The College of Education at the State University of New York at Fredonia prepares early childhood, childhood, middle childhood and adolescent educators for the significant instructional challenges that await them in this century, utilizing the general philosophy underlying the Responsive Educator Program. The process of responsive instruction comprised of Planning, Instructing, Reflecting and Responding is grounded in best teaching practice. This is supported by the Four Pillars of Understanding - Knowledge, Pedagogy, Diversity, and Professionalism. The foundation that supports these pillars is rooted in Trustworthy Educational Research, Contextual Influences Impacting Instructional Delivery, and Standards for Teaching, Learning and Professional Behavior. The process of responsive instruction is the ideal for all educators and is taught to all future educators at SUNY Fredonia. Professionalism incorporates life-long learning, professional development, and advocacy through collaboration. Professionalism also includes ethical conduct, behavior, research and contribution to the field. The College of Education has consistently brought external funding to the region to assist not only pre-service teachers, but in-service teachers and school districts in need.
Quality Instructional Outcomes
The Collaborating for Quality Instructional Outcomes Program (CQIOP) was funded in 2003 and will run through 2008. With the Dunkirk City School District as lead, the project involves a consortium of school districts (Fredonia, Jamestown, and Southwestern) and SUNY Fredonia. The project's work is focused on reforming professional development and collateral preservice training and supports. Together, partners are extending the capability of partner Local Educational Agencies (school districts) and SUNY Fredonia to prepare effective educators and educational leaders for work in diverse public schools. The work is concurrently addressing the capacity of LEAs' induction and professional development infrastructure. The primary goal of these collateral efforts is to impact student learning and achievement. The grant was a collaborative effort of Kathleen Gradel, Associate Professor in the College of Education, and Michael Jabot, currently serving as Associate Dean of the College of Education.
Nurturing "Young Inquiring Scientists"
The Young Inquiring Scientists Want to Know Project (YISWTKP) is a Math Science Partnership Grant from the US Education Department flow through to the NYS Education Department. Authored by SUNY Fredonia College of Education Associate Professor Kathleen Gradel and, now Associate Dean of the College of Education, Michael Jabot, SUNY Fredonia received a subaward from the Dunkirk City School District. YISWTKP is designed to change the way that students in Grades Pre-K through 12 learn science. Based on recent science reform work, YISWTKP is rooted in a "minds-on" approach to learning versus prevalent activity-focused instructional format. Over the three-year award period, YISWTKP's primary objective is to develop and implement guided inquiry-based science learning curriculum maps that are wedded to the NYS standards and targeted to P-12 students' conceptual understanding of critical topics in science. Other districts included in the program are: Fredonia, Gowanda, Silver Creek, Westfield, and Erie 2-Chautauqua-Cattaraugus BOCES. In addition, two non-public schools, Northern Chautauqua Catholic School and St. Hycinth's, are beneficiaries of the grant and the programming.
Kathleen Magiera, Assistant Professor in the College of Education, is working with the Jamestown Public Schools as the Higher Education representative on their New York State School Improvement Grant. This State Improvement Grant with Jamestown Public Schools and the Western New York Regional School Support Center facilitates the development of teachers and programs in high need school districts and individual schools through planning and use of resources to promote student achievement. College of Education faculty will participate in an analysis of root causes relative to student achievement in Jamestown Public schools, support teacher professional development, and mentor district teachers and support staff.
Teachers Making the "Grade"
A collaborative effort among fifteen SUNY campuses with SUNY Oswego as the lead campus, the focus of the SUNY Teacher Education Program Assessment Project, funded under a US Department of Education Fund for the Improvement of Post-Secondary Education (FIPSE), is the development, implementation, and enhancement of assessment efforts in teacher education programs. SUNY Fredonia will use grant funds to support the use of technology for monitoring candidate progress through our Gated Assessment System as well as to collect and store candidate work samples and work samples of students in K-12 settings. Additionally, the grant will provide professional development that addresses the implementation of valid assessment of our teacher education candidates by Fredonia faculty involved in certification programs. Individual campuses will share their teacher education assessment activities on a regular basis throughout the funding cycle of this grant. Associate Dean of the College of Education, Michael Jabot, had responsibility for the program this year.
The Most At-Risk
The purpose of the Teacher Opportunity Corps (TOC) is to enhance the preparation of teachers in addressing the learning needs of students at risk of truancy, academic failure, or dropping out of school, and to increase the participation rate of historically underrepresented and economically disadvantaged individuals in teaching careers. All TOC participants receive additional training in the teaching of literacy as well as Ruby Payne's Framework for Understanding Poverty (a full 16-hour workshop delivered by a certified trainer). TOC members complete additional field experiences in high need school districts during each year of participation. The program also sponsors the Future Teachers of America Club at Dunkirk High School - a high need local school district with an above average dropout rate. College of Education Associate Professors Cynthia Smith and Anna Thidodeau are the Co-Directors of the grant with project coordination from Tammy Wilson at the Dunkirk Schools.