COE
BUTLER UNIVERSITY COLLEGE of EDUCATION
2020 | YEAR in REVIEW
ABOUT the COLLEGE
VISION STATEMENT
The College of Education believes we must prepare our students for schools and communities as they could be, not simply perpetuating those that currently exist. We must be willing to explore with our students the difficult issues of inequities that exist in society and to help them to become agents of change. This of course means that as faculty we must examine our own beliefs, be willing to keep our hearts and minds open to the ideas of others, live our lives with integrity, and model how great educators take risks, challenge the status quo, and advocate for the rights of all people.
The College of Education’s learning community presents transformational experiences that allow students to create their own tapestries. As an intention of their preparation, students invest in schoolcommunities that differ from theirs. They are challenged to examine their assumptions about other people, how children from diverse experiences learn, and reflect about the responsibilities of innovative educators. Exemplary teachers mentor education students by modeling best practice, supporting leadership, and demanding courage.
Ours is a college that continually changes because learning is a transformational experience. Members of the college embrace what Parker Palmer described as a “capacity for connectedness.” Palmer stated:
Participants in the learning community engage in scholarship that supports teaching as inquiry. As investigators, they become constructors of knowledge that seek to connect theory with practice. As a function of scholarship, students use technology applications to discern strategies for learning, creating, modeling, and assessing. Faculty and students take advantage of opportunities to study abroad and have new experiences that help them become better global citizens.
Good teachers possess a capacity for connectedness. They are able to weave a complex web of connections among themselves, their subjects, and their students so that students can learn to weave a world for themselves. (Courage to Teach, p. 11)
As faculty and students weave their unique tapestries, they gather regularly to discuss instructional strategies and the implications of new research. We celebrate the successes of the learning community’s participants and encourage them to reach new heights.
2020 YEAR in REVIEW EDITORS
Angela Lupton ’92 MS ’01 Chasadee Minton CONTRIBUTING EDITOR
Nancy Lyzun CONTRIBUTING WRITERS
Katie Grieze Larry Clow Ben Hill, WTHR ART DIRECTOR
Alisha Luckenbill PHOTOGRAPHER
Brent Smith
DEAN’S MESSAGE After a year as Interim Dean, I am honored and humbled to have been named Dean of the College of Education. It is truly a gift to work with talented colleagues, curious students, engaged alumni, and dedicated friends of the College. Recently, I spent time reviewing the history of the College and reflecting on the legacy of those educators who have come before me. I am particularly struck by the work and advocacy of Eliza Blaker whose vision for Indianapolis in the early 1900s included equitable access to meaningful education for young children and high quality professional training for local educators. As many of you know, Mrs. Blaker’s Teachers College of Indianapolis eventually became part of the College of Education at Butler University. It is upon that legacy of advocacy, meaningful educational experiences, and high quality educator preparation, that my colleagues and I continue our work in schools and communities and build possibilities for the future. Through the Partnership for Inquiry Learning, Dr. Susan Adamson and colleagues served 6,500 educators, supported 186 schools, and facilitated published writing opportunities for 1,180 student authors. The Partnership offered professional development programming, in school coaching, and math and literacy leadership groups that build capacity in educators and positively impact students. I hope you’ll read more about the impact of this work (p. 18, Adamson) Our Butler COE students are also living into the legacy of Eliza Blaker as they develop their instructional capacity and grow in their advocacy for children and youth. This spring, a group of COE students had the opportunity to learn from Dr. Erica Buchanan-Rivera ’07 MS ’10 about the importance of identity, equity, and inclusion in our schools and communities. I invite you to read the students’ reflections (p. 12, Buchanan Rivera) on this learning opportunity and consider implications for your own work with children and youth. These examples and others included in the following pages are evidence of a successful and meaningful year in the College. Yet, we are also mindful of the learning, unlearning, and advocacy to which we must re-commit in our educator preparation programs. As I write this message, our neighborhoods are rife with pain, despair, and uncertainty. Schools and communities have been upended by the impact of the COVID-19. Black communities have been disproportionately impacted by the pandemic and by racial violence. Our work as educators is more important than ever, but so, too, is the need — especially for white educators — for listening, learning, and taking action toward more just and equitable schools and communities. I look forward to continued collaboration with our many alumni, friends, and community members. I invite you to share your thoughts, questions, and ideas with me at bkandel@butler.edu. Sincerely,
Dr. Brooke Kandel-Cisco, Dean Butler University, College of Education
CONTENTS STUDENTS 6
Recognizing Outstanding Students
8
The Gift of the Marcia A. Richter Undergraduate Scholarship
9
The Impact of Endowed Scholarships
10 Butler Grads Create Guidebook for School Leaders on Reopening During a Pandemic
ALUMNI 11 Distinguished Alumni 12 ED 404: Differentiation and Culturally Responsive Teaching 14 Butler Education Alumni Inspire New Major 17 Brain Club Fights Stigma of Mental Illness
FACULTY and STAFF 18 Partnership for Inquiry Learning 20 Diversity, Equity, and Inclusion (DEI) and Coaching Athletes Learning English (ALES) 22 How to Care for Children’s Minds During COVID-19 23 Butler University’s College of Education Earns CAEP Accreditation 24 Faculty and Staff Highlights
COE
DEAN’S ADVISORY COUNCIL ROGER BOOP ’62 MS ’65
PHILIP METCALF
MARCIA CAPUANO
COLLEEN O’BRIEN
ELIZABETH CIERZNIAK ’79
TOM OESTREICH ’99
CATERINA CREGOR-BLITZER
MARSHA REYNOLDS MS ’78 EPPSP ’87
Professor Emeritus Butler University
Education Consultant
Partner Faegre Baker Daniels
Vice President for Development and External Affairs International School of Indiana
Lead Evaluator for AdvanceED Education Consultant
Education Policy Consultant
Assistant Superintendent MSD of Washington Township
Education Consultant Retired, Director of Elementary Education MSD of Washington Township
SCOTT DEETZ ’96 MS ’01
FAYE SNODGRESS
AMY KNERR ’92
DENNY SOUTHERLAND
JEFF KUCER
CATHY SPRINGER-BROWN ’76
CHRISTIE KILE LOVE ’79
NICK SPROULL ’02
DAVID MARCOTTE MS ’91, EPPSP ’91
TRISH WHITCOMB ’75
BARBARA MATTA ’93
JENNIFER WILLIAMS ’98, ’00
Superintendent Madison-Grant United School Corporation
Teacher Development Specialist Hamilton Southeastern Schools
Chief Operating Officer Office of the Regional Presidents at PNC Financial Services Group, Inc.
Education Consultant
Lecturer Indiana State University
Education Consultant Retired Teacher
Executive Director Kappa Delta Pi
Senior Vice President, Partner Cripe Architects and Engineers
Education Consultant Retired, Education Director Indiana Judicial Center
Director of High School Review and Policy NCAA
Vice President, Indianapolis Public Finance Group George K. Baum & Company
Counselor, North Central High School MSD of Washington Township
STUDENTS
RECOGNIZING OUTSTANDING STUDENTS Each year the faculty in the College of Education are tasked with the difficult decision of selecting one senior student from three different areas to represent the outstanding seniors we have throughout our programs. While normally these awards are conferred in person during our annual Celebration of Graduates, the inability to have an on-campus ceremony this year has instead given us the opportunity to recognize these students here. Below are our honorees along with edited excerpts from those who know of their great work. OUTSTANDING HUMAN MOVEMENT and HEALTH SCIENCE EDUCATION STUDENT AWARD
develop effective online experiences for his students. This experience was not necessarily what he was trained to handle, but Jack has stepped up to work to provide his students with encouragement and motivation through all of these
JACK HALLINAN ’20
challenging times.
Edited excerpts from the submission by COE Instructor, Amy Bultinck
These qualities are what make up the precious hearts of all of our favorite teachers.
Jack Hallinan started his Spring 2020 student teaching semester at Brown Elementary School
OUTSTANDING SECONDARY STUDENT TEACHING AWARD PATRICK CONWAY ’20
in the Brownsburg
Edited excerpts from the submission by Zionsville West
Community Schools,
Cooperating Teacher, Stacey Behrens
under the supervision
I had the great
of an Human Movement
pleasure of working
and Health Science
with Patrick Conway
Education (HMHSE)
as his cooperating
alum, Macy McGoun ’09.
teacher for his middle
He worked with students
school placement
from kindergarten
of student teaching
through 5th grades in
at Zionsville West
the physical education
Middle School, and I
setting. Watching Jack
am grateful I had the
work with the elementary students was like watching a bird
opportunity to partner
find its wings. He fit in perfectly and truly connected with
with such a competent
students to make activities fun while still incorporating
and conscientious
learning. He even stepped out of his comfort zone to strap on some skates for their roller-skating unit. Jack’s second student teaching placement was at Pike High School in the health and physical education settings. Jack was excited for this placement as he was returning to a familiar setting. He spent the fall semester in a practicum working with Pike students as a part of the HMHSE Methods course. Unfortunately, the coronavirus pandemic hit, and Jack was only able to spend two days face-to-face with the students. He was still very active throughout the semester, remotely participating in corporation and department meetings and diligently working with his supervising teachers to 6
individual. The closure of school due to the COVID-19 virus created an unprecedented teaching experience. Mr. Conway had been in the Z’West classroom for only four short days when there was an immediate shift to e-instruction. This situation was overwhelming to experienced teachers, but Mr. Conway kept his cool and handled it in stride. Patrick demonstrated that he embraced the flexibility necessary for a successful teaching career as he adjusted pace of instruction and also created differentiated tiers for ability levels and various levels of technology access. His
efforts to add a personalized touch to the online learning
the openness and drive for collaboration that makes her a
environment was greatly appreciated by students and
model for others.
parents.
The ability for professional theory, practice, and
While his students clearly appreciated his warmth and good sense of humor, they also respected him for his knowledge and professional manner. Mr. Conway’s pleasant
collaboration really stood out during an observation of a “complicated” multi-step math problem. She consistently checked for understanding, explained step by step in a
personality and mature confidence allow him to interact
student friendly way, and after she modeled, she brought
easily with students, colleagues, and administrators. He
the students up to participate with her. She could have been
showed great classroom management while he was in the
a poster child for the Optimal Learning Model.
physical classroom and also while conducting class online. I was truly honored to have the opportunity to collaborate
Lauren truly represents what it means to be an outstanding educator.
with an exceptionally well-prepared student teacher during this time. I would love to have the privilege of teaching next door to Mr. Conway in the future.
OUTSTANDING ELEMENTARY STUDENT TEACHING AWARD LAUREN BOSWELL ’20 Edit excerpts from the submission by Drs. Catherine Pangan and Arthur Hochman During the Fall 2019 semester, Lauren Boswell represented Butler in New York City by student teaching under the guidance of two outstanding teachers at P.S. 008. Not only did Lauren receive almost all fours from both cooperating teachers in her final evaluation, her teaching practice was consistently student focused and a “level above” expectations. From using a myriad of materials representing the abilities, cultures, race, and identity of her classroom to designing lessons specifically tailored to fit individual needs, Lauren engaged with diversity and similarity like a seasoned teacher. Further, Lauren jumped in without hesitation to a new school, new city, and new living environment with 7
STUDENTS
THE GIFT of the MARCIA A. RICHTER UNDERGRADUATE SCHOLARSHIP By Kaitlin Kahn ’21 This past year, I was blessed with the gift of the Marcia A.
before. The impact and significance of this go beyond what
Richter Scholarship. I remember receiving the letter and the
meets the eye. Knowing that I will have to pay back less means
feeling I felt at that exact moment. The joy, relief, and gratitude
that more money can be dedicated to bettering myself and my
that poured over me was immense. To be in the College of
classroom. As a future educator, this is incredibly helpful and
Education at Butler University is a blessing in and of itself. But
relieving to know that there is less burden as a first-year teacher.
then, to be honored a scholarship by a distinguished donor added a whole new layer of gratitude.
accomplish in the future. The first dream I have is to become
I am an Elementary Education
a general elementary school teacher.
Major with a Sports and Recreation
Within my classroom, I hope to inspire
Studies Minor. I chose Butler and
the next generation and equip them
the College of Education because
with the tools and support to make
of the family dynamic, incredible
that happen. Secondly, I have a passion
opportunities, and the feeling of
for wellness and fitness. Within my
home I felt. While worth every
classroom, I want to educate the
penny, Butler comes at a steep
children on nutrition and exercise. I
price. This scholarship helped me
envision doing this through exercise
continue towards my goals, with
as brain breaks and fruit/vegetable
less stress. I am someone who
discovery during morning meetings.
is very conscious of others, my
But, I also want to extend this to my
environment, and the sacrifices
colleagues. My goal is to create an after
others are making for me. Because
or before school workout program,
of this, I often worry about the
led by myself or other local trainers,
stability of my loved ones, financially.
that give staff an outlet to care for
Because of the generosity of the
themselves. Teachers struggle with
College of Education and Marcia A.
stress and burning themselves out. I
Richter, I was able to go about this
would love to provide some wellness
semester with some weight taken
tools that they can use to improve
off my shoulders. With less stress, I
themselves as people and educators.
truly took an even deeper dive into
When I boil it down, I just have a dream
my studies and educational work.
to impact people and help them reach
I believe I took an even stronger
their fullest potential.
approach to my education because I was representing more than just myself. I was representing my family, my professors, Marcia A. Richter, and all those in the College of Education. I know that I have made them all proud thus far and will continue forward with a strong sense of my work and what it represents. As I enter the profession, one thing that crosses my mind is salary and paying back debt. Because of the generosity of this scholarship, I will be coming out of school with less debt than 8
Lastly, I have big dreams and hopes for what I want to
Through the tools I have been given within the College of Education and from the outstanding support of people like Marcia A. Richter, I am confident these dreams can become reality. Words cannot express what this scholarship has meant to me and all that it has provided me. I look forward to positively representing the College of Education and those like Marcia A. Richter, in the future.
THE IMPACT of ENDOWED SCHOLARSHIPS By Alicia J. Smith MS ’20 Autumn is hands-down my
individuals, I applied for a few College of Education endowed
favorite season, regardless of
scholarships. My heart was filled with gratitude and humility as
geographical location. Indiana, as
I was awarded, every year, two COE endowed scholarships.
we all know, is like a kaleidoscope of leaves changing colors. The air is brisk but cozy with the smells of bonfires and marshmallows toasting. Nanchang, China (yes China), although missing the foliage firework display I love so much, is filled with an enticingly sweet aroma on most corners, as streetside vendors sell roasted sweet corn and sweet potatoes to passerbys. Fall in Indiana and China is a special season to me for a variety of reasons. One of those reasons occurred in the fall of 2016, while indulging in an aforementioned deliciously roasted sweet potato, I found myself pondering taking a large step of faith to become a professional school counselor.
Now cue the “Happily Ever After” soundtrack. Reflecting back on my journey over these last three years as a Butler graduate student, I cannot help but smile. As a result of receiving each generous COE endowment scholarship, the financial fears and apprehensions I initially held were alleviated. I was left feeling peace and conviction that I was meant to become a professional school counselor in the future. Culminating the past three years, I am graduating from Butler as a more astute, empathetic, culturally conscientious, skilled, and compassionate new professional school counselor. I have acquired these qualities and skills, by participating in various programs, such as the Butler Lead the Way summer camp, and partnering with DreamAlive mentorship program. Additionally, emanating from my time at Butler, I have discovered my passion to advocate for all students I work with in the future, in order to address and limit barriers impeding academic, social/emotional, and
Throughout the four years I was a foriegn English teacher
future career success. This passion for equitable advocacy
at a university in Nanchang, China, I dreamt of using my
has stemmed from my academic courses at Butler and my
undergraduate degree in psychology to become a counselor.
practicum and internship experiences in Crawfordsville, IN. I
Teaching only enhanced my passion to help individuals process
have had tangible opportunities to build positive professional
and overcome various obstacles in her/his life. Navigating
relationships with students, with my school counseling
the tortuous road of being a foreign educator, cultivated a
supervisors, and with various stakeholders at my practicum
new passion to counsel in an educational setting. Thus, out
and internships sites; an aspect that not all school counseling
of my time in China grew my dream to become a professional
programs provide in such a rich and intentional way.
school counselor in my home state of Indiana. After many mouthwatering roasted sweet potatoes (you might have caught on by now that I really loved those sweet potatoes), and long lists of pros and cons of various graduate programs for school counseling, I felt great peace and excitement upon receiving my acceptance notice to Butler University’s M.S. in School Counseling program. Some might be thinking: cue the “Happily Ever After” soundtrack-but not so fast!
My time as a Butler graduate student can only be described in comparison to my favorite season. Like the assorted colors in autumn, the last three years have been speckled with new experiences, skills, passions, and friendships. Although I genuinely miss those streetside sweet potatoes and the wonderful students I taught in China, I am undoubtedly thankful for the last three years. As a recipient of the COE endowed scholarships I was able to return to the Hoosier
Even after receiving such wonderful news, I hesitated to accept
State I love so much as the Butler University M.S. in School
Butler’s invitation, not because of the rigorous academic
Counseling student I had dreamt of becoming. Moreover, I feel
expectations I knew would ensue upon my acceptance, but
tremendously blessed to have made the transition to alumni
primarily due to the fear and uncertainty I felt about paying
status this past May and to have attained my goal of becoming a
for my dream to come true. Debt was not a word I wanted
professional school counselor.
to re-incorporate into my personal vocabulary. Therefore, I knew if my dream was to come to fruition I needed some financial assistance. With the help and guidance of various sage
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STUDENTS
BUTLER GRADS CREATE GUIDEBOOK for SCHOOL LEADERS on REOPENING DURING a PANDEMIC By Ben Hill, WTHR Graduate students at Butler University had big plans to take a trip to Italy this summer to study abroad and conduct research,
concern. Plainfield teacher and first-year graduate student
but the COVID-19 pandemic forced them to quickly change
Jon Adams said it’ll cost schools a significant amount to do the
their plans.
things they think need to be done to keep students safe.
Sometimes, fate has a funny way of working out, and their
“People need to open their eyes that not all communities are as
canceled class trip is actually helping schools across Indiana
privileged as other communities... in regards to the funding that
plan their reopening this fall during a pandemic.
they’re getting for the things that they need,” Adams said.
The recently completed “EPPSP Blueprint 2020: A Guidebook
Different schools from all over the state were assessed —
for School Leaders Moving Forward” was quite the undertaking,
from private, public, and parochial — because they wanted
according to Dr. Deb Lecklider, college of education professor at
to help other educators. It was a collaborative process with
Butler.
superintendents from districts like Greenwood, Batesville, and
“We didn’t realize when we started, it would be 388 pages with 12 project teams and 44 students talking with experts all over the state,” Lecklider said. Lecklider is the director of the Experiential Program for Preparing School
Wayne Township, which was especially important for Wayne Township pre-K teacher and Butler grad student, Allison Kempers. “The people that we sent it to — the administrators and superintendents — were just impressed,” Kempers said. “I think it was that level of detail in which our empathy really flowed through the whole document.”
Principals — EPPSP
The blueprint focused all age groups, from preschool on up.
for short — and said
Butler grad students met with education experts, researchers,
a phone call helped
prominent community members and policy makers.
change the fate of the summer. A school superintendent in southern Indiana asked Butler for help with a resource guide for reopening in the fall. Lecklider said her
“They care so much about what happens in education, so I’m pretty confident our future is pretty bright with these students that are coming out,” Lecklider said. The group published the guidebook in less than five weeks, with many recommendations, and because of their timeline and high demand, they only had one draft prior to publishing. “We were very happy with the end product, and we’re hoping that we reached and helped a lot of different school
44 grad students were excited to help.
communities with any issues that they had,” Adams said.
They formed teams, focusing on different educational areas
The Butler University group sent the blueprint to all
impacted by reopening in a pandemic, such as technology. “Connectivity is a big issue. We learned a lot about connectivity and the lack of it with many of our rural schools,” Lecklider said. “Many of our children don’t have the internet. That’s a big issue, and it’s an equity issue, and we really need to solve that.” The group dealt with that firsthand as they had to meet mostly virtually via Zoom to conduct research and interviews.
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Money and how to utilize CARES Act funding was another
superintendents in the state of Indiana and asked them to share it with their schools. Dr. Sherry Grate, the superintendent of Westfield Washington Schools, specifically asked for the guidebook through one of the Butler grad students. For more information on the Butler EPPSP Blueprint, please visit: butler.edu/coe/eppsp-blueprint-2020
ALUMNI
CONGRATULATING OUR NEWEST DISTINGUISHED ALUMNI The College of Education seeks to recognize both Young Alumni (1-10 years post-graduation) and Distinguished Alumni (over 10 years post-graduation) who have been recognized regionally or nationally as outstanding leaders in education and the community. Below are this year’s well deserving awardees along with edited excerpts from their nomination application.
DISTINGUISHED ALUMNI—Erica Buchanan-Rivera ’07 MS ’10 Dr. Buchanan-Rivera serves as the Chief Equity Officer for Hamilton Southeastern Schools (HSE) and is committed to fighting for the rights of marginalized students and teaching educators how to help these students be successful. Erica is a champion of students in the LGBTQIA+ community and worked tirelessly to ensure they were listed as a protected class within HSE School’s anti-discrimination policy. She is committed to the work of undoing racism and creating equitable environments for all students, and challenges teachers to take a critical look at their practices to determine if they are teaching ALL students and not just a few. Dr. Buchanan-Rivera supports the vision of Butler University College of Education as an advocate for diversity, equity, and inclusivity by challenging oppressive systems and racist thinking. She does so with a servant’s heart and child centered approach.
DISTINGUISHED ALUMNI—Edward Manuszak ’95 Edward Manuszak is the Superintendent of Dundee Community Schools in Dundee, Michigan. His groundbreaking work with the National Association for the Education of Young Children (NAEYC) and the National Association of School Superintendents is soon to be published by both organizations. The instrument he created on the analysis and return on investment of high -quality early childhood programs in public schools is critical to helping school leaders find pathways to offering high quality preschool for all children. Edward is a role model in advocating for schools for all children, including our youngest learners, and his groundbreaking work is evidence that he is an agent of change.
DISTINGUISHED YOUNG ALUMNI—Sara Midura ’16 MS ’20 Sara Midura currently works as an Educational Liaison at Riley Hospital for Children. She is a teacher and an educational advocate for patients in the Simon Skjodt Child and Adolescent Behavioral Health Unit. Sara was recently recognized as one of Indiana’s top twenty-five teachers by the Indiana Department of Education and has worked with national organizations to create a framework for transitioning patients back to school from behavior health hospitalizations. Her mission is to work with school communities around the state in order to provide knowledge and resources that deliver great results for students with behavioral health needs and to help lead Indiana into the national conversation. Sara has a clear vision for her life and is eager to learn anything and everything that will help her reach her goal to be an exceptional teacher. Sara’s résumé shows her dedication to the field of education, and it is evident that her drive comes from a deep sense of responsibility to her patients.
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ALUMNI
ED 404: DIFFERENTIATION and CULTURALLY RESPONSIVE TEACHING By Erica Buchanan Rivera ’07 MS ’10
Student diversity challenges educators to develop conditions for learning that foster a sense of belonging. Research conveys that children are able to learn when they feel emotionally safe. However, the internal biases one harbors can serve as a barrier to the formation of authentic relationships. As educators, we have to embrace the journey of “mirror work” and understand the shaping of our own humanity. It is critical to know how we have been socialized to view others and learn what hinders connections. In ED 404, students embraced learning that centered the importance of identity, equity, and inclusion.
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EQUITY VS. EQUALITY
WHITENESS IN EDUCATION
Katie Soderstrom ’22, Elementary Education
Sophie Strasheim ’21, Music Education
It is important to understand the differences and implications of equity and equality. In its simplest form, equality means giving every student the same thing, whereas equity means giving each student exactly what they need to succeed. This course largely emphasized the importance of leading with equity within the classroom in order to promote positive, safe learning conditions for all students. A truly equitable classroom environment is built off of genuine relationships that value the identity and experiences a child brings into the classroom. In turn, these relationships give access to the minds and lives of the students in order for educators to best meet their unique needs. It is important to foster open and honest conversations about equity with students because equitable relationships require vulnerability and active listening on both sides. As an educator, equity should never be a one-time event or choice. Instead, it is a mentality that influences interactions, resources, and accommodations on a daily basis. I have learned that it is an ongoing journey that is messy by design!
De-centering whiteness in education starts with the unlearning of commonplace policies and practices that are not inclusive of all students. We heard many impactful speakers throughout the semester, but one of the most powerful presentations was from Matt Bockenfeld, a teacher who addressed the whiteness of the curriculum and how the contributions of people of color are often underrepresented. In this course, we emphasized the importance of thoroughly analyzing school policies, resources, and materials through a culturally responsive lens. We asked critical questions about resources, most pressingly, inquiries that examined the voices represented in the work and the voices left out or silenced. We addressed the importance of quality and varied representation. If stories with characters of color perpetuate harmful stereotypes, they are not truly representative. Students deserve to see themselves authentically represented. As a choir director, I am able to incorporate these concepts into repertoire selections by analyzing musical influences, the origin of the text, and the composer’s or arranger’s
background. ED404 provided me with skills and resources to keep working towards deconstructing whiteness in education and being a culturally responsive teacher.
believer in the honoring of culture, race, and language, I see how this type of work is applicable beyond classroom borders, as it outlines foundations of equity that benefit all professions.
CULTURALLY RESPONSIVE TEACHING
Students deserve educators who lead inclusively and actively work to dismantle structures that impede their success. The work of equity is for everyone. We can work collectively and hold ourselves accountable to ensure that all children thrive.
Allison Everhart ’20, School Counseling Culturally responsive teaching (CRT) is defined by an educator’s actions to ensure equitable experiences for all students’ success. As I transition into Butler University’s School Counseling program, I will carry the importance of creating learning partnerships through earned trust and dialogue with students, maintaining awareness of the brain’s stages of productivity, and the honoring of individual narratives. I thoroughly enjoyed Zaretta Hammond’s book, Culturally Responsive Teaching and the Brain, as I connected ideas to other field-related courses. Some of the key points that resonated with me from the literature were the importance of thoughtful feedback, community wisdom, and adapting to provide intellectually stimulating spaces. Self-expression, movement, and validation of identity within classrooms and school atmospheres encourage students to achieve greater success, as they gain tools to inhabit a state of relaxed alertness while learning. As a
Self-expression, movement, and validation of identity within classrooms and school atmospheres encourage students to achieve greater success, as they gain tools to inhabit a state of relaxed alertness while learning.
MEET
BUTLER BLUE IV Butler Blue IV
42 lbs.
AKC REGISTERED NAME
WEIGHT
Blue
Red Fawn and White
NICKNAME
FUR COLOR
English bulldog—male
Cheese, all the Cheese
BREED
FAVORITE TREATS
10.30.19
Fist Bump and Spin
BIRTHDATE
BEST TRICKS
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ALUMNI
BUTLER EDUCATION ALUMNI INSPIRE NEW MAJOR By Katie Grieze
When faculty in Butler University’s College of Education started hearing the stories of the many trailblazing graduates who have pursued youth-focused careers outside the classroom, they saw those paths forming a map for how to better serve future students. “We really began to think, ‘How do we create a purposeful, intentional program to offer a valid and useful pathway for students who want to pursue careers working with young people in the community, but not within a traditional classroom setting?’” says Angela Lupton, a Senior Lecturer of Education. This fall, COE launched the new non-licensure Youth and Community Development major as an answer to that question. Students in the pathway share foundational curriculum required for all COE majors, but they also choose from one of five interdisciplinary, community-focused intensive areas: Sociology with an emphasis in Social Work; Recreation and Sport Studies; Human Communication and Organizational Leadership; Arts Administration; or Entrepreneurship and Innovation. To finish out the major, all students complete full-time internships within youthfocused organizations related to their concentrations. “We don’t see this at all as an alternative pathway for those who decide not to become teachers,” says Shelly Furuness, an Associate Professor of Education who worked with Lupton to develop the new major over the last four years. “It’s a pathway for you to see yourself as an educator, but not in the context of 14
a traditional classroom.” Furuness says each of the five intensive areas was inspired by the career paths of former students, from entering the field of social work, to pursuing student affairs roles within higher education, to serving youth through nonprofit work. Others have gone on to roles as professional school counselors, museum educators, and a variety of other youth-focused positions. “We want to help broaden the concept of what educators do,” Furuness says. “Our vision for the COE is that we imagine a world where we are trying to push the status quo and help students see schools and communities as they could be.” Building the curriculum involved listening to voices from across disciplines, and Lupton has already received ideas for ways to add more concentration options. It took a University to raise the major, and Lupton believes the program is all the stronger for it. “I think the opportunity to work with colleagues across campus was a really powerful process,” she says. “I was amazed at the number of people who kept saying, ‘Oh my gosh, where was this when I was an undergrad?’”
MAKING MEANINGFUL CONNECTIONS Amanda Murphy loves education. She loves working with young people. But she has never loved being in a classroom.
Murphy first applied to Butler as an English major, then switched to Exploratory before move-in day. From there, she bounced around to political science, communication, and education until the start of her Sophomore year. She knew she needed to settle on something soon, but nothing seemed to fit. Then in fall 2018, Lupton visited one of Murphy’s COE core classes to announce the new Youth and Community Development major. “I thought, Woah, this is exactly what I want,” Murphy says. “You have the ability to work with young people, to study educational theories and practices, while not having to be in a classroom.” Now a student in the Human Communication and Organizational Leadership area of the Youth and Community Development major, Murphy says her favorite thing about the program is the freedom it allows for personalization, which let her satisfy most of her required credits with classes she’d taken before switching. While Murphy still isn’t sure exactly what she wants to do after graduation, she knows she wants to work with high school students. “I just think that’s such a cool age for young people,” she says. “They make these huge bounds in social and emotional development. But when I was in high school, I didn’t like any of my classes. I still did well in them, and I enjoy learning, but the most meaningful connections I made were with people outside the classroom.” She says high schoolers need people who are dedicated to being there for them and guiding them, and she wants to be one of those people. She’s passionate about educational advocacy, especially when it comes to fighting for equitable testing practices or LGBTQ and gender rights within schools. She wants to advocate for these things, but she mostly wants to help young people become leaders in advocating for themselves. “Once you give them a little taste of leadership, that’s going to stick with them throughout their entire lives,” she says. “It’s a stepping stone that they’ll remember and will actually use to make a change within their own lives and communities.”
FROM CAMP TO CAREER At a recent Butler admissions visit, Lupton met with a high school senior who was interested in the COE. He said he planned to become a classroom teacher, so Lupton explained some details about Butler’s licensure programs.
And while I’ve got you here, she told him, let me tell you about the new Youth and Community Development major. As she talked, Lupton watched the wide-eyed expressions of the student and his mom. They looked at Lupton, and then they looked at each other, and then they looked back at Lupton. “I thought, ‘What is going on here? I clearly hit a button,’” she recalls. Okay, I need to confess to you, the student said. Part of the reason I like working with young people is that when I was younger, I had the chance to be involved in an amazing camp program. Throughout high school, I’ve gone back every summer to be a counselor. I always thought teaching would be a good fit for me because I could work with young people during the school year but still have my summers to go back and be a part of that program. He stood in shock because, for the first time, someone was telling him that working with youth in recreational settings could be a viable year-round job. “It was just such an ‘aha’ moment for him and his mom,” Lupton says. “They were both like, ‘That’s what you are meant to do.’” Lupton says people too often think that whatever they enjoy doing most can’t be a career. “This major stands in the face of that and asks people to think about those experiences they have adored and would love to keep doing,” she says. “It’s very possible that this pathway could lead you there.”
REVEALING A PATH Through launching a nonprofit organization and following his passion for working with youth through sports—all after realizing a traumatic brain injury would prevent him from teaching in a classroom—College of Education graduate Mark Spiegel helped inspire curriculum for Butler’s new Youth and Community Development major. As a soccer coach in Indianapolis and founder of the nonprofit organization Make Your Own Ball Day, Mark Spiegel gets to spend his days with kids who are just as excited to be there as he is. Back when he was student teaching in English classrooms, asking high schoolers to read the next chapter of Shakespeare, that wasn’t always the case. Still, a career outside the classroom wasn’t always the plan for Spiegel, who graduated from Butler University in 2013 with majors in English and Secondary Education.
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ALUMNI “Coaching soccer has been the most appropriate and purest He first came to Butler from Lee’s Summit, Missouri, not platform for me to advocate for the kids I want to reach,” he quite sure what to study. He just knew he wanted to play soccer and volunteer with kids—the rest would work itself out, says. “I get to teach kids how to play soccer, but I also get to teach them important lessons of character and integrity.” he figured. So he took “the money route,” declaring majors in Business and Mandarin while spending the rest of his time Whenever he’s not coaching, Spiegel works on Make Your either out on the field or mentoring youth in the community. Own Ball Day, the event-turned-nonprofit he first launched in 2012. The program serves children in two important ways, But everything changed during a soccer practice his Spiegel says, helping kids in the United States appreciate sophomore year. A ball struck the back of his head, leaving an what they have while providing resources for those in need. injury that has caused him daily headaches ever since. After another hit during a game the following season, Spiegel had to At events where young people build their own soccer balls quit soccer and drop out of school. from materials like duct tape and crumpled newspaper, the organization teaches kids about thankfulness through “The head injury knocked me off this automated, sleepy track showing them part of what it’s like to live in a developing of what many people consider to be the American Dream,” he nation. Spiegel also works to build soccer fields and establish says. “But I was faced for the first time with figuring out what youth camps in communities around the world, where I was really passionate about.” he collaborates with schools and orphanages to promote It took years—and a challenge from his therapist to find life mentorship, leadership, education, and gender equality. through giving life to others—but Spiegel eventually went The organization not only allows Spiegel to work with kids back to coaching soccer and volunteering with organizations in his own way—it will change lives for students at Butler, that let him work with kids outdoors. He came back to Butler where Education faculty say Spiegel’s story helped inspire the to finish his degree, this time in Education. And he graduated, Entrepreneurship and Innovation track within the new Youth but only after realizing while student teaching in his last and Community Development major. semester that the chronic headaches would prevent him from ever working in a classroom. “It’s cool to hear that the College of Education is moving toward a broader view of impacting kids through any means “I was finding myself in situations where I had 32 kids looking necessary,” Spiegel says, “whether that’s through sports, at me, when I was in pain to the point where I needed to mentorship programs, or teaching in a traditional classroom. remove myself, but I didn’t have that ability,” he says. When I heard that, I was like, ‘Yep. That’s what I would have He needed flexibility. He needed to take care of his health. But done if I was at Butler right now.’ I would have eaten that up.” he also needed to follow his passion for making an impact on kids’ lives. Today, Spiegel works with the Indy-based youth soccer club Dynamo F.C., where he mentors kids and develops curriculum. He spends his evenings coaching young athletes from around the city.
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BRAIN CLUB FIGHTS STIGMA OF MENTAL ILLNESS By Larry Clow
“Everything opened up,” she says. “It was really clear that was where I wanted to be. I was lucky to be able to student-teach there. I can remember all the classes and things I learned at Butler, but it was really the people who changed me, supported me, and made me think bigger.”
Photo by Mike Dickbernd
In her classroom at Riley Hospital for Children, Sara Midura ’16, MS ’20 sets aside Fridays for one of her students’ favorite activities: Brain Club. The Educational Liaison for Riley’s Simon Skjodt Child and Adolescent Behavioral Health Unit, Midura works with children and teens coming out of behavioral health crises. It’s often a scary, uncertain time for the kids. That’s where Brain Club comes in. In the hour-long weekly sessions, psychologists help students develop dialectical and cognitive behavioral therapy-based skills to cope with depression, anxiety, and other mental health issues. “It’s a lot easier to talk about your brain and how it functions rather than say, ‘I have anxiety,’” Midura says. Brain Club teaches students how to remove the stigma from their diagnoses. Issues such as eating disorders or suicidal thoughts aren’t personal failings—just different things a person’s brain can do. And with the right kind of coping skills, students can respond to life’s difficulties in healthier ways. Midura can see the relief on students’ faces after Brain Club. “It makes things less vulnerable for them,” she says.
Any given day might find Midura working one-on-one with students, advising parents on how to help their children transition back to school, or providing teachers and schools with the tools to help students succeed once they’re back in the classroom. She also collaborates with physicians, psychologists, behaviorists, and social workers on treatment plans. But like for many teachers, Midura’s most rewarding moments come from the students. “The kids are obviously the best part of my job,” she says. “They teach me so much, and their resilience is really incredible. The biggest challenge is the time—I love forming those relationships with kids and their teachers, but it’s hard to support both in the way they truly need in the limited time I have with them.” That support for students and teachers is crucial, and it has informed Midura’s approach to her work. In the past, teachers in Midura’s role focused mainly on academics, helping students keep up with missed school work. But now, Midura concentrates on long-term solutions. Her work has attracted some positive attention, making her a top-25 finalist for Indiana Teacher of the Year 2019. She has also collaborated with Cincinnati Children’s Hospital and a hospital system in Portland, Oregon, to build a framework that helps teachers support students who are coming back to school following treatment in behavioral health units.
Midura’s path to teaching and working with youth at Riley was “like divine intervention,” she says—with a little help from Butler’s College of Education faculty. Midura always knew she wanted to be an educator, but she thought she’d be an elementary school teacher in a more traditional classroom setting. She says Lecturer Theresa Meyer pushed her to get a special education certification.
“One week of missing school is not going to be as detrimental as not setting students up with a long-term plan, or making sure the people in their lives understand what they need,” she says. “And if we’re expecting parents to follow a treatment plan, we have to give that same information to teachers because it’s the only way kids will be able to change their behavior and build up their resiliency.”
“She literally cornered me at an event and said, ‘I cannot believe you’re not getting your special education certification. You have to!’” Midura recalls. It was during one of Meyer’s classes that Midura first visited Riley Hospital, and from there, her career path took shape.
And that’s Midura’s ultimate goal. Among the many challenges that come with facing a mental health crisis, one of the most difficult is a feeling of powerlessness. It’s especially true for children and teens, Midura says, but the work she does at Riley “gives them their power back. And that’s huge.” 17
FACULTY and STAFF
PARTNERSHIP for INQUIRY LEARNING By Dr. Susan Adamson
20 YEARS and COUNTING… It’s May 15, 2020 and I am working from home where I have been now for the past seven weeks. It’s impossible not to be reflective, as the COVID-19 pandemic is raging and life seems especially precarious. I am also on sabbatical, releasing me from my University responsibilities so I can redirect most of my energy to the work of the Partnership for Inquiry Learning (Partnership). In the almost twenty years that I have served as director, the Partnership has changed a lot. We have been diligent in strategically planning for growth and responding to the demands of our profession. But, the force of this crisis means we will need to be nimble in ways we have never been before to stay present and relevant in the professional lives of teachers.
REAL READING, WRITING and MATHEMATIZING
To affect long-term impact on student performance, the Partnership focuses its resources on professional development and support for teachers, helping them integrate knowledge about curriculum development and learning, with the habits and authentic processes that experienced readers, professional writers, and expert mathematicians use. The Partnership typically relies on face-to-face meetings with teachers to do this work in a variety of contexts – and this year (at least the start of this year) was no exception. We hosted six full-day workshops inviting national literacy scholars, Kate Roberts (@teachkate), A Novel Approach for teaching reading grades 3-8; Matt Glover (@Mattglover123), Craft and Process Studies for teaching writing grades K-5; 18
and Tasha Laman (@TashaLaman), Growing Literate Identities – Strategies for Multilingual Learners for teaching literacy in the primary grades. We also hosted a Math Summer Institute with regional math scholars and Butler University alumni Ryan Flessner (@ryanflessner) and Courtney Flessner (@CFless). In three consecutive days of professional development K-5 teachers could choose to attend any or all of these workshops: Introduction to Balanced Mathematics; Math Workshop & Creating a Mathematical Environment; and The First 20 Days. The Flessners extended their support to teachers into the school year with Math Fest and Math Textbook Infusion workshops. To engage smaller groups of teachers across Indiana in teacher-research, the Partnership convenes Math Leadership and Literacy Leadership groups. In these monthly meetings (September – May), we work together with teachers to deepen pedagogical understandings through readings, discussions, and critical analysis of practice. Ryan Flessner facilitates the Math Leadership Group; Libby Duggan (@DugganLibby) Partnership Coach and Program Manager and I (@scadamso) facilitate the Literacy Leadership Group. In these think tank-like settings, teachers can pursue their own professional growth in meaningful ways, and the Partnership benefits by coming to know directly from teachers how we can best support them in the work they wish to do. We also provide tailored on-site coaching to five IPS Partnership schools: Butler Lab Schools #60 and #55, and Center for Inquiry Schools #2, #84, and #70. This targeted coaching made possible: grade-level support in planning reading and writing curriculum in PLC meetings; mentoring individual teachers through in-classroom demonstration teaching and co-planning sessions; and guidance in grappling with school-wide reform initiatives such as assessment and grading during discussions at whole school staff meetings.
FALLING IN LOVE WITH BOOKS Importantly, the work of the Partnership complements the teacher education program in the College of Education (COE), in effect functioning as a professional development arm. For example, as a faculty member I authored the COE proposal to re-establish an early childhood/mild intervention licensure program—embracing the spirit of our College vision to ‘challenge the status quo and advocate for the rights of (even the littlest) students.”
Likewise, the Partnership developed programming for inservice preschool teachers with on-going funding from the United Way of Central Indiana (UWCI). These funds make it possible for us to serve low-income families in preschool ministries in the UWCI network, where teachers impact an estimated 1,500-3,000 preschoolers, roughly 70% of whom receive assistance. This year, we spent 20 halfdays in classrooms in two pre-K ministries supporting teachers in nurturing young writers through bookmaking. We have come a long way in improving our own culturally relevant pedagogies in these settings, helping us establish pedagogical principles that lead to achieving success for all students. Our collective work in early childhood education at the Partnership and in the COE is more than just a logical extension of existing programming. It’s desperately needed. An upward national trend in enrollment of 3-4 year olds in pre-primary education is creating a greater demand for early childhood educators, even while there is currently a shortage of qualified preschool teachers. In Indiana, this shortage is projected to reach 8,195 by 2026.
@INQUIRELEARN And then, on March 20, 2020 students and teachers left their school buildings… and never went back. We were compelled to cancel or postpone indefinitely workshops and on-site coaching, but still
conscious of our responsibility to support teachers in thinking about how to preserve the authentic, thoughtful teaching they had been doing in their classrooms. We offered planning meetings with literacy and math scholars, and convened our Leadership Groups through Zoom. We produced and posted resources for remote learning on our blog and website https:// partnershipforinquirylearning. org/, through Twitter @ inquirelearn and Facebook @ partnershipforinquirylearning. We are fortunate to be working with the Indiana Department of Education to produce professional development video content for Indiana teachers with the intention of providing a vision for high-quality teaching in reading, writing and mathematics—online or in the classroom. There is no way to know what might have changed forever because of this crisis, but this I know for sure. We will stay true to the pedagogical principles that got us here. We will continue to wrap our arms around the Partnership schools and preschools that have long been a part of our urban network. We will learn from and with them about racial and economic disparities that persist in schools – disparities the pandemic has laid bare. And we will continue to improve our collective practice, taking up in earnest the crucial need to effectively teach well every child in the communities we serve.
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FACULTY and STAFF
DIVERSITY, EQUITY, and INCLUSION (DEI) and COACHING ATHLETES LEARNING ENGLISH (ALES) By Fritz I. Ettl Rodríguez & Brooke Kandel-Cisco and training circles, specific ESL and language teaching practices have not reached coaching professionals.
Association for Applied Sport Psychology annual conference, 2019. “No English? No Problem!”
Sports provide significant potential for building language, creating community, and supporting identity development for language learners. In response, we have been collaborating to better understand how to help coaches adopt coaching practices that support language development and enhance communication with athletes who are learning English (ALEs). In this crossdisciplinary approach, we are exploring the application of English as a Second Language (ESL) classroom teaching considerations by sports coaches to support communication, athlete learning, and overall positive sport experiences. We use ALE to describe any athlete, immigrant or not, who speaks a language other than English as a first language and who is in the process of acquiring English. While scholars have begun to explore the opportunities sport offers for culturally responsive coaching practices, there is a dearth of research connected specifically to language, coaching, and ALEs. We gathered anecdotal evidence and insight from various coaches and sport psychology professionals who confirmed a need for additional research-informed practices for coaches working with ALEs. We learned that while the use of direct translation with ALEs has been part of the conversation in coach education 20
Our hope is that we can raise awareness of linguistically responsive approaches, research the impact of those approaches, and create resources to support coaching professionals. We have begun to share our work at professional conferences and through webinars where we invite coaching professionals to attend to the language and pedagogy they use when coaching ALEs. Informed by our work as ESL teachers, we also share considerations for enhancing the comprehensible input coaches provide to ALEs. For example, at the United Soccer Coaches Convention, we modeled how coaches can intentionally rephrase and repeat when providing verbal instruction, and we shared examples of visuals and diagrams that further support comprehension for technical and tactical soccer concepts. At the annual conference of the Association for Applied Sports Psychology we led a panel of sport psychology professionals currently working with
Association for Applied Sport Psychology annual conference, 2019. “No English? No Problem!” - Tweet from Oscar Gutierrez, Mental Performance Coach at Cleveland Indians
United Soccer Coaches Convention, 2020. Tweet from Vince Ganzberg, Education Content Coordinator, United Soccer Coaches
ALEs and in support of coaches who work with ALEs in various domains of sport--minor league baseball, sports based youth development, and elite youth soccer. We offered our audience ideas and approaches that support the processes of English acquisition and acculturation for ALEs. We plan to use these experiences interacting with coaches at all levels of competition to better understand the ALE sport experience, including the impact of culturally and linguistically responsive coaching practices on individual athlete and United Soccer Coaches COVID webinar coach education series, May 2020. team outcomes. Our emerging model attends to language, culture, and athlete Coaching professionals play a significant role in the experiences, and we are initiating lives of athletes and have the opportunity to positively research with ALEs and coaches that will contribute influence ALE language development, acculturation to the evidence-base for effective coaching practices. processes, and sport experiences. We hope our work can Specifically, we seek to understand the impact of ALEhelp coaches ensure ALEs have the support they need to responsive coaching practices on ALE acculturation as meet their full potential. Many coaches already have the it is connected to sport, team culture and relationship underlying instructional tools and pedagogy that support building, as well as athlete and team performance. We language responsive practices, and we are excited to help will explore how those outcomes differ--for athletes and build awareness and guidance to be more intentionally coaches--across cultural and linguistic backgrounds, age, ALE-responsive. and competition levels.
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FACULTY and STAFF
HOW TO CARE FOR CHILDREN’S MINDS DURING COVID-19 By Katie Grieze
Emotions are contagious. During a time of crisis such as the ongoing COVID-19 pandemic, it’s natural to feel scared. It’s normal to feel stressed, anxious, or angry. But especially for teachers, parents, and other adults working closely with children, Lori Desautels says it’s important to understand how those feelings can affect those around you. The Butler University College of Education Assistant Professor, whose work in educational neuroscience focuses on strategies to help students who have experienced adversity or trauma, is now developing new resources specific to this time of pervasive fear and uncertainty. “When this started, we were all thrown,” Desautels says. “Even in that first week when we started seeing places close, schools began reaching out to me, concerned about how to support their students through the switch to e-learning.” For many children, school is a safe place. It’s where their friends are, where they’ve built connections with teachers and other adults outside the home. For those who were already dealing with adversity, this global pandemic can add another layer to the trauma. Families are already seeing the effects, Desautels says. 22
Children are growing scared, restless, or angry about all they’ve lost this year. When it comes to schoolwork, some are just shutting down. So over the last few weeks, school districts across Indiana and as far as Iowa and Colorado have asked Desautels to help with this transition. She is now creating weekly videos on topics related to COVID-19—like this one where she discusses the power of nonverbal communication, or this one with strategies to help calm the brain. “I’m trying to keep up with emails from schools asking how they can help their families and their teachers,” she says. “We are seeing a collision of roles: Teachers need to also parent, and parents need to also teach. Some parents have lost their jobs or are feeling other pressures, putting them in a survival state of just trying to function. This is where emotional contagion is happening. The stress of all of this is felt by our children.” According to Desautels, there are three conditions that the mind just can’t handle, and the COVID-19 pandemic hits all of them.
1. CHRONIC UNPREDICTABILITY: To help ease the stress of this widespread uncertainty we’re experiencing, Desautels recommends building and following routines wherever possible. Even if kids can’t
know when they’ll be able to go back to school, parents and teachers can create predictable schedules for things like meals and play time. Desautels also suggests setting up at-home “amygdala first aid stations”—designated areas where children can go to relax.
2. ISOLATION: Desautels says building connections with students should always be a priority for teachers, but now more than ever, maintaining those relationships is key. When you can’t see kids in person each day, this means being extra intentional. “If you can,” she says, “reach out with a phone call or text. Remind students you are only a keyboard away if they need you. You could also use this time to write a letter of gratitude to each student, sharing a memory of them you will always cherish. Focus on connection: Academics should come second during this time.”
3. PHYSICAL AND EMOTIONAL RESTRAINT: Look for opportunities to get moving and stay active. “I’m also encouraging teachers and parents to give kids a lot of choice, grace, and emotional wiggle room at this time,” Desautels says. “Give them some space. Let them feel safe with you.”
And just as parents and teachers try to ease their children’s anxiety, Desautels emphasizes the need to care for their own minds, as well. “It takes a calm brain to calm another brain,” she says. “The good news is that our brains are built for resiliency. They are built to repair and to heal. They are constantly trying to find that balanced place where we can think clearly, pay attention, and focus.”
BUTLER UNIVERSITY’S COLLEGE of EDUCATION EARNS CAEP ACCREDITATION The Butler University College of Education has met rigorous national standards for educator preparation set by the Council for the Accreditation of Educator Preparation (CAEP) and has earned national accreditation by demonstrating excellence in the areas of content and pedagogy, clinical experiences, selectivity, program impact, and capacity for continuous improvement. CAEP came to campus for a Site Visit in November 2019, where they met with faculty, staff, University and College of Education stakeholders, as well as community and school partners. Prior to their arrival, the site team had thoroughly reviewed the Self Study submitted by the College in February 2019. This study included an in-
depth review of College’s practices as aligned to the CAEP Standards. The Butler University College of Education was granted accreditation as of June 2020 for seven (7) years. The College of Education faculty contributed to the success of the accreditation process by writing the report. The effort was led by Dr. Deb Lecklider MS ’87, CAEP Coordinator and co-coordinated by Mrs. Karen Farrell MS ’91, Data Management and Accreditation Administrator. College of Education staff members Cindy Smith, Kelley Hahn, and Chasadee Minton were responsible for the logistics of a seamless experience for our CAEP Site Visit team including a Stakeholder Forum. For more information on our CAEP accreditation, please visit: https://www.butler.edu/coe/national-accreditation
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FACULTY and STAFF HIGHLIGHTS NICK ABEL
LORI DESAUTELS ’84
› Along with Dr. Oliver, presented on the topic of confidentiality to school counselors from across the country at the American School Counselor Association conference in Boston, MA.
› This past year, we are continually growing the certification of Applied Educational Neuroscience / Brain and Trauma to graduate students/ educators from around the country with a cohort of 60 and a 20/21 cohort of 70 which includes a New Jersey Cohort that will complete this certification in the upcoming year, I am completing a fourth book “Connections Over Compliance, Rewiring Our Perceptions of Discipline” which will be published January 2021. I am also developing a social and emotional course of study/ curriculum for Early Learning Indiana addressing early childhood development and adversities.
SUSAN ADAMS › Through support from a CAT Academic Technology and Innovation Grant and COE alum, Kristen Allen, I have been learning how to make “just in time” videos to support students as they work on key course assessment tasks independently. Emerging student use data indicate that this approach is appreciated and helpful to students. An additional benefit is that one of our amazing adjuncts, Dr. Michelle Greene, was also able to use the videos to support her teaching of my course during my sabbatical.
SUSAN ADAMSON › A third year of funding to the Partnership for Inquiry Learning from the United Way of Central Indiana made it possible for me and Libby Duggan to support educators at two preschools serving low income children and their families. We provided on-site demonstration teaching, mentoring, debriefing, and documentation in an effort to develop teachers’ understandings of culturally responsive teaching through bookmaking, writing- and reading-focused read alouds, and independent reading in high-interest picturebooks.
STEPHEN BLOOM › Supported 39 Elementary Education Preservice Educators as they provided over 200 hours of one-on-one instruction focused on mathematical problem solving in Grade 3 classrooms in MSD of Pike Township.
KATIE BROOKS › While on sabbatical, I had the opportunity to write about the research that I have been doing on family engagement and supporting students with limited or interrupted formal schooling. I’ve submitted 4 articles on these topics. I had a fifth article that I co-authored with a former graduate student, Lauren Wendling MS ’15, on the social circles of adults with intellectual and developmental disabilities published in ENGAGE! Co-created Knowledge Serving the City.
DEBORAH CORPUS ’74 › Became even more involved in the College of Education by serving as Interim Associate Dean while co-teaching ED308.
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LIBBY DUGGAN › A third year of funding to the Partnership for Inquiry Learning from the United Way of Central Indiana made it possible for me and Susan Adamson to support educators at two preschools serving low income children and their families. We provided on-site demonstration teaching, mentoring, debriefing, and documentation in an effort to develop teachers’ understandings of culturally responsive teaching through bookmaking, writing- and reading-focused read alouds, and independent reading in high-interest picturebooks
KELLI ESTEVES › Expanded community partnerships at the local and international level, including serving as a visiting professor to Uppsala University in Sweden to teach and share research, collaborating with Dr. Ettl and Erin Garriott on the Special Olympics IN / BU partnership, co-teaching a course with Dr. Susan Adamson in Vallentuna, Sweden and coordinating the Vallentuna / BU partnership which brings global perspectives to the COE, and teaching a course with Dr. Hochman at a community-based nonprofit called ArtMix.
LISA FARLEY › During my Fall 2019 Sabbatical, I worked with a group of Angelica Granqvist’s high school juniors at Vallentuna Gymnasium. These English learners and I worked together on learning about what “being healthy” means to them as well as what some of the challenges of include. We used PhotoVoice as both a pedagogical tool and a research tool, as it was our primary method of working together in the classroom. These 6 days also included me teaching a different English class (Maria Gropman’s class), teaching Pickleball to two Physical Education classes, and teaching Pickleball to the faculty/staff at a morning Professional Development session. Pickleball
was new to the PE teacher, so I donated a net to the school, and the PE teacher reached out to the Tåby community to borrow paddles for the class. I was also given the opportunity to speak at a faculty meeting after school where the Superintendent and School Board President were invited. At this meeting, I provided background to my purpose as well as the connection to the Butler/Vallentuna partnership overall.
KAREN FARRELL MS ’91 › Co-Coordinated with Deb Lecklider the CAEP (Council for the Accreditation of Educator Preparation) Site Visit in Fall 2019. Continued editing and publishing Word Ways: the Journal of Recreational Linguistics through Digital Commons/Irwin Library.
RYAN FLESSNER ’97
CATHY HARTMAN ’97 › Took steps to develop a documentation studio for our College of Education. The available tools will allow our faculty and staff the opportunities to make visible our teaching and learning as well as the impact of students, community, and self.
ARTHUR HOCHMAN › Successfully launched our COE partnership with PS8 Robert Fulton Elementary School in Brooklyn NYC for student teachers and more.
BROOKE KANDEL-CISCO › Was honored to serve as COE Interim Dean during the 20192020 academic year, had the opportunity to co-author and co-present with Dr. Ettl Rodriguez and Dr. Brooks, and got a job with the dream team in March 2020!
› Presented with Courtney Flessner ’97 at the Annual Meeting of the Association of Mathematics Teacher Educators in Phoenix, Arizona. Our presentation highlighted research we’ve been conducting as we partner with Noblesville Schools to present professional development related to elementary mathematics.
SUSAN KLEINMAN
SHELLY FURUNESS MS ’05
DEB LECKLIDER MS ’89 EPPSP
› With the extraordinary support of the principal and educators at Zionsville West Middle School, 28 MiddleSecondary education majors in ED 327: Curriculum and Instruction for the Middle Level served students in grades 5-8 with both face-to-face and e-learning opportunities in the spring 2020 semester.
› The Indiana Aspiring Superintendent Academy (IASA), in partnership with the Indiana Association of Public School Superintendents (IAPSS) and the national Superintendent Association (AASA), launched in March 2020. Seventeen aspiring superintendents representing districts all across Indiana are being mentored by superintendents outside of their district. Dr. David Schuler, AASA Superintendent of the Year 2018, kicked off the first session sharing leadership strategies for the modern superintendent.
ERIN GARRIOTT › Continued to work within our Special Olympics Special Olympics Indiana-Butler University partnership to provide inclusion support in Dr. Farley’s PWB class. Shout out to the best dog walker around, Katherine Custer! Premiered a new field study within ED485 and ED479 focused on the family and caregivers of people with disabilities. I was also part of the SJD Fellowship, led by Daniel Meyers and Courtney Mohler.
KELLEY HAHN ’86 › Along with Cindy Smith and the support of the COE, had the wonderful opportunity to attend the Administrative Professionals Conference (APC) in New Orleans where we collaborated and learned best practices and skills for administrative professional development. Also Program Coordinator for the Partnership for Inquiry Learning and board liaison for the COE Dean’s Advisory Council.
› Worked on the team that created the Dr. Ena Shelley Endowed Fund for Teaching and Learning
ANGELA MAGER (LUPTON) ’92 MS ’01 › Launched the Youth and Community Development Major with co-developer, Dr. Shelly Furuness. This included continuing collaboration with The Journey, an organization committed to the renewal and support of current and prospective youth workers. In spring 2020, The Journey opened their Student Fellowship application to current juniors at only 3 institutions/majors in the state, Butler YCD majors being one of them. This competitive fellowship led to three of our students being selected for professional development and a funded summer internship during summer 2020.
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FACULTY and STAFF THERESA KNIPSTEIN MEYER
MINDY WELCH ’79
› Served on the local arrangements committee for the January “Inclusion” conference, where we honored Outstanding CEC 2020 Special Education Teacher of the Year Butler alumna Emily Alamio ’12 Served as a Special Education Director supervisor to Riley Hospital, and assisting currently in the Department of Education beginning special education teacher program for 2020.
› Selected for the Celebration of Innovations in Teaching in Learning (CITL) for the second year in a row. For AY 20192020 I co-presented with River Pitlock ’19, Butler Lab School #60 teacher and athletics director, “Must Be Nimble: The Evolution of an Elementary School Movement Practicum” c. 2008-2020. Innovation + Nimbleness are central to the design and implementation of a meaningful field-based practicum for key constituents: Butler faculty and students, K-8 School administrators, teachers, students, and by extension the students’ families. This presentation illustrates the 13-year navigation through dynamic variables while adhering to essential learning outcomes, key assessments, and achieving two cycles of accreditation as a nationally recognized program. Evidence includes artifacts of student work, assessment data, a timeline of high impact variables, a practicum profile, 2019 modification to a specific systematic observation tool the author adopted (Rink, 1979, 2019), and a spring 2020 report. In addition to the poster content and electronic exhibition, I look forward to engaging in conversation with attendees on the challenges and triumphs that teaching and learning in an authentic setting promise. Must be nimble!
BRANDIE OLIVER › Collaborated with the Indiana Department of Education, specifically Christy Berger, to develop the Science of Happiness class for educators across Indiana. The online course was developed to address educator burnout, stress, and compassion fatigue in the hopes of increasing joy, happiness, and an overall sense of wellbeing. As of date, approximately 2,000 educators have participated.
CATHERINE HAGERMAN PANGAN MS ’99 › Our Perspectives of Leadership classes took their projects to the next level this year! The spring class hosted a TedTalkinspired forum called “BU BeMe: Unscripted” sharing profound stories of positivity through adverse situations. Speakers represented a variety of areas in the Butler community. In the fall, the class published a book titled Add a Page or Two: Stories of Butler Bulldogs that include inspirational and thought-provoking stories from Dawgs age 6-86. You can find it on Amazon.
KATIE RUSSO ’83 MS ’90 › Enjoying working with students, faculty and staff in the College of Education.
CINDY SMITH › Attended the Administrative Professionals Conference (APC) in New Orleans where we collaborated and learned best practices and skills for administrative professional development. Continued to server as the logistical coordinator for EPIC, IASA (New 2020 - Indiana Aspiring Superintendents Academy), IACTE Conference, Neuroscience Symposium and TEACH Butler workshops/conferences.
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BUTLER UNIVERSITY COLLEGE of EDUCATION GRADUATE PROGRAMS
TRANSFORMATIONAL LEARNING AT COMPETITIVE COST MASTER’S DEGREE PROGRAMS School Counseling Educational Administration (EPPSP)
CERTIFICATE PROGRAMS Applied Educational Neuroscience Licensed Mental Health Counseling (LMHC) Fully Online
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