#midleveleducation

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College of Education names its top students

Bloomsburg University’s College of Education recognized its Outstanding Seniors in each of its undergraduate for the 2019-20 academic year.

From the deaf and hard of hearing of education program Julia Krueger was recognized, while from American Sign Language/English interpreting Kate Andres was named the top senior.

In special education Abigail Potter is the top senior, while in early childhood education Joseph Kline was recognized. From middle level education Taylor Prehotsky was named the top senior, while Brett Budwash from secondary education was named the top senior.

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“Bloomsburg is hands down the best teaching school you could ask for. They get you in the classroom often and give you experience right away. Teaching is a work of the heart, and all of BU’s professors teach you how to be the best social-emotional educators you can be in the real world by giving you real-life examples. Without Bloomsburg, I would not be the teacher I am today, which I will be forever grateful for.” 🎉🎓🐾 #BUClass2022 #HuskyNation #ImAHusky #MidLevelEducation #SocialStudies #SpecialEducation #TourGuide #HuskyAmbassador #HeyHOWLs #BestBuddies #Husky4Life #BloomOnward (at Bloomsburg University of Pennsylvania) https://www.instagram.com/p/CdvrxRpLK8z/?igshid=NGJjMDIxMWI=

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“Bloomsburg is hands down the best teaching school you could ask for. They get you in the classroom often and give you experience right away. Teaching is a work of the heart, and all BU’s professors teach you how to be the best social-emotional educators you can be in the real world by giving you real-life example. Without Bloomsburg I would not be the teacher I am today, which I will be forever grateful for.” 🎉🎓🐾 #BUClass2022 #HuskyNation #ImAHusky #MidLevelEducation #SocialStudies #SpecialEducation #TourGuide #HuskyAmbassador #HeyHOWLs #BestBuddies #Husky4Life #BloomOnward (at Bloomsburg University of Pennsylvania) https://www.instagram.com/p/CdvqISLLU5w/?igshid=NGJjMDIxMWI=

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MEP practicum provides rewarding experience

Bloomsburg University’s Migrant Education Program practicum extends beyond the typical teaching experience.

“The environment of the summer MEP was always positive and promoted ongoing learning, not only for the students, but for the interns as well,” said Molly McCafferty ’18, a two-year MEP participant and recent education graduate. “The main goal of MEP is to ensure all migrant students achieve challenging academic standards and graduate with a high school diploma (or complete a GED, and upon graduation are prepared for responsible citizenship, further learning and productive employment.”

McCafferty initially got involved with the MEP through BU’s three-credit summer practicum program offered. This past summer, she returned as a hired educational assistant.

“My practicum and MEP employment were significant in my preparation as a future educator,” McCafferty said. “It provided me with professional experience and enhanced my own education. MEP afforded me the opportunity to learn from experienced mentors and even though the summer program has ended, my relationship with my mentors is ongoing.”

McCafferty is one of a handful of College of Education students granted the opportunity to participate in this program. Reina Alberto ’18, also spent two summers with the program. First with the practicum program and then as a hired aid. Being from the Hazleton area, Alberto has a special connection to this program.

“I have a lot of personal sympathy for some of these students,” Alberto said. “Some have families who work tremendous amount of hours to be able to provide for them. This program is a stepping-stone into bridging the foundation between school and home. The power this program has is really enriching for the Hazleton community and I’m proud to be a part of it.”

According to Caryn Terwilliger, MEP practicum coordinator, the month-long summer experience at Hazletown School District offers numerous learning experiences.

“Practicum participants are paired with a mentor teacher in their area of certification to enhance cultural competence through the teaching of formal lessons, attendance in professional development workshops emphasizing ESL strategies and practices and through collaboration with families and teachers to plan for student success,” said Terwilliger, professor of teaching and learning. “The practicum is open to all education majors who have been formally admitted into the program.”

Students interested would be required to travel to the Hazletown area Monday-Friday for five weeks out of the summer. The practicum exists with the support of the Central Susquehanna Intermediate Unit who provide educational aid to the eligible Migrant Education students residing in 27 counties in the region.

  — Jenna Fuller, mass communications

MEP Practicum PROFSTUD 312 (3 credits) June into July 

The summer practicum immerses BU teacher candidates in a month-long summer school experience for English language learners in the Hazleton OR Central Dauphin School Districts. Practicum participants choose either the Hazleton or Harrisburg setting. 

Practicum participants are paired with a mentor teacher in their area of certification to enhance cultural competence through the teaching of formal lessons, attendance in professional development workshops emphasizing ESL strategies and practices, and through collaboration with families and teachers to plan for student success. The MEP Practicum requires daily travel (Monday-Friday) to either Hazleton or Harrisburg for five weeks.

This practicum is open to all education majors who meet BU’s program admission requirements, including clearances and expectations established by the PA Intermediate Unit that facilitates this state migrant education program. Contact Caryn Terwilliger, Department of Teaching and Learning, at cterwill@bloomu.edu for more information.

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Education majors assist in migrant education program

Children of migratory agriculture workers have a better chance at future academic success thanks in part to a program called the Migrant Education Program (MEP) and students in Bloomsburg University’s College of Education are playing an important role.

The MEP, which just concluded its 22nd year in Hazleton and third year in Harrisburg, is a four-week program designed for children from kindergarten through grade 11, whose parents are involved in the agricultural business as migrant workers. At both sites, BU is partnering with the CSIU Migrant Education Program to facilitate a summer school/camp experience for English learners. This year the Hazleton program featured 70 students.The theme of this year’s session was the rain forest.

The National Migrant Education Program was established more than 50 years ago and exists today in most states to provide educational support to a highly mobile student population by utilizing experienced coordination among participating states, a national student information database, a sophisticated intrastate database and customized, evidence-based instruction to participants.

Caryn Terwilliger, associate professor of teaching and learning, spearheads the program for Bloomsburg University students.

“Our education majors participating in the MEP summer school/camp earn college credit while gaining valuable teaching experience that provides language and academic support to assist English learners,” Terwilliger said. “Having BU education majors working with learners in their certification area and being mentored by MEP teachers creates opportunities for these future teachers to understand how to plan and implement learning activities that are meaningful and relevant to the varied needs of their learners. Furthermore, this program provides our education majors a greater understanding of the important role of building professional rapport and relationships with students and their families.”

Molly McCafferty ’18 is in her third year working with the students in Hazleton and says the program not only benefits the children but also the BU students who participate in the program.

“I was studying abroad in Spain and just happened to be checking my email and saw a note from (BU professor) Dr. (Caryn) Terwilliger looking for help,” said McCafferty. “I started as an intern, then became an assistant and this year, I served as a teacher for students in grades 9-11.”

McCafferty added. “It’s a real joy to see the progression of the students learning, even from the second week to the fourth week, and knowing you are helping them get caught up in school. I also see them gain much more confidence in areas like reading and math. It is very rewarding.”

Michael Fox ’17, from Hazleton, is a fifth-grade teacher in the Hazleton School District. He started at Bloomsburg as an accounting major but soon changed his major to education. “I’ve always had a passion for teaching and I wanted to be involved in a hands-on program where I could work very closely with the students. This program offered that and more.”

A vital part of the preparation for any teacher is the work in preparing the lesson plan. The MEP is hands-on in that regard.

“Each Friday we plan for the following week by spending four hours getting ready,” says Fox. “We teach two lessons each day. Dr. Terwilliger then observes us. It is very helpful.”

One BU graduate, Jenny Lipps ’16, who knows first hand how the students feel because she arrived in the United States from Equador not knowing English.

“It was important for me to be part of this program because I wanted to share what I know and work to become a teacher,” said Lipps. “I know exactly what these students feel when they walk into the classroom and don’t understand anything.”

“In class, when you can’t understand what’s being said, it’s like waking up from a coma,” said Lipps, who came to the United States in 1992. “You can’t comprehend anything. You have to learn how to do everything all over again. Even how to dress and eat, all while trying to learn a new culture.”

“For the kids, it's tough,” Lipps added. “They move and get sent to school and are expected to know what’s going on in the classroom. I wish this program was bigger and could help more children.”

The program benefits children of all ages, but the younger the student, the easier it is for them to learn.

“This program strengthens the students both academically and socially,” said Fox. “Those coming in as kindergarteners are learning the basics, so in August when they start school they have a base to work from.”

Children can be in the program for up to three years and in those three years can have quite a progression in their skills. Reina Alberto ’18, a native of the Dominican Republic, is in her third year with MEP. 

“There was a student in the class my first year when I was doing a practicum,” said Alberto. “I’ve had him in class for each of the three years I have been here and I can really see the progression in language and confidence.”

Along with McCafferty, Fox, Lipps and Alberto, Jennifer Canales and two current BU students, Rebecca Bove and Alissa Hetherington were also part of the program. Both Bove and Hetherington feel the program gave them the confidence they needed to be teachers and the knowledge that they made the right decision in wanting to be a teacher.

“The benefits of the MEP summer school/camp always exceeds what our education majors expect,” Terwilliger said. “Not only does this experience develop their ideas about teaching and learning, but it also enhances their cultural awareness.”

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In May, 16 junior and senior early childhood and middle-level education majors from Bloomsburg University's Department of Teaching and Learning concluded a two-week immersion practicum class working and teaching in elementary and middle schools in Bethlehem. The students were under the direction of Molly Maranella, associate professor and chair of the teaching and learning department.

Among the areas where the students assisted were the Lehigh Valley Hispanic Center Food Pantry, as well as the James Buchanan Elementary School.

Participating in the two-week practicum were Taylor Palazzi, Nicole D'Arcy, Hannah Marks, Gabrielle Zukowski, Ashley Weinberg, Macy Barbacano, Joseph Kline and Anthony Russino. Also, Jennifer Waring, Sarah Townsend, Rachel Sammartino, Elias Gabel-Tripp, Kathryn Johns, Morgan Petsis, Alyssa Armstrong, and Jillian Kolva.

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Small group learning leads to big lessons

Though the groups were small, the impact was big — for both the Bloomsburg University education majors and Benton middle school students.

A class of soon-to-be student teachers spent an afternoon this spring leading small group interactive learning activities with several Benton seventh graders, teaching them some helpful reading strategies to use across subject areas.

Afterwards, the seventh graders then took their turn and graded their college counterparts from Beth Rogowsky’s class — Teaching Reading in the Content Areas (grades 4-8) — with feedback on lesson delivery.

“I was most eager to teach them the Think Aloud reading strategy, as it’s a fantastic tool to guide students through the text as they read,” said Taylor Prehotsky, middle level education major with an emphasis on language arts. “My students were able to express their ideas, while actively reading a piece of literature.”

Partnering with local schools for k-12 teaching experience is a priority for Rogowsky, associate professor of teaching and learning.

“In this class, my students were taught different strategies to help increase reading comprehension across the content areas in grades four through eight,” Rogoswky said. “My students then planned for 30 minutes of small group instruction using those strategies. I was able to partner with Benton, who provided us with their seventh grade class during a free period. This truly was a class to practice experience for our preservice teacher candidates.”  

During her Think Aloud exercise, Prehotsky said students create notes on the page during the process of reading.

“My students highlighted meaningful lines in the poem, asked questions, noted their interpretations, and paid close attention to key vocabulary and figurative language,” Prehotsky said. “When we verbalize our own opinions, comments, concerns, questions, and ideas, we’re allowing ourselves the opportunity to deepen our comprehension of a text.”

According to Prehotsky, it’s important to teach students to understand how they can use reading strategies. By doing so, she said reading becomes less of a task and more of an enjoyable opportunity to learn from the text.

“Students have so much potential, but sometimes it takes a very special teacher to show them how great they can be,” Prehotsky said. “I’ve always wanted to be an educator, and I know that teaching can impact the lives of so many bright young minds. Bloomsburg has taught me I’ve chosen the perfect career path. Teaching is more than instruction; it’s shaping students into life-long learners who love to discover and strive for success.”

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College of Education receives national recognition

Several of Bloomsburg University’s College of Education academic programs have been Nationally Recognized or Nationally Recognized with Conditions by each program’s specialized professional association.

The reviews are rigorous evaluations based on each program’s alignment to the specific standards of their association and six to eight assessments demonstrating this alignment. To receive national recognition, teacher candidates in the program must successfully meet or exceed expectations through the evaluation and analysis of performance rubrics. Establishing assessments, creating rubrics, analyzing data, and writing the final report were done by a lead faculty members for each program.

Receiving National Recognition are:

Reading and Reading Specialist (graduate program) by the International Reading Association—Lead: Cherie Roberts

Secondary Education Citizenship (7-12) (undergraduate program) by the National Council for the Social Studies—Lead: Michael Ruffini

Special Education (undergraduate program) by the Council for Exceptional Children—Lead: Brooke Lylo

Secondary Mathematics Education (7-12) (undergraduate program) by the National Council of Teachers of Mathematics—Lead: Frank D’Angelo

Receiving National Recognition with Conditions are:

Middle-Level Education (4-8) (undergraduate) by the Association for Middle-Level Education—Lead: Frank D’Angelo

Secondary English Education (7-12) (undergraduate) National Council of Teachers of English—Lead: Beth Rogowsky and Craig Young

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An adventurous path to their own classroom 

Emily Haskell saw a clear picture of her future as a teacher develop this summer. Nikita Loreman did as well. In fact, they discovered it together, sharing a classroom as part of Bloomsburg University’s Great STEM Adventure Camps that hosted more than 550 students from area schools. 

Soon the two education majors will have a classroom of their own.

“My favorite part was seeing how the students take the task and make it their own in ways that I did not anticipate,” said Haskell, who is pursuing a master’s in mid-level education, adding her favorite activity was the Game Design Challenge. “I honestly did not know what the students would do with the random materials they were given. They devised some really clever games together I never would have dreamed up myself.”

Throughout the course of the week the students — split into two different age groups — explored ways to grow their science, technical, engineering and math interests and abilities. The camps, which were coordinated by BU’s STEM Education Center, also investigated the arts.

“At this time of year in a traditional classroom setting, students are usually at the verge of checking out of what they are learning in a classroom,” said Loreman, a senior early childhood education major. “They have just spent a lot of time and energy completing their 180 days of school. They are mentally exhausted. When you get these students out of their classroom and onto a college campus, they want to be involved, they want to participate, and they want to learn.”

Each day focused on a different STEM theme. Specifically, the students enjoyed activities in art, biology, computers, engineering, math and technology led by BU students and faculty, as well as a few featured guest presenters.  

“(This camp experience) reminds me how important it is for students to have hands-on activities that go beyond the traditional learning experience,” Haskell said. “With all of the current technology students have at hand, this generation is used to being creators. As a teacher, I have to keep that in mind when designing lessons.”

Haskell says the STEM week serves as a reminder there will always be successes and things that do not work out as well. The only failure is not to try, according to Haskell.

“This week was a great opportunity for local students as many of the skills they will need to be global citizens, such as collaboration, inquisitiveness, and creativity, are fostered at the camp,” Haskell said. “It gave them the opportunity to do lots of hands-on, collaborative activities that they might not experience in the classroom.”

According to Loreman, her favorite aspect of the week was the collaboration she had with fellow BU students and professors who helped with the camp.

“As I grow in my educational career, I find that I love finding ways to assist my peers, obtain other professional opinions and ideas,” Loreman said. “And ultimately just share my love for teaching and learning with people that have a similar mindset.”

In relation to the campers Loreman said she really enjoy seeing students find an activity or a particular topic that they fell in love with.

“Some students (including us, as college students) often persuade themselves to dislike certain subjects when they get challenging,” Loreman said. “I love seeing the realization on students faces when they acknowledge that everything around them from their own bodies to nature is indeed science and math.” 

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Discovering a practicum advantage

These Huskies are seeing their potential as future teachers come into focus because of their practicum, all the while gaining a competitive edge for when it’s time to land their own classroom.

Among the pre-student teaching classroom experiences Bloomsburg University education majors get include the Central Columbia Professional Development School, where technology plays an integral role in classroom learning.

Through real classrooms, diverse practicums and experienced research-driven faculty, BU's College of Education pairs a strong teaching foundation with quality field experiences to broaden the teacher candidate’s understanding of effective classroom instruction and establish a platform for putting theory and research into practice.

College of Education Practicum Options

A central component of BU’s teacher education programs is the provision of quality field experiences — formal, required school and community activities within teacher preparation program in which the candidate completes for the purpose of learning and professional development.

These experiences broaden teacher candidate’s understanding of effective classroom instruction and establish a platform for the transfer of theory and translation of research into practice. Effective field experiences provide each candidate with increasing exposure to schools under the guidance of program faculty and trained teacher mentors throughout the preparation program.

Urban Center Seminar (Bethlehem Practicum) — provides a specialized field experience for education majors desiring to experience and learn about inner-city schools and urban education. Emphasis includes the learning development of children and adolescents, effective instructional and management strategies, characteristics of community and family involvement, and community volunteer work.

Central Columbia Professional Development School Practicum — education majors spend two full days each week during the fall semester in Central schools. School district personnel and university faculty offer professional development modules on a variety of topics throughout the sixteen-week experience. BU students also work with mentor teachers in planning and teaching lessons. These mentors also serve as cooperating teachers during spring semester student teaching placements.

Milton Practicum — three-week summer practicum immerses education majors in the Milton Area School District with a mentor teacher in their area of certification. BU students teach formal lessons, attend professional development workshops, participate in a community service project, and lead an evening community engagement night for the students and families of the Milton Area School District.

Reggio Practicum — in this two-week practicum, teacher candidates will have the opportunity to study abroad in Italy at the Loris Malaguzzi International Center and to observe teachers and students within the Reggio schools. The Reggio Practicum consists of in-service seminars, hands-on learning, and actual observations within the Reggio Children’s Schools. Included is the teacher candidate’s awareness of how foreign language, diverse cultures, and children from many different backgrounds impact teaching and learning

Danville Professional Development School Practicum — education majors spend the fall semester in Danville schools on Tuesdays and Thursdays of each week. School district administrators teach first year induction teacher modules in technology-interactive whiteboards, and teacher webpage development; ethics; classroom and behavior management; RtII and differentiated instruction; gifted education; curriculum-based assessment (CBA) and measurement (CBM); progress monitoring; portfolios; resumes; and interviews. Each BU student also spends time working closely with one mentor to observe, plan and teach lessons in his/her classroom. This mentor becomes one of the BU student’s co-operating teachers during spring semester student teaching.