School District and high-need districts.

Thirty teachers complete a ten-credit technology-mediated graduate curriculum (some credits web-based) that uses archaeology as the vehicle to provide integrated, applied, inquiry-based content and pedagogy training in non-fiction reading and writing.
Participants will: 1) increase content knowledge in the reading and language arts; 2) receive pedagogical, assessment, and technology experience and instruction; 3) receive training and practical experience in classroom accommodations for students with disabilities; 4) create and implement interdisciplinary non-fiction reading and writing lessons.

University of Wisconsin-River Falls
Grade Level:  1-12
Mary Manke (mary.p.manke@uwrf.edu)
Robin Murray
LEAs served:  Prescott Public Schools, Ellsworth Community Schools, River Falls Public Schools, Hudson Public Schools, St. Croix Central Public Schools, New Richmond Public Schools, Somerset Public Schools, Osceola Public Schools, New Auburn Public Schools, Augusta Public Schools

Participants will learn new content knowledge from UWRF faculty, apply it to creating teaching units using Understanding by Design and Differentiated Instruction, and to designing pre and post assessments to measure student learning, and receive support in implementing those units in their classrooms.

Benefits to participants include the acquisition of new content knowledge, the development of improved curriculum planning, instructional delivery and assessment skills, the creation of new teaching units for their own use, and increased ability to improve student learning.

University of Wisconsin-Superior
Grade Level:  K-12
Peggy Marciniec (pmarcini@uwsuper.edu)
LEAs served:  Glidden, Butternut, Park Falls, Winter, Mellen

Faculty and administrators in the school Glidden School District will map the core curriculum, identify and address gaps and overlaps, align the K-12 curriculum to Wisconsin Model Academic Standards.

With an articulated curriculum, professional development, and academic support materials, participants will teach core curricula more effectively and efficiently and experience greater student investment in achievement.

University of Wisconsin-Milwaukee
Reading, Writing and Science in Elementary Classrooms (Project RWSEC)
Grade Level:  K-8
Tracy J. Posnanski (tjp@uwm.edu)
William F. Kean
LEA served:  Milwaukee Public Schools

Project participants will build a knowledge base on teaching reading, writing and vocabulary linked with effective science instruction. Through the design and implementation of action plans, participants will incorporate reading/language arts (writing, vocabulary) with science instruction in the elementary classroom.

Participants will teach reading, writing, vocabulary and science more effectively though the integration of both content and learning strategies embedded within the disciplines.  Teachers will then share their experiences and expertise through leadership activities at their schools as a part of professional development activities.

University of Wisconsin-Oshkosh
Children's Literature and Science Program (CLASP)
Grade Level:  K-8
Susannah Sandrin (sandrins@uwosh.edu)
LEAs served:  Oshkosh, Omro, Neenah, and Weston.

The program will focus on improving science content knowledge, through the use of children's literature and hands-on, contextual science activities using an inquiry-based learning process. Participants will benefit by experiencing science through the eyes of their audience in selected literature, practicing constructivist learning and thinking, using activity-based inquiry teaching methodologies throughout, and playing an active role in generating scientifically-based education research.

Cardinal Stritch University
Merging the Design and Implementation of an Urban Literacy Center with Teacher Professional Development Internships
Grades Level:  1-5.
Molly Shiffler (mollyshi@tds.net)
LEA served:  Milwaukee Public Schools

Urban teachers will be trained and mentored to tutor minority children of poverty and translate successful literacy intervention strategies into their classrooms.   Teacher participants will learn new strategies for closing the achievement gap in reading, and both tutees and classroom students will demonstrate progress in reading achievement.