Section 5 Questions

Section 5 Questions

#1: Rapid Prototyping

I’m having a difficult, even more so than last week, making this question fit education and specifically English /Language Arts, but here is my best attempt.  I was thinking of a specific lesson I use when teaching “The Masque of the Red Death” by Edgar Allan Poe where I require the students to create a blueprint, drawn on graph paper, of what the Prince Prospero’s castle may have looked like, based on the description provided in the text.  I could further this assignment by creating a rapid prototype in a program like CAD of a 3D version of the blueprint and have the kids create their own using the same software or similar software.  I’m anxious to read what you all say on this question.  I was stumped this week, really stumped. 

#2: Full Spectrum Diagram

I would suggest using screen shots of the electronic programs and designs they would be taught, if the electronic accessibility is faltered or limited.  Traditional methods of training, pre technological solutions, can still be ideal, such as handouts, scenario reenactments, drill and practice, and even question and answer sessions. 

If the question is asking more about how to provide more technology savvy ways to have electronic access, what the text mentions about what the Marines “will have” by 2006 are all valuable ideas that could serve as ways to still electronically train these individuals.  The text states that “by 2006, the Marine Corps will have in place 54 Deployable Learning Resource Centers” which “consist of a server, network switch, printer, and 20 rugged laptop stations” (194).  It goes on to point out the details of the connect ability to external networks. 

#3: GSTE & Step-Up-To-Excellence strategies

When reading about the GSTE process model, I immediately thought of a new program or “strategy” that a fellow teacher and I, along with the support of our superintendent are planning to implement at the start of next school year.  Some of you may have heard of Dan Korem, the Random Actor Prevention Strategy, or the Missing Protector Strategy.  Korem is the creator of both and the strategy we are focusing on, in order to prevent “random actors” from acting, is the MPS.  In order to implement this strategy as a staff development opportunity, the first step taken was for our entire staff to sit through a short introduction to what the “random actor” is.  These are those kiddos who, for many reasons both personal and environment, choose to act out in a violent or aggressive way at school, such as the school shootings that have become an epidemic in our public schools in America.  The next step was that the superintendent chose the two of us and a counselor from our campus to go through a day long training on the MPS which not only helps identify and assist those students who may be “random actors,” but also those students who need a kind of mentor or “missing protector” in their lives.  Once we had gone through the training, we sat together, the two of us, and revisited the training, the manual, the suggested books to read, and the videos provided in the training manual.  We then talked with teachers, counselors, and administrators, to identify those students who are in the most need of that protector in their lives.  These may be kids who live in a single parent household, who have had multiple discipline or academic issues, have had multiple absences, those who are often bullied, or who just plain have a tough life.  Once we got the names of 10 girls and 10 boys narrowed down, we asked for teacher volunteers to serve as a mentor to these students.  We are now in process of getting the training of the mentors to be included in a summer professional development course for those teacher volunteers.  We submitted an application for our training to be considered this summer for us to do so.  The next step will be to inform the mentors of the training dates and times, provide each one with a copy of the manual, and prepare our actual professional development, what we will say, the videos we will show, the examples we will use, etc., along with the success stories of how this strategy has assisted other schools across the country.  Our professional development course will utilize power point presentations, video, audio, and paper/pencil materials.

As far as this strategy being successful for years to come, even after one of us leaves the district, the Step-Up-To-Excellence model will be a great way to ensure this happening.  The initial training of the mentors will hopefully cause them to really “buy in” to the program and see the benefits it can have, not only on our students, but also on themselves as mentors.  Once this strategy is shown successful at the HS level, we hope that the middle school and other intermediate and elementary campuses will see that this can be a district wide strategy that will be useful to us all, both for prevention and providing immediate action where it may be needed.  

#4: Universities Faculty Development

Texas A&M University – Commerce

On A&M Commerce’s faculty development page of their website it explains that there is a faculty development committee that arranges and provides ways for the university faculty members to enhance their own educational and research abilities.  They point out that these may include book groups, group luncheons and outings, lectures, and new faculty orientation.  The site states that “its most important function is to encourage interdisciplinary and cross-disciplinary discussions as well as approaches to instruction”

(http://web.tamu-commerce.edu/aboutUs/administrativeOffices/academicAffairs/facultyDevelopment/default.aspx.

~This section is called the “Faculty Development Committee”

~It is under Provost and Vice President of Academic Affairs” section of the website

~ It offers information on conferences such as IDEA, CIEE seminars, and different online trainings through power point presentations.  It also provides links to various faculty development seminars available to their faculty.  There are also links to how to apply to be on the committee itself. 

~Seminars seem to be given each semester and range in titles.  To list a few. . . Reaching & Teaching the Millennial Generation-Developing an Authentic Assessment Toolkit, Creating Significant Learning Experiences: Part I, and Creating Significant Learning Experiences: Part II.

Baylor University

Similar to A&M Commerce, Baylor’s faculty development focuses on the instructional methods and effectiveness of their teachers and states that, “Resources for faculty include faculty orientation activities and seminars, faculty mentoring, faculty development grants as well as seminars and workshops to improve teaching effectiveness, the summer teaching and summer scholars institutes, the scholarly writing seminar, occasional symposia, conferences, colloquia and discussion groups” .

http://www.baylor.edu/provost/index.php?id=1136

~Faculty development for Baylor is under a section of the website called “Faculty Development”

~It is under the “Executive Vice President and Provost” section of their website

~It offers the services listed below

•  New Faculty Mentoring Program
• Summer Faculty Institute
• Symposia and Presentations
• University Teaching Development Grants
• Big 12 Faculty Fellowship Program
• Other Faculty Development Resources
• Seminars for Excellence in Teaching

~Their trainings/institutes are offered every semester on this campus.

University of Texas at Arlington

UTA’s section of faculty development has several sections such as Academy of Distinguished Teachers, Academy of Distinguished Scholars, Active Learning Committee, and Faculty Organization.

http://www.uta.edu/provost/facbodies.php

~Faculty Development is the term used on this site.

~It is also under the Office of the Provost section of the site.

~It offers sections like “faculty recognition,” “grants and leaves,” “faculty enrichment,” “new faculty orientation,” and “UT Arlington Strategic Plan.”

~Specifically under the “faculty enrichment” section, they offer such things as a “faculty guide,” a “faculty-to-faculty mentoring program,” “teaching circles,” “instructional support sessions,” and “research and creative activity support sessions” each semester for their faculty.