Appendix: Events, Meetings and Documentation

Workshops.
Fellows come together for two workshops and two meetings per term. The first workshop (click here to download February 2008 agenda), conducted by YPSD professional development expert and assistant superintendent Weigel, is designed to provide Fellows with district-based pedagogical training. Fellows receive a half-day intensive, seminar-style course on topics such as the Marzano Method (from Classroom Instruction That Works by Robert Marzano, Debra Pickering, and Jane Pollock); classroom discipline; working with secondary students; role model concepts; student motivation; project design; lesson design; engaging students; and working with parents. They are also briefed on the overarching goals of the program; how to work with tutor volunteers; how to create and update program web logs; and school district rules and regulations. Fellows are also provided with a Membership Form to join the ASEE if they are not already members.

Fellows also attend a half-day workshop, sponsored by the Ginsberg Center, to enhance understanding of one’s social identity and its connection to meaningful service learning, which are fundamental components for relating to, understanding and improving motivation in today’s high school student. The interactive workshop, designed by the University’s organization for student participation in local, regional, national and global community service, includes identity self-analysis exercises, discussion of the lives of YPSD students and its connection to motivation and achievement, and techniques for improving motivation. During the workshop, Fellows first engage in a warm-up exercise, “life/education road map.” The workshop covers definitions of service learning and social identity, with an exercise in social identity profiles. A presentation is made by YPSD Consultant Carol Cramer about demographics, documented incidents, and observations of YPSD students. Motivational issues based on observations, experiences, and blog entries are also explored, and the connection between social identity & motivation as well as thoughts or feelings about achievement in the current youth climate. The workshop wraps up with methods for increasing and improving motivation.

Fellows meet at the beginning and during the middle of each term. The first meeting includes volunteer tutors, who coordinate with the Fellows to ensure continuity with homework assignments and to identify secondary students who need help with specific topics. During the second term, the National Society of Black Engineers (NSBE) Chapter at University of Michigan launched a standardized test and technical skills preparation workshop series (TORCH), which is co-sponsored by (OE)2 and YPSD. The second Fellows’ meeting occurs about mid-term for the purpose of discussing issues, problems, or concerns related to their classroom experiences. (OE)2 staff provide helpful feedback and support during this meeting.

Faculty Affiliates (teachers) meet as a group at least twice per term. Early in the term, the first workshop (sample agenda) includes a review of student achievement trends and data, effective or innovative and new teaching techniques, networking with fellow science and mathematics teachers, and discussions on progress related to partnership goals. Early returns from the first workshop, conducted in February 2008, indicate that all teachers either strongly agree or agree that this workshop is particularly helpful to their own professional development and that they learned something new about student achievement. All participants either strongly agree or agree that as a result of the workshop, they seriously thought about how they teach subject matter and how effective their individual teaching style is for diverse groups of students. All said they will use techniques learned in the workshop, such as frequent use of Venn diagrams to help students with critical thinking skills, in their classrooms.

Both Fellows and Faculty Affiliates meet together at the end of each term to review accomplishments and celebrate successes. The partnership employs an iterative process where all participants actively educate each other, taking into account the organic nature of our learning communities. The iterative process enhances and strengthens the partnership, expands opportunities, and advances the concept of joint ownership. Using this process, all partners have the opportunity to jointly review progress and evaluation results, adjust course as necessary, decide whether and how to expand the program, and jointly seek supplemental funding.