Educate
Spring 2021 Volume Ten Number One
Our Journey Toward
EQUITY AND SOCIAL JUSTICE
Educate COLLEGE OF EDUCATION Dr. Jean Haar, Dean DEPARTMENTS Aviation Counseling & Student Personnel Educational Leadership Elementary and Literacy Education K–12 and Secondary Programs Military Science and Leadership Special Education The Children’s House
GREETINGS FROM THE
DEAN
CENTERS Center for Engaged Leadership Center for Educator Support Center for Educator Partnerships and Student Support The vision of Minnesota State University, Mankato’s College of Education is to inspire lifelong learning and professional engagement through racial consciousness, social justice, and inclusion within a global context. The mission of the College of Education is to prepare professionals through research and evidence-based practices who demonstrate excellence in their profession. The purpose of Educate is to inform education stakeholders of the ongoing work of the College of Education and its impact on the education profession. Educate is published by the College of Education and distributed to faculty, staff, students, alumni, and education supporters. The College of Education welcomes ideas for feature stories and other content consistent with the mission of the magazine. Please email story ideas to christina.hinz@mnsu.edu College of Education Minnesota State University, Mankato 118 Armstrong Hall Mankato, MN 56001 Phone: 507-389-5445 Fax: 507-389-2566 MANAGING EDITOR Christina Hinz WRITER Carol Jones DESIGNER Vanessa Knewtson PHOTOGRAPHERS Vanessa Knewtson Linda Clavel PRINT COORDINATOR Ryan Schuh
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Greetings, What a year. COVID-19 and the death of George Floyd heightened social and civic unrest. We needed to act quickly. Not only did we have to learn how to effectively teach and work remotely but also how to heighten our preparation of professionals committed to understanding and meeting the needs of those they will serve. Our students, too, found their learning escalated as they became immersed in real time situations. Our aspiring educators found themselves amid P-12 schools moving to distance learning in a matter of days, our aviation students amid airlines revamping procedures to meet new safety protocols, and our ROTC students amid military services activated to assist with civil unrest as well as testing and vaccine distribution. Through it all, I was reminded of how impactful our actions or inactions are. As a college, we remain purposeful and steadfast in our work. With this issue of Educate, you will observe a multitude of individuals demonstrating action and dedication as they strive to meet the needs of others. Regards,
Jean Haar
TABLE OF
CONTENTS
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2020: Leadership Tested in Realtime
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A Semi-Hidden Gem
When the future is uncertain, leadership is tested. Three partner school superintendents share their experiences and thoughts about educational leadership in 2020.
For first grade teacher Ashley Rehder, the traditional classroom began to feel a bit restrictive. So, she and her husband Nickolas set out to develop a classroom without walls. The Rehders wanted to provide an alternative way to engage kids in learning—through outdoor play, free exploration, and hands-on activities.
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Our Journey Toward Equity and Social Justice
The College of Education began a process of self-examination related to individual and systemic racial bias. In 2010, the college prioritized its goals and made racial equity and social justice part of its official vision statement. A decade later, the work continues as the vision guides and informs the colleges policies and practices.
Home Grown, Award-Winning School Counselors
Two graduates of the Department of Counseling and Student Personnel’s Professional School Counseling Program—Amanda Bomstad and Kayla Sandersfeld— were named 2020 Minnesota School Counselors of the Year.
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Designed & Branded for Excellence
Recently completed airport renovations transformed the tired, outdated, poorly functioning building into a state-of-the art, professional aviation training facility.
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Preparing Resilient Teacher Candidates
2020 forced changes in education delivery that subsequently demanded more from everyone involved–including student teachers. Long before the pandemic, the College of Education recognized the importance of preparing its teacher candidates to be flexible and resilient.
In Support of Progress
Faculty and staff tell a compelling story about the need, the work, and the results of the College of Education’s efforts to include racial equity and social justice in recruitment and retention activities, research, collaboration, and professional development. In 2020, they helped secure more than $2 million in grant support for the college and its partners.
Minnesota State University, Mankato
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2020: LEADERSHIP TESTED IN REALTIME When the future is uncertain, leadership is tested. Three partner school superintendents share their experiences and thoughts about educational leadership in 2020. REAL CHALLENGES The last documented global pandemic was in 1918. When Minnesota schools closed in March 2020, there was no playbook for guiding teachers, students, and families to move from in-person to online learning in a few short weeks. Instead, there were several factors that seemed to inflame the crisis. The void of consistent messaging from the federal government created additional challenges. “Without a clear national narrative, people created their own,” said Paul Peterson, superintendent of Mankato Area Schools. Science around COVID-19—how it was spread and the best ways to prevent transmission—was unfolding week by week. Most people were not accustomed to watching the messy nature of theories presented and guidelines changing as data rolled in. Reflecting back on those first few months, Jeff Elstad, superintendent for Owatonna Public Schools, said “There were no constants—we didn’t know what tomorrow, next week, next month, next year might bring. It temporarily changed our role and expectations about ourselves from visionary leaders to reactionary leaders. Vision had to take a bit of a back seat because we needed to take care of people.” Taking care of people became increasingly challenging as public health was politicized. A wide range of theories were debated. For some, independent choice was advocated over health consideration of others, and economic concerns were weighed against the spread of the virus. Emotions around how to proceed were, and continue to be, high.
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Parents want kids to be in school. Educators want kids to be in school. And, believe it or not, kids want to be in school. Superintendents continue to get emails asking and begging for them to go back to in-person learning. They also receive emails asking them to keep schools closed. Parents are concerned about their children’s education; they are concerned about their children’s social and emotional development; and they are exhausted. In consideration of these challenges, Peterson knew transparent decision making and consistent messaging would be key. “We knew, from the beginning, the importance of consistent messaging to our kids, families, and staff, even if the messaging felt a bit monotonous,” he said. “Knowing not everyone will appreciate it, we make decisions based on data and science. We rely heavily on professional experts and our public health partners—the Mayo Clinic, Mankato Clinic, Minnesota Department of Health, and Minnesota Department of Education—and the latest data to help guide our decisions. We make decisions based on trends, not daily stats, to help students, families, and staff plan for any changes.” And there are no shortages of changes.
PIVOT AND ADAPT Brian Dietz, superintendent for Centennial School District, said, “We have a responsibility to provide a quality education for our students. However, this playbook is being written in real time. It has allowed us to step away from our long-held traditions that learning has to take place within the four walls. No one ever really believed that is the only way it could happen, but we have been programed to expect teachers and students to go to their classroom and that is where the magic happens. It is clear now the magic can happen anywhere.” Owatonna Public Schools, like other districts, have leaned
into personalized education. Elstad said, “We have stood in driveways of students to deliver English lessons and conducted oral tests for students over the phone while they were on a break at work. We have gone into the community and tutored, and we have delivered meals to homes. We have worked so hard to accommodate and deliver services because we know the end game is so important. How we get there requires a different approach than anything we have done before.” Dietz agreed, “We have been pushed out of our box in a good way.” Teachers across our partner districts have a better working knowledge of technology that is available to facilitate learning. Whether it is an online meeting, recorded lessons, or social media, teachers are using different platforms and adopting tools that work best. “Teachers have been allowed some freedom and a certain amount of grace to try new things. As leaders, we have been able to say, ‘Listen, I know it may take a year or so to figure it out but go ahead and do it.’” In addition to changes in curriculum delivery, students have been given more creative license to demonstrate their knowledge. Elstad said, “Our students are digital natives, and we are not. Some of our students have moved from pencil/paper assignments to creating TikTok videos to show us what they know. We are learning to be more open to different ways for students to creatively express their knowledge because we don’t have the traditional tools available to collect that information.”
mindset. And, although some educational practices will return, Elstad said, “We can never fully go back to how things were before.” 2020 will be used as proof that things can be different. “As we see a return to more traditional schooling, students who excel in distance learning will expect some customization,” said Peterson. “We have learned a ton and we are well positioned. Our teachers will lead the way and continue to customize lessons. We have had the opportunity to try things and we know different things can be successful.” Elstad said that while the district will most certainly bring strategies and tools from 2020 into 2022, they are excited to get back to some of the ceremonial rites of passage like prom and graduation. “We know now that we can connect with students without having them sit in front of us, it is possible. The way students learn will continue to evolve. However, we are still a human organization. There are limitations to digital learning because humans need contact and educational systems provide that contact. While we will keep some of the tools and strategies of 2020, we look forward to some of the trappings that go with unique school experiences and draw us together.” Dietz said, “When asked about the past year, our teachers say, ‘I am a better teacher now.’ I know I am a better administrator now, living and leading through 2020. Reflecting on our progress and our resiliency brings us hope. And I think everyone can use a big glass of hope right now.”
SILVER LININGS
2020 has been a very difficult year for
Although no one wanted a global pandemic, the situation has provided an opportunity for real growth and change. The education community has been able to use different platforms, be innovative, take risks, learn, grow, experiment. Real leaders have seen the freedom as a blessing. Administrators, teachers, students, and parents have been transformed in one way or another and have all realized some benefits from the experience.
educators. According to a Horace Mann report,
As things settle down and COVID-19 vaccines are available, educational leaders will move back into a transformational
“The Hidden Impact of COVID-19 on Educators,” 77% of educators surveyed were working more hours than they were 1 year ago, and 60 % said they enjoyed it less. Transparent decision-making, encouragement, and expressed appreciation from leadership is more important than ever.
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A PLACE FOR MAKERS, EXPLORERS, AND TINKERERS OF ALL TYPES Opening a small business includes risks and challenges, and Ruby Ranch is no different. Located near Pemberton, Minn., Ruby Ranch does not get a lot of drive by business. It is mostly seasonal—open from spring break through Halloween weekend. Yet, animal care and property maintenance responsibilities are year-round. And then, in its third year, COVID-19 hit. Ruby Ranch owner, Ashley Rehder (’09, ’11) chuckled, “Every year, my husband and I ask each other, ‘Well, are we going to do this again?’”
Together, they developed a concept of a classroom without walls and began looking for property. The Rehders wanted to engage kids in learning, provide a way for them to build and explore. Camps were always the model. The first year (2016-17) was full of construction and landscaping projects that transformed their 100-year-old farmstead into Ruby Ranch. The two biggest projects were adding a pond and turning the shed into an art studio with woodworking and ceramics. Ruby Ranch opened June 1, 2018.
A PASSION FOR EDUCATION AND A PARTNER WHO CHALLENGED ACTION
RUBY RANCH’S OUTDOOR CLASSROOM
After earning a bachelor’s degree in elementary education, Ashley continued and earned a master’s in teaching and learning two years later. As she was finishing her thesis on the topic of what kids need to learn, the structure of the traditional classroom began to feel too restrictive. “I felt like I was doing everything wrong—kids need outdoor play, free exploration, unstructured time, time to play with their hands. Even kindergarten is so structured,” she said. “I felt like I wasn’t doing those things in my classroom. “My husband [Nickolas ’11, mechanical engineering] doesn’t let me complain. He is a doer. He asked me, ‘What are you going to do about it? How are you going to change it?’” She was working as a kindergarten teacher, balancing caring for her 1-year-old daughter, and finishing her master’s in education—not exactly a layabout. However, she began brainstorming. 6 /
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Hands-on, interactive learning is the cornerstone of all Ruby Ranch lesson plans. Camp topics are as diverse as the campers and have included bugs, bees, painting, woodworking, creek exploration, American history, ceramics, fizzing potions, farm animals, and cookies! When COVID-19 restrictions hit, the Rehders needed to change things up. Camps operated at 50 percent capacity and were one day camps only. Ashley developed an e-commerce site with DIY kits families could pick up and do at home. “That got us through April,” she said. But Ashley wanted people to come out to the farm, see and interact with the animals and the environment. The Rehders decided to bring their love of escape rooms to the farm. “My husband is an engineer. If I can think it up, he can design it,” she said. “We set up traps all over our property. Participants had to scan a QR code for the clues
and solve one to get the next clue. They came in groups of 10 or less, wore masks, and spread out. It got people outside and doing something fun and engaging.”
bleachers. The past year was different. “I don’t know what you did at camp,” said the mother, “but my daughter is watching her brother’s baseball game from the trees behind the bleachers.”
BEEHIVE INSPECTIONS & TREE CLIMBING TIPS While running the camp continues to be a challenge, Ashley’s cup is filled when she sees how time at Ruby Ranch impacts and changes kids. “There are so many moments that help me see we are doing the right thing,” she said. Each summer Ruby Ranch offers a Bugs and Bee Camp. Every camper gets a bee suit. They learn about bees; learn about the hive; see inside the hive; taste unrefined honey, filtered honey, and flavored honey. “The first day there are always kids who back up saying, ‘I’m not doing this, no way.’ And every day they get closer. By the end, the kids who were literally shaking on Day 1 were all really into it, their noses were so close, they were so engaged, so interested. That was really cool.” Another lesson not included in the traditional K-12 curriculum is tree climbing. “We teach them how to safely climb trees; what to look for in a tree that is safe to climb.” A week after camp, a mother of a timid, shy camper messaged Ashley. She explained that her daughter had been going to her brother’s baseball games for four years and sits in the
Experiences like that lets me know they [campers] are getting things from their time here, said Ashley. It may seem small, but it is important. For more information:
Ruby Ranch
rubyranchbarn@gmail.com www.rubyranchbarn.com 605-351-9781 Minnesota State University, Mankato
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Designed & Branded for Excellence Completed in 1970, the Mankato Regional
Airport terminal offered limited pilot training
accommodations. Recently completed renovations
transformed the tired, outdated, poorly functioning building into a state-of-the art, professional aviation training facility. The redesign was
completed just in time to accommodate the more than 630 students expected in Fall 2021.
Rooms and furnishings are designed with Minnesota State Mankato aviation students, instructors, and faculty in mind. There are conference rooms for
instruction, briefs, and debriefs. Instructors have
Flight instructor and student prepare for flight.
a private break room and students have an area
full of tables, chairs, computer monitors, and sofas for studying and lounging. The renovations show
a real commitment by the City of Mankato, North
Star Aviation, and Minnesota State Mankato to the Aviation Program and its students. With purple
and gold and Minnesota State Mankato branding dominating the space, there is no question, it is Maverick stomping ground.
North Star Safety Officer meeting with a student.
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The student lounge allows students to connect, study, and prep.
Newly remodeled area contains a common area for students, instructors to meet and prep for flight.
One thing has remained the same: hands-on opportunities for our students to take flight.
The dispatch space assists students in receiving their flight information and aircraft assignment.
The airport contains a flight training entrance, welcoming our students, instructors, and faculty.
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Preparing Resilient Teacher Candidates Each community, school, classroom, and student is different. Consequently, the most effective teachers begin the day, the week, the year with a Plan A, Plan B, and Plan C. They can assess the situation and adjust quickly to ensure each student has what they need to learn.
“My 2020 student teacher did most of her teaching online. And, although she may have seen a black screen instead of a student face at times, she rolled with it and was able to build relationships with students. She was really open to anything, which helped her adapt to the situation presented.”
The College of Education recognizes the importance of preparing its teacher candidates to be flexible and resilient. As expected, the required courses include practice preparing lesson plans and managing a classroom, but the college support doesn’t stop at coursework. It offers supported field placements, student teaching, and ongoing professional development.
In addition to supporting students and parents, Shoemaker had to find new ways to support her student teacher. One of the ways they adapted to this new online environment was with shared online office hours. “We were on zoom together three hours a day, planning and adapting. During that time, we were also available for student questions.”
NO OTHER YEAR HAS TESTED OUR COLLECTIVE RESILIENCY MORE THAN 2020. Courtney Shoemaker is a FACS teacher at Le SueurHenderson. She has been teaching for 12 years and has supervised 6 student teacher candidates from Minnesota State Mankato. This year was not typical. The ever-changing public health situation, the change to online learning, and the frequent transitions from in-person to hybrid to full time online required more interaction with parents and students outside of the classroom. It was a challenge for everyone to find time to help students and parents understand schedules, troubleshoot technology, and deal with the challenges of COVID-19. “It is always a challenge for new teachers to manage their time to create lessons, complete grading, and connect with parents,” said Shoemaker. “This year was especially challenging. In addition, we needed to create lab lessons that could be done at home. “Student teachers from Minnesota State Mankato have always been willing and able to adapt to new situations. They have been knowledgeable, tech savvy, and willing to share their ideas. Several of my student teachers hosted professional development days to show experienced teachers how to use various technology platforms.”
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“This year, we expected more out of our students and, consequently, more out of the student teachers,” said Shoemaker. “Honestly, I am a little nervous for her to leave—then it will all be on me.” PARTNERS SCHOOLS PROVIDE CRITICAL SUPPORT AND TRAINING Kalley Hellman was Shoemaker’s student teacher. She feels fortunate to have had the experience she had at the Le Sueur-Henderson district. “Courtney is an experienced, well-rounded, resilient teacher,” said Hellman. “She taught me so much.” In addition, Hellman said the district provided workshops on new online education platforms and helped teachers learn how to use them in the classroom. “The district was great,” said Hellman. “All the teachers helped each other, and the principal checked in with us regularly.” She described the Le Sueur-Henderson district as a very uplifting environment, which was especially important this year. “After my student teaching, I feel really well-prepared to teach in a traditional, hybrid, or completely virtual environment.”
THE COLLEGE OF EDUCATION ARRANGES MORE THAN 1,200 PLACEMENTS EVERY YEAR.
“You will make mistakes; they are great learning and growing opportunities.”
Through the Office of Field and International Experience (OFIE), the college provides more than 1,200 field experiences as well as a series of professional development seminars for teacher candidates and field supervisors each year.
“Experience with the standards and lesson plans helped, but nothing prepares you for the full experience, having to think on your feet, making quick decisions, and modifying lessons on the fly.”
OFIE Director Elizabeth Finsness said, “The professional development seminars provide an opportunity to expand on prior learning of culturally relevant and responsive pedagogy as well as becoming an anti-racist educator.” As part of the college’s continuous improvement, Finsness hosts a World Café each semester to learn from the teacher candidates completing their teaching licensure requirements. She described the purpose of the event, “Faculty and supervisors listen to the candidates and ‘harvest’ their ideas as they respond to five questions designed to address the candidates’ entire teacher preparation experience.” COMMENTS, LESSONS, AND WORDS OF WISDOM ABOUT RESILIENCY SHARED THROUGH THE WORLD CAFE
“Online experience is an opportunity for new teacher candidates to have an additional tool to use in the future.” “We learned consistency, communication, and flexibility are necessities.” “The flexibility and insight are what we need to keep in mind moving forward.” ASKING QUESTIONS ISN’T ENOUGH. Finsness shares the harvested notes with her colleagues. She noted they use the information, “to improve our practices, change our procedures, or consider policy change.” It is one of the ways the college ensures its teacher candidates are resilient and one of the reasons they were successful in a year as challenging as the last.
“You have to be flexible; take it as it comes, and truly learn from it.”
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OUR JOURNEY TOWARD
EQUITY & SOCIAL JUSTICE
For years, leaders in Mankato’s College of Education assumed they were progressive and unbiased, and they were training teachers and educational leaders with similar qualities. However, as the demographics of the K-12 classrooms continued to change and the achievement disparities between white students and students of color continued to expand, it became clear teacher education and educational leadership programs needed to change. In 2010, the College of Education began a process of selfexamination related to individual and systemic racial bias. In 2018, the new vision statement firmly prioritized its goals to include racial equity and social justice:
TO INSPIRE LIFELONG LEARNING AND PROFESSIONAL ENGAGEMENT THROUGH RACIAL CONSCIOUSNESS, SOCIAL JUSTICE, AND INCLUSION WITHIN A GLOBAL CONTEXT. While other organizations held similar values, few had the courage to use such explicit language. “Dean Haar gets tremendous credit for revising the mission and vision to be explicit,” said Robin White. “It is not the kind of thing you can talk about sometimes. It has to be at the forefront.” Ten years later, the college has integrated its vision into every aspect of its programs and services. Administrators, faculty, staff, students, and partner districts are challenged (and challenge others) to think differently and take responsibility to make change happen. WHY IS RACIAL CONSCIOUSNESS AND SOCIAL JUSTICE SUCH A BIG DEAL IN EDUCATION? White is a consultant who has worked with higher
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education institutions across the country. She helps them implement foundation-funded efforts designed to transformed teacher education. White began working with the College of Education in 2009 as it prepared its proposal for the Bush Foundation’s Teacher Education Initiative. She said training educators and educational systems to recognize and change racial bias may be the most critical determinant of what happens to the next generation of students in the K-12 system. “I don’t believe that having a teacher who may be slightly better at math or chemistry is going to make that much difference. Rather, having a teacher who respects all students, who knows how to practice racial equity and social justice in a classroom and lives that every day to engage students and make them feel valued will make the difference between whether they want to be in school or not.” From the outset, White noticed Mankato was prepared to set the bar high and take some risks. The college established a recruitment goal that 25 percent of its students would be people of color. “Considering the makeup of the national teacher ed pool and the location of the university, this was an especially aggressive and lofty goal.” CHANGE IS REQUIRED BECAUSE ‘THE WAY WE HAVE ALWAYS DONE THINGS’ ISN’T WORKING. Change that moves the college toward that lofty diversity goal of 25 percent requires some deep analysis and system alternations. It takes time. A decade has passed. What, exactly, does this change look like? Guided by the new vision statement, the college routinely reviews all aspects of its services, practices, and policies through a racial equity and social justice lens—from student recruitment and curriculum to partner district interactions and professional development opportunities. Some changes are subtle, while others disrupt the system.
2008–2009
2010
2013
2015
College of Education Identified a goal to achieve 25% students of color in the teaching programs
Teachers of Tomorrow is created—a student organization to support students of color as they navigate academic, licensure and graduation requirements
Created an Advisory Board to guide the college in its equity work.
Reword to: Initiated professional development focused on racial equity; Implemented Courageous Conversation protocol.
Tracy Stokes-Hernandez, student relations coordinator for the College of Education, described one change that keeps the goal front and center, “Each leadership meeting begins with a grounding exercise where we ground into the work of equity and social justice. It lets us get into the right headspace to have these topics front of mind when making decisions on policy or admissions or curriculum or programing.” Beth Beschorner, chair of the Department of Elementary and Literacy Education, said, “We recognized our admissions process was marginalizing students of color, so we changed the process.” Now, each applicant must submit a video response to questions related to how their lived experiences have contributed to their ability to teach racially, linguistically, and culturally diverse children. The department did not change its admission standard; it added a video component to the process. Because, as Beschorner noted, “GPA is not the only criteria for becoming a good teacher.” In addition to changing admission practices, the college is also intentional about creating positions and hiring new faculty who can contribute to the vision. One of the newer faculty members is Bernadette Castillo. She joined the Department of Education Studies in 2018. “The vision of the College of Education is one of the reasons I am at Minnesota State Mankato. I wanted to work with colleagues who were also committed to equity through a lens of racial consciousness and social justice. The vision guides us. I have the opportunity to work with faculty, staff, and students to realize that mission through course curriculum, professional development, and college-wide seminars.” WHAT PROOF IS THERE THESE CHANGES ARE MAKING ANY DIFFERENCE? White talked about the adage, ‘What gets measured is what gets done.’ In 2019, College of Education admission data showed students of color made up 10 percent of the incoming class. While it is a long way from the 25 percent goal, the numbers are trending upward. The college continues to examine its data collection practices, ask the hard questions, and use the responses to make
improvements. In addition to recruitment, the college is carefully examining retention factors. For example, some students of color reported that field placement supervisors favored their white counter parts. The college paid attention to the feedback, which led to additional training and reflection for mentor teachers and field placement supervisors. Beschorner said, “Our partner districts continue to look at their own racial disparities. We work through the challenges together. It’s not easy. Students of color who have gone through our program have not always had an easy time. Teacher candidates are sometimes in classrooms with teachers who are well intentioned but are working on their own journey. It creates challenges. Fortunately, we have partner districts that are committed to doing the work. And our students of color have shown perseverance and a real commitment to the field of education.” Sometimes the changes feel transformational, other times it feels frustratingly slow. Gina Anderson, director of the Center for Educator Support, understands the need to be patient, “We are planting the seeds, but we don’t expect to eat the fruit the same day. “We are having conversations about things we were either unaware of or we chose to ignore years ago.” Anderson shared a pivotal moment in her own journey. “I remember as a K-12 teacher, my experience as a supervisor of a student teacher of color really pushed me on my racial equity journey. I said, ‘I don’t see color.’ A faculty member from the College of Education challenged me, ‘Don’t you think you need to?’ I was in my thirties and had never been called out on color blindness. I thought that was the right thing to do. The College of Education’s mission and vision had an impact on me long before I worked here.” While much progress has been made, there is still much to be done. Anderson is excited about continuing the journey with the college, “Our mission and vision means we can continue to do this work for a really long time. Racism has been growing for 400 plus years; we have a lot of untangling to do.”
FALL 2018
2018
2020-2021
Drafted vision and revised mission to reflect our equity work.
Began offering Racial Justice seminars to teacher candidates. Implemented Critical Race Theory course.
Secured grant support to increase number of teacher candidates of color and support equitable teaching.
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H e Gr n,
AWARD-WINNING SCHOOL COUNSELORS
Two graduates of the Department of Counseling and Student Personnel’s Professional School Counseling Program—Amanda Bomstad and Kayla Sandersfeld—were named 2020 Minnesota School Counselors of the Year. “It is a significant acknowledgment by professional peers of the work being done in the schools,” said Rick Auger, department faculty member. “Both the application and review processes are quite involved. Winners are the epitome of what a school counselor should be.” The Minnesota School Counselor Association solicits and reviews nominations from around the state in several categories: Elementary School, Middle School, Secondary, and Multi-Level Counselors of the Year as well as Administrator of the Year. Nominations require a nomination letter and several letters of support. It is not an easy process. Congratulations Amanda Bomstad (‘05) and Kayla Sandersfeld (‘07, ‘10)!
AMANDA BOMSTAD
KAYLA SANDERSFELD
2020 Secondary Counselor of the Year
2020 Middle School Counselor of the Year
Mankato West High School
New Ulm Middle School
First impression of Minnesota State Mankato’s Professional School Counseling Program: “I remember my first visit to Mankato. I did not have an appointment, but Dr. Auger was so accommodating; he took time to show me around and explain the program. I knew immediately it was the right place for me.” “Amanda's sincere, personable manner shows how much she cares. She has demonstrated the gift of knowing when to offer advice, when to listen, and when to give a suggestion but communicate that it's the student's decision to choose what's right for him or her.” –Ann G. Schwartz, Parent
Favorite part of your job: “I want my students to know there is an adult in the building who will be a cheerleader for them. My co-counselor laughs when I say the favorite part of my job is standing in the hall, greeting kids when they come into our building and saying goodbye to them when they leave. I want them to know it is a place they are welcome—some of them do not have that at home. I want them to know someone cares about them.” “Kayla’s systemic change efforts have resulted in decreased discipline referrals; improved attendance; a safer, kinder learning environment; the schoolwide use of common language and more positive attitudes toward social/emotional learning. She also created our district wide suicide screening protocol, which has saved the lives of multiple students.” –Jade Anderson, School Counselor, New Ulm Middle School
FOR MORE INFORMATION ON THE PROFESSIONAL SCHOOL COUNSELING PROGRAM Rick Auger, Ph.D., Coordinator, Professional School Counseling Program Armstrong Hall 107 • 507-389-5658 richard.auger@mnsu.edu • ed.mnsu.edu/csp 14 /
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IN SUPPORT OF PROGRESS The College of Education works to better prepare its teacher candidates to be antiracist and advocates for social justice in their classrooms, schools, and communities. In a profession and environment traditionally dominated by white culture, that goal requires uncovering and dismantling systemic racism and rebuilding an equitable system. Progress toward these goals will take (among other things) courage, time, and resources. Fortunately, staff and faculty are courageous as well as successful grant writers. Several have been able to tell a compelling story about the need, the work, and the results. The College of Education is leading and participating in a range of recruitment and retention activities, research, collaboration, and professional development to root out and change systemic racism. We have highlighted the related grants awarded to the College of Education in 2020.
2020-2021 COLLABORATIVE URBAN AND GREATER MINNESOTA EDUCATORS OF COLOR Title: Supporting the Teacher Development Continuum for Candidates of Color and American Indigenous Candidates
2019-2021 MICHIGAN STATE UNIVERSITY WITH FUNDS FROM THE HEWLETT FOUNDATION Title: Networked Improvement Community on Racial Equity
Most grant funds awarded to the College of Education go directly to students in the form of scholarships and/or vouchers for licensure application fees and textbooks. Award: $140,000
Grant funds will support collaborative research and data sharing and strengthen teacher education programs committed to racial equity. Award: $400,000 Mankato’s Sub Recipient Award: $87,000
2020-2021 COMPETITIVE INTRODUCTION TO TEACHING CONCURRENT ENROLLMENT Title: Mankato Concurrent Enrollment: Expanded Racial Consciousness
2020-2021 GROW YOUR OWN COMPETITIVE GRANT FOR PATHWAY 2 Title: Minnesota Educator Partnerships Grow Your Own Path 2
This grant supports concurrent enrollment (courses for high school students who also earn college credit) efforts to recruit and support students of color in teacher education programs and expand related research. Award: $55,897.92
Grant funds complement concurrent enrollment grant funds to promote and provide teacher education courses in host districts. Award: $376,782
2020-2023 SAUER FAMILY FOUNDATION Title: Recruiting and Retaining Future Teachers of Color at NExT Institutions The grant funds support inter-institution faculty and staff collaboration, research, and practice related to recruiting and retaining teacher candidates of color. Award: $179,872 2020-2023 GOVERNOR’S EMERGENCY EDUCATION RELIEF FUND (GEER) Title: Equitable Teaching in the Time of COVID-19 Grant funds will support a multifaceted program on racial equity and retaining and recruiting Indigenous, Black, and students of color in teacher preparation courses and programs at Minnesota State Mankato and Normandale Community College. Award: $726,338
PREVIOUS GRANTS 2017-2019 COLLABORATIVE URBAN AND GREATER MINNESOTA EDUCATORS OF COLOR Minnesota Department of Education Title: Teachers of Tomorrow: Retaining Teacher Candidates of Color and American Indian Teacher Candidates Award: $92,864 2017-2020 COMPETITIVE EXPANDED CONCURRENT ENROLLMENT MINNESOTA DEPARTMENT OF EDUCATION Title: Mankato Expanded Concurrent Enrollment Initiative Award: $99,317
Minnesota State University, Mankato
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College of Education / 15
118 Armstrong Hall Mankato, MN 56001
Collaboration created a BIG smile Jade Christiansen, student leader of the Minnesota State University, Mankato Education Learning Community, understands the value of connecting during the Franklin Elementary School’s annual carnival. When she realized COVID-19 restrictions meant cancellation of the event, she sprang into action and asked for help. When they heard about the request, Judith Dellinger, ’65 Elementary Education and her husband Ernest came forward with a gift to give Jade and the Learning Community the jump they needed. Along with Dellinger’s gift, campus Diversity and Inclusion, Sam’s Club, HyVee and Cub Foods helped fill 418 student goodie bags with a variety of treats, Minnesota State Mankato logo items, and a coloring sheet encouraging them to dream about their future career. While it was not the traditional carnival experience, student teachers still connected with the elementary students. With community support, we continue to find creative ways to support our students.
To make a gift to the College of Education, contact Kristen Dulas at kristen.dulas@mnsu.edu or 507-398-1381.
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A member of the Minnesota State system and an Affirmative Action/Equal Opportunity University. This document is available in alternative format to individuals with disabilities by calling College of Education at 507-389-5445 (V), 800-627-3529 or 711 (MRS/TTY). EDUC171NE_05-21
