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The POSOH Model: A Tool for Suppor/ng Cultural Connec/ons and Responsiveness in Teacher Professional Development April, 2015 Jus/n Gauthier, POSOH Consultant, UW-‐Madison Linda Orie, POSOH Graduate Student, UW-‐Madison Amy Gauthier, POSOH Graduate Student, UW-‐Madison The POSOH Project’s model for teacher professional development •  A strategy for suppor/ng culturally responsive teaching and learning in teacher professional development –  Our example of the model’s use comes from middle and high school science teaching professional development –  Could apply to other disciplines Who we are The POSOH project team is mul/-‐cultural, comprised of educators, researchers and Tribal Elders, who bring an immense variety of understandings, abili/es and interests in science and culture, bioenergy, sustainability, educa/on, and the POSOH mission. The University of Wisconsin, Madison (UW) and the Sustainable Development Ins/tute (SDI) of the College of Menominee Na/on (CMN) lead the POSOH Project in partnership with: •  Educators from Menominee and Oneida Tribal schools and many other schools in the region surrounding CMN; • 
Coopera/ve Educa/onal Services Agency 8 (CESA 8)—a local agency that is one of mul/-‐district service agency units established in 1965 to bridge districts and the Wisconsin State Superintendent; • 
Michigan State University (MSU); • 
The Great Lakes Bioenergy Research Center (GLBRC); • 
Community, Tribal, and business partners who share our enthusiasm for the transforma/ve possibili/es of the POSOH program. The POSOH Project’s Mission The POSOH Project’s mission has both place-‐
based and far-‐reaching perspec;ves: •  Locally, our mission is to develop community-‐
wide and cross-‐ins/tu/onal collabora/ons to develop approaches to formal and informal science educa/on that value and infuse Indigenous contribu/ons to scien/ﬁc knowledge and culturally diverse ways of knowing into science teaching and learning. The POSOH Project’s Mission The POSOH Project’s mission has both place-‐
based and far-‐reaching perspec;ves: More broadly, our mission is to build and steward a transforma/onal model for crea/ng place-‐based collabora/ons dedicated to reach all learners—
especially those who are underrepresented in science and science educa/on—by valuing and infusing diverse cultural ways of knowing and their contribu/ons to scien/ﬁc knowledge into science teaching and learning. The POSOH Project’s Goals •  POSOH’s local goal is to transform the vision and expecta/ons for both excellence in science educa/on and who can contribute to and beneﬁt from science-‐ and bioenergy-‐related studies and careers. •  POSOH’s far-‐reaching goal is to document and share the Project’s local experiences so that other communi/es can learn from and build on our experiences and innova/ons. The POSOH Model for Teacher Professional Development (PD) •  Key Elements we will discuss today: –  Co-‐developed and co-‐facilitated –  SIMPL approach frames PD sessions –  Place-‐based –  Includes support for an ongoing Professional Learning Community Summer ins/tutes and follow-‐up are co-‐developed and co-‐facilitated •  Why Co-‐ is important: -‐ gives par/cipants a chance to hear mul/ple voices -‐ encourages equity, collabora/on, leadership sharing and accountability sharing -‐  invites diverse par/cipa/on Co-‐facilita/on also mirrors the POSOH Project’s collabora/ve curriculum design SIMPL Approach frames PD sessions What happens during teacher-‐
learning . . . . . . when it changes teachers’ prac;ces? Suppor/ng coherence •  How is teacher-‐learning in PD similar to and diﬀerent from student-‐learning in the classroom? Usually, we teach the way we learned •  Culturally responsive science teaching and learning is unusual •  Few materials support the integra/on of diﬀerent cultures’ contribu/ons to scien/ﬁc knowledge POSOH’s PD model: Experien/al and reﬂec/ve learning SCALE Immersion Model for Professional Learning (SIMPL™)
Teacher
Lens:
Engage &
Elicit
Student
Lesson:
Engage &
Elicit
Student
Lesson:
Explore
Student
Lesson:
Explain &
Reflect
Teacher
Lens:
Explain &
Reflect
Teacher’s Lens: Explore
Source: Baxter, H., & Lauffer, D. (2007, October). The SIMPL approach to science education reform.
Unpublished manuscript. Madison, WI: University of Wisconsin-Madison,
Wisconsin Center for Education Reseach
POSOH’s PD model supports an ongoing Professional Learning Community •  Rela/onship building that extends beyond POSOH’s summer ins/tutes •  Digital Library •  Online presence •  Follow-‐up professional development sessions Place Immersion and Rela/onship Building •  Room for learning •  Geeng to know a place -‐ Field Trips -‐ Inquiry -‐ Concrete examples •  Geeng to know a people -‐ Introductory culture ways -‐ Exper/se within a community POSOH Digital Library featuring: A Short Biography of Mukurtu •  Created by Kim Christen Withey of Washington State University •  Originally created for Warumungu Aboriginal Community in Central Australia •  “Mukurtu” means “dilly bag” (safe keeping place) in the Warumungu language •  Mukurtu 2.0 just released this month Why Mukurtu for POSOH Digital Library? •  Speciﬁcally designed for use with cultural objects •  Allows for various media types to be catalogued: –  S/ll images –  Audio –  Video –  Text / PDF POSOH – Mukurtu Rela/onship •  POSOH’s integra/on of Mukurtu –  Crea/ng a portal for culturally relevant teaching materials –  Cross-‐referencing UW – Madison Act 31 website •  Future possibili/es for POSOH Digital Library –  Menominee Tribal Seed Library –  Menominee Language resources –  Further culturally relevant teaching materials –  The possibili/es are endless! POSOH’s Online Presence •  POSOH website: hmp://posohproject.org •  Edmodo as our social media tool: www.edmodo.com POSOH Project Online POSOH PD Networking: Edmodo POSOH’s Professional Learning Community •  Each summer ins/tute is linked to a fall-‐follow up session where par/cipants are reconvened to share their experiences with teaching one or more units. •  Educators have a chance to troubleshoot lessons, share student work, and discuss new ideas/
extensions/ques/ons PD Par/cipants’ Experiences •  Through our website, Edmodo, and communica/on via email, phone, and in-‐
person contacts, POSOH provides ongoing support •  We would like to share a glimpse into a POSOH Professional Development experience •  Video: Con*nuing Professional Development www.youtube.com/watch?v=KruFvU5CFBk POSOH Teacher Professional Development Opportuni;es •  Final opportunity to amend POSOH PD is this summer! •  Please take a ﬂyer for more informa/on about the 3 summer ins/tutes and how to register •  Each session includes materials and training for one of our units, plus a s/pend for your /me •  Each session includes the op/on to purchase graduate credit through Viterbo Learn more about the other facets of the POSOH Project •  Session 2, today: Reynaldo Morales shares how digital media is used as a tool that supports self-‐determina/on •  Session 4, tomorrow: Our colleagues from the Sustainable Development Ins/tute of the College of Menominee Na/on share how a youth program is being developed to support developing leaders Thank you •  Ques/ons? POSOH is our Leadership Team’s collabora/ve work • 
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College of Menominee Na/on and the Sustainable Development Ins/tute Cherie Thunder Chris Caldwell Rebecca Edler Jerilyn Grignon CMN Faculty, Students and interns UW-‐Madison Richard Amasino Hedi Baxter Lauﬀer Students and interns CESA 8 JoAnn Miller • 
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Great Lakes Bioenergy Research Center John Greenler Visi/ng scien/sts Bowman Performance Evalua/on Nicole Bowman • 
Michigan State University Andy Anderson Jonathon Schramm Students and collaborators The Menominee and Oneida Na/ons Educators and community member par/cipants With gra*tude and acknowledgement to all of our Grade 7, 8, and 9 Design Team members for their contribu*ons to the evolu*on of POSOH’s Approach and Framework. This project was supported by Agriculture and Food Research Ini;a;ve Compe;;ve Grant no. 2010-‐03988 from the USDA Na;onal Ins;tute of Food and Agriculture.