Great Teachers Get Even Better: University of Idaho’s Wright Fellows Take Insights into Idaho’s Classrooms
Tuesday, August 8 2006
Aug. 8, 2006 MOSCOW, Idaho – Experience can be a great teacher, but only if it is thoughtfully examined. Nineteen Idaho teachers with demonstrated classroom and peer leadership spent seven weeks in the University of Idaho’s College of Education this summer, thoughtfully examining their own classroom experiences and gaining insights from their peers. That process will continue when they return to their classrooms this fall. Two groups, or “cohorts,” of certified teachers are pursuing master’s degrees in education or education specialist degrees through the Thomas C. Wright Fellowship Program. Each participating educator receives a $9,000 fellowship to offset the cost of registration fees, housing, travel, textbooks and related expenses. Each cohort enters the seven-week program and completes 30 credits of course work, with members of the cohort researching and graduating together in two years. As a new cohort enters each summer, seasoned members of the previous year’s cohort also serve as their mentors. “The cohort, in both intent and practice, provides a big picture perspective on education,” said Wright Fellow Ron Seaman, a 31-year classroom veteran who currently teaches seventh through ninth grade math at Moscow Junior High. “A lot of things we do in professional development as educators are exclusive to each teacher’s academic discipline. You can get into seeing your role from a narrow perspective. The Wright Fellowship offers a geographically and academically broader spectrum. The membership of each cohort is composed of teachers from all grade levels and all areas of instruction from school districts across the state. It gets you reflecting on education from a broad perspective, and that’s helpful.” While the program provides a big picture perspective, that vision is built from insights gathered on the ground. The Wright Fellowship program begins with a seven-week session in Moscow, where participants develop their programs of study and research plans. They return to their schools in the fall to implement individually tailored action-based research in the classroom. That task is supported by online peer interaction and six to eight weekend workshops scheduled throughout the school year. Action-based research involves an initial, thorough literature review of best practices models of instruction. The “action” in the classroom includes implementing a new or hybrid teaching model, then tracking, analyzing and publishing the results. In his classroom, Seaman is looking at how best to motivate students and increase the level of student engagement and participation, but acknowledges there are fewer students lacking motivation in a university town than in other areas. “Our community is quite highly educationally motivated. Still, as a teacher, when you look out into the classroom, there are always a fraction of the students who are not engaged.” Seaman’s research revealed a couple of root causes of the problem. First, students with a history or past incidents of academic defeat are harder to engage. He also found that a percentage of students do not respond to the classic instructional sequence of modeling, followed by guided practice, in-seat or homework practice, and finally, assessment. He found that to motivate passive students, variety is important, and has looked at alternative teaching and learning models, including models that give students a greater role in teaching. “So the engagement and participation can be addressed through building self confidence and self efficacy, and also designing classroom management systems where students have more control of the learning process,” Seaman said. “The Wright Fellowship provides the time and motivation to do a thorough study. After the program, you can come back into the school with the tools to play a more effective role in the areas of planning and problem solving,” he said. Following an academic year of on-the-ground research, Wright Fellows return to the University of Idaho for a final seven-week summer session in which they conclude their course of study. Classroom inclusiveness – bringing special education and at-risk students into a classroom of diverse learners – is a special focus of the program. Other focus areas include: leadership in education organization; assessment and changes in student performance; policy development and strategic planning for education; the school as organization; research for advancing classroom practice; the developing child; technology for learning; and instruction beyond the standards. The Thomas C. Wright Fellowship Program was established in the UI College of Education in 2000 by educator, philanthropist and University of Idaho alumni, Thomas Wright (B.S. ‘53; M.A. ‘54). “The program is highly competitive, with only a select number of applicants chosen,” notes associate professor Jerry McMurtry, one of the program’s first facilitators. “Close to 40 applied this year and nine were selected. These teachers are Idaho’s best and brightest.” The 2005-2006 cohort of Wright Fellows includes Idaho teachers: Kristen Callejas, first grade, Sunrise Elementary School, Shelley; Nikki Cox, kindergarten, McDonald Elementary, Moscow; Cheryl Gillete, third grade, Lena Whitmore, Moscow; Holly Ann Ferrell, Art, Sacajawea Junior High, Filer; Kathy Jones, kindergarten through fifth grade, Skyway Elementary, Coeur d’Alene; Paula Carr, kindergarten, Priest River Elementary, Priest River; Margrit Olmstead, second grade, Kimberly Elementary, Kimberly; Shelly Potter, science, Lewiston Senior High, Lewiston; Ron Seaman, seventh through ninth grade math, Moscow Junior High, Moscow. 2006-2007 Wright Fellows cohort includes: Warren Akin, seventh and eighth grade writing, Sacajawea Junior High, Lewiston; Alex Church, second grade, McGhee Elementary School, Lewiston; Lisa Belknap, third grade, Lena Whitmore, Tania Johnson, sixth through 12th grade, Coeur d’Alene School District, Juvenile Detention Center, Coeur d’Alene; Larry Prescott, art, Madison Middle School, Rexburg; Wendy Roach, kindergarten through third grade special education, Sunnyside Elementary, Kellogg; Julie Williams, middle school science, Sandpoint Charter School, Sandpoint; Nancy Mueller, advanced learning, Winton Elementary, Coeur d’Alene; and Bonnie Warne, English and literature, South Fremont High School, St. Anthony. For program information or an application, call the University of Idaho’s College of Education at (208) 885-6773, or visit www.uidaho.edu/ed/wrightfellows. Contact: Joni Kirk, University of Idaho Communications, (208) 885-7725; joni@uidaho.edu -30- About the University of Idaho Founded in 1889, the University of Idaho is the state’s flagship higher-education institution and its principal graduate education and research university, bringing insight and innovation to the state, the nation and the world. The only institution in the state earning the prestigious Carnegie Foundation ranking for high research activity, University of Idaho researchers attract more than $100 million in research grants and contracts each year. UI’s student population includes first-generation college students and ethnically diverse scholars. Its high academic performers include 34 National Merit Scholars and a 2005-06 freshmen class with an average high school grade point average of 3.42. Offering more than 150 degree options in 10 colleges, UI combines the strengths of a large university with the intimacy of small learning communities. For information, visit www.uidaho.edu. DE-EDU-8/8/06
About the University of Idaho
The University of Idaho helps students to succeed and become leaders. Its land-grant mission furthers innovative scholarly and creative research to grow Idaho's economy and serve a statewide community. From its main campus in Moscow, Idaho, to 70 research and academic locations statewide, U-Idaho emphasizes real-world application as part of its student experience. U-Idaho combines the strength of a large university with the intimacy of small learning communities. It is home to the Vandals. For information, visit www.uidaho.edu.