Annual Report for

Bertrand, Shamaine Kyann

School of Teaching and Learning
Illinois State University
Rank: Assistant Professor
Starting Date: August 2017
Highest Degree Earned: Ph.D.
Submission Date: 1/4/19
Promotion/Tenure Date: 11/1/22

Items to include in Narrative (4-10 pages recommended):

Teaching
1. Description of Courses

At the end of the last class each semester I ask my students what they have learned in my class during
the semester and there is a common thing among all of my students, they have learned the value of
relationships. Relationships with students is what I valued for the eight years that I was a fourth-grade
teacher, it is what I value for the three semesters that I have been an assistant professor, and it is what I
am teaching my students to value when they become teachers. I believe it is my role as an assistant
professor to prepare teachers to build relationships with their students and value the relationships that
they build with their students. I truly believe that students learn better from teachers that they believe
value who they are.

Spring 2018 was my second semester as an assistant professor and I taught one section of TCH 204
Elementary Education: Practices and Issues and one section of TCH 205 Clinical I. I had a course
release in the Spring so I only taught two courses. After the Fall semester, I reflected on what worked
and did not work in TCH 204 and TCH 205 based on my experience and student feedback. I then
adapted my Spring course syllabi to better meet the needs of the students and prepare them for the
realities of teaching in today’s diverse classroom. I continued building relationships with my students
the first two weeks of the course. I discussed course expectations, the direction of the course, why they
wanted to be teach, and my experiences in the classroom. I used activities in my course that helped me
to get to know my students (peace circles, BINGO, etc.), but also provided them with ideas on how they
could use these activities in their own classrooms. I used “Quality Professor” and “Quality Student” that
I adopted from Montgomery County Schools (MD) Baldridge Program so that I could hold them
accountable as students and they could hold me accountable as a professor. Students shared what they
expected from me as a professor and we discussed what they expect from themselves as students. I
continued to send weekly emails to students titled “Dr. B’s Reminders” which reminded students of
upcoming assignments and discussed the agenda for the week. Each class I would start with “Dr. B’s
Check-in” which addressed any housekeeping or benefits to the class. While I did not have a set day for
office hours, students were told that they could come for office hours before and after class. Throughout
the semester (every 4 weeks) I would give students a class survey asking them what is working in the

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course and what needs improvement. I would use this feedback to help restructure the course so that
students are gaining what they need to be successful teachers in the future.

I made a few changes such as adding a historical timeline of public education in U.S. schools to give
preservice teachers an understanding of the past so they can better understand the present. My research
focuses on preparing prospective teachers to teach students from impoverished backgrounds and
students of color so we would have class discussions that focused on teaching in diverse classrooms or
in urban schools. While we discussed strategies that can used with ALL students, we also discussed how
we can create equitable learning environments for students that are labeled marginalized. I included
separate lessons that focused on teaching students living in poverty, students of color, and English
Language Learners because based on my experience and feedback from the previous semester students
needed a better understanding of how to support students from diverse backgrounds. Throughout the
semester we would continue to have conversations around teaching diverse students. In addition, I
expanded the classroom behavior lesson that focused on the different types of behavior management
(Caring, Positive Discipline, etc. ) to focus on school to prison pipeline, restorative practices, and
building an equitable classroom community. All of the lessons in TCH 204 focused on the value of
building relationships with your future students in order to provide a better learning experience.

In TCH 205, I tried to connect the discussions to what I was teaching in TCH 204. Half of the students
in my TCH 204 class were in my TCH 205, therefore, I wanted to support them with information
regarding how to teach in high-poverty, high-minority communities. In this course, we spent the first
three weeks on-campus discussing professionalism, expectations for clinical experiences, deficit
thinking and funds of knowledge. After the first three weeks of meeting on campus, students began their
clinical experience and we would meet on a monthly basis to discuss what is happening in their clinical
classrooms and make connections to what we are learning in TCH 204.

I physically checked on my students in Decatur once a month. During my time checking in with students
I would sit in their classroom for 20 minutes and then pull them out for 10 minutes to discuss my
observation or answer any questions they may have. In addition to physically checking on students, I
would send them bi-weekly emails to check-in with them and let them know I am available if they need
me.

In Summer 2018, I taught TCH 407 Learning in Educational Settings, which is a course that explores
historical and current views of human learning with emphasis on application of theory to practice. This
course was a six-week online course with a combination of seventeen master’s and doctoral students.
Understanding that is difficult to build relationships with students during an on-line class I decided to
create a sign-up and spend 7-10 minutes talking to each student face to face using Google Hangout. This
helped me and the students learn things about each other and make connections that proved to be
effective throughout the semester.

Being that this was my first time teaching this course, I used a combination of course syllabi provided
by both Drs. Kyle Miller and Terry Husband to help me with this course. The only adjustment that I
made was having Master’s students create a learning theory movie as oppose to a paper. I believe
creating a movie about a learning theory allowed students to use technology, be creative, and share in-
depth research about the learning theory of their choice. I used discussion posts, Flipgrid, and weekly
check-ins to connect with my students throughout the six-week online course.

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In Fall 2018, I taught two sections of TCH 204 Elementary Education: Practices and Issues and one
section of TCH 205 Elementary Education Clinical Experiences. This was a special semester because
these three courses were part of the cohort that I discussed wanting to create on my previous annual
report. This cohort consisted of TCH 204, TCH 208, and TCH 205 taught by Dr. Quast and me. Dr.
Quast and I recruited these students as sophomores in Spring 2018 because we wanted teacher
candidates who were interested in teaching in urban settings or how to teach students from diverse
backgrounds. We shared the same students for our TCH 204, TCH 208, and TCH 205 courses. I would
teach students TCH 204 and Dr. Quast would teach TCH 208. We would combine our TCH 205 courses
which would all be students in Decatur. We had a second cohort, but these students did not have TCH
205 with us.

Both Dr. Quast and I participated in the National Center for Urban Education course redesign and visited
schools and communities in the urban pipeline including Decatur, Chicago, and Peoria. This experience
helped us understand the possible urban schools that our future teachers would have the opportunity to
teach at some day. During Spring and Summer 2018, Dr. Quast looked at the objectives for each course
and discussed our vision for redesigning our courses and creating a cohort around equity. After several
meetings, we decided that all of our courses should be centered around core principles. We created four
core principles (Becoming a Critical Reflective Practitioners, Educating through Critical Lenses,
Cultivating Equity Practices, and Building Teachers that are Change Agents) and divided the semester
and our teaching around these principles. I used the same topics and info that I had used previously, but
fitted it under a core principle. Dr. Quast and I discussed our course calendars and collaborated so that
students would see connections between the courses. We looked at the assignments for each course and
revised the assignments so that the students would be working on the same assignments for both of our
courses. For example, students had to complete a Photovoice project, half of the questions would focus
on literacy while the other half would focus on diversity. We did this with each assignment and based on
feedback students really appreciated that they only had six major assignments for the TCH 204, 208, 205
equity cohort.

For the cohort where we shared the same students for TCH 205, we did the NCUE course redesign and
took a bus trip to Decatur before students began their clinical. We took students to their school sites so
they could meet the principals, students, and their CTs, then we toured Decatur. We had a Decatur
resident on the bus trip that spoke to us during the tour, giving us the history of the city and pointing out
important places. In addition, we meet with community organizations. We combined our TCH 205
course and used Christopher Emdin’s book For White Teachers in the Hood and the Rest of Y’all as our
course text for TCH 205. As students were assigned chapters we would have discussions about teaching
in diverse schools and how teachers can support students who attend urban schools, high-poverty
schools, or schools with high-percentages of students of color. Because the principals and CTs allow us
to place our students in their schools, we wanted to give back to the schools. We created an assignment
based on the core principles called the Teachers as Change Agents project. This assignment required
students to work in groups to help meet a need of the schools where they are working. They had to meet
with the principals and CTs, ask what are some possible things they can help with, track the
development of the project, and make a change in the school. This was an amazing opportunity for the
students to learn how to make a difference in schools and it was a great gift to the schools.

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 In each of these classes, my goal was to help prospective teachers learn how to support their future
students and create equitable learning environments, especially those from diverse backgrounds that
they may not have experience working with.

2. Course evaluation data and your response/reflection of those evaluations

For TCH 204-002 during Spring 2018, I received a mean score of 4.70 or higher on all of the objectives.
The one objective that I received a 4.70 on was, the instructor’s feedback helped me understand how I
could improve performance. The results show that 76.19% strongly agreed, 14.29% agreed, 4.76% (1
student) no basis for judgement, and 4.76% (1 student) disagreed. Based on this data, I made sure in the
future semesters of my courses to check-in with students and make sure that the feedback I provide is
helpful and that they understand. I included comments on all assignments and for papers I would make
track changes and include rubrics on the paper so students could understand my suggestions. I received a
mean score of 5 for the objective, facilitated an environment that encouraged creative and critical
thinking. I was proud of this because I want my students to feel encouraged in my course. The mean
score for the objective, provided clear expectations about required assignments increased from 4.64 in
the Fall semester to 4.80 in the Spring semester. This is evidence that I used the feedback that I received
from Fall 2017 and applied it to the Spring semester TCH 204 course.

For TCH 205-002 during Spring 2018, I received a mean score of 4.92 with the exception of two 5s for
the objectives, the instructor demonstrated a thorough knowledge of subject matter and the instructor
showed enthusiasm for the course content. My goal for this course is to get a mean score of 5 on all
objectives in the future.

For TCH 407-001 during Summer 2018, the course evaluation results appeared differently than the
courses that I taught on-campus. These online evaluations asked students to choose between strongly
agree, agree, neutral, disagree, and strongly disagree. I received a disagree by one student for the
objective, the instructor provided clear expectations about required assignments. I realize that online
courses need more clarification when it comes to expectations and assignments. In the future, I will
create videos that will help me verbally deliver instruction in addition to creating files that explain the
assignments in detail. The students shared valuable feedback on their evaluations, sharing comments
such as “I enjoyed the Google meet up and trying new technology. Open to ideas and feedback”, “The
professor was enthusiastic and easy to talk to. She was timely in designing and maintaining the course,
as well as grading our assignments”, “I really appreciated that the activities were appropriate and not
just “busy work”.

For TCH 204-005 during Fall 2018, I received a mean score of 4.83 or higher. I received the mean score
of 4.83 on five objectives (the course materials aligned with the course objectives, the course grading
policy was stated clearly in the syllabus, facilitated an environment that encouraged independent
learning, provided clear expectations about required assignments, and the instructor’s feedback helped
me understand how I could improve performance). In the future, I will make sure that I am focusing on
ways to make sure the objectives are clearly stated in my course. I did receive a mean score of 5 on 4 of
the objectives.

For TCH 204-008 during Fall 2018, I received a mean score of 4.67 or higher. I received a mean score of
4.67 on two objectives (provided clear expectations about required assignments and the instructor’s
feedback helped me understand how I could improve performance). While this course was part of the

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 equity cohort Dr. Quast and I created, these students were not part of our TCH 205 so they did not have
clinical experience in Decatur. I feel this impacted this course because the majority of the students were
placed in rural clinical settings, but wanted an urban connection so it was difficult to provide examples
for these students. In the future, I am going to think of creative ways to bring examples and
opportunities to students and help them connect.

For TCH 205-011 during Fall 2018, I received a mean score of 4.82 or higher. The 4.82 was in two
objectives, the course objectives were clearly presented through syllabus/discussion and the learning
activities aligned with the course objectives. In the future, I will explain to students how the learning
activities align with course objectives, in addition I will make sure they understand the course syllabus.

Overall, I believe my course evaluation data was positive. I will make changes in my courses to make
sure that all students believe their needs are met without a doubt. I am really excited about teaching in
the upcoming semesters!

3. 2018 Goals
For 2018, my plan was to work on the following goals:
1. Develop and Revise courses
a) I planned to teach a TCH 204 and TCH 205 as a Decatur Block with the same students for TCH 204
and TCH 205 with classes being held both on-campus and in Decatur. The purpose of this class is to
provide students with hands-on learning experiences in urban schools.
b) Invited Dr. Quast to plan and redesign the courses we currently teach in the junior block. We want to
provide students with the opportunity to gain an urban teaching experience in our program their
junior year.
c) In Fall 2017 I participated in the online training offered by Dr. Seglem and Dr. Smith, this has taught
me how to design an engaging online course. Continue to participate in the second part of this online
training Spring 2018 to develop my online course site for TCH 407 which I hope to teach Summer
2018.
2. Build collaborative relationships with Decatur Schools
a) Collaborate and plan with Shannon Mittleman, Decatur Pipeline Coordinator in order to build a
partnership with Decatur Schools
b) Expand the partnerships that already exist with Decatur Public Schools, so more preservice teachers
have the opportunity to gain experience in these urban schools.

4. Describe the progress made toward achieving your goals

In regards to my 2018 goals here is the progress made toward my goals:
1. Develop and Revise courses.
a) I worked with Dr. Quast during Spring 2018 to brainstorm ways to create an equity focused cohort that
will include juniors in TCH 204, TCH 208, and TCH 205 with classes held both on-campus and in
Decatur. Dr. Quast and I created four core principles that we wanted to center our cohort around. We
then looked at the objectives for each course, combined those that were the same, and fit them into our
core principles. We met with Jill Donnel and Dr. Alan Bates to discuss our goal for the equity cohort. We
attending the TCH upcoming Juniors meeting on March 23rd to invite upcoming juniors to participate in
the cohort. We were told if we get 25 students to register for our cohort then we could pilot the cohort.
We had 69 students signed-up and had to add an additional TCH 204 and TCH 205 to accommodate. Dr.
Quast and I toured Decatur elementary schools during the spring semester and met with their principals.

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 We finally settled on four schools (Dennis Lab School, Franklin Elementary School, Stevenson
Elementary School, and French Academy) two of these schools I was already working with since Fall
2017. Two of the schools we had to start new relationships with. We invited Jill and the principals to join
us for a meeting in May 2018 where we discussed the vision for the cohort and what needs the principal
had. We went through the NCUE redesign process which helped us focus our course on urban education.
After planning during both the Spring and Summer semesters we were able to implement the cohort Fall
2018.
b) In Spring 2018, I continued the ACTION online training offered by Drs. Robyn Seglem and Anna Smith
which taught me how to create an engaging online course. I used this course to help support my teaching
in TCH 407 which I taught in the summer.
2. Build collaborative relationships with Decatur Public Schools
a) Dr. Quast and I met with Shannon Mittleman, Decatur Pipeline Coordinator to tell her what we wanted
to do in Decatur and she gave us a tour of five schools in Decatur and the community. I decided to
collaborate with Dr. Quast to take our students to Decatur for the urban redesign, Shannon helped us
plan our bus trip. Dr. Quast and I wanted to put together an Education Showcase to highlight the work of
our students, so I reached out to Shannon to use the NCUE office in Decatur and she was
accommodating.
b) Expanding the partnerships that already existed with Dennis Lab School in Decatur Public Schools was
a goal last year. In the Spring semester after inviting Dr. Quast to help build this partnership, we visited
several schools and added two new schools to the Decatur Public Schools partnership. These schools
were new to working with ISU so we had to visit the schools, meet with the principals, observe the
classrooms, and reach out via email to possible CTs in order to build relationships.

5. Describe other teaching related activities/accomplishments that you would like SFSC to consider

 Although rejected, I applied for the 2018 Transformative Teacher Educators Fellowship Summer
Institute at Arcadia University. This was a rigorous application process and only 20 people were chosen
out of the 114 applicants.
 Invited to serve on the Grad Student Faculty Panel for doctoral students by Dr. Amy Hurd, Director of
Graduate School on April 3rd. I got to share my experience applying for jobs in academia and was able to
support doctoral students who are going to be graduating soon.
 Invited by Kelli Appel and Jill Donnel to represent TCH Elementary Education and speak to
Bloomington High School students about our program and my courses. Also, I was asked to speak with
students about teaching in general. This took place on October 10th.
 I came up with an idea to have an education showcase that would highlight the work that Dr. Quast and I
were doing with the cohort. Dr. Quast was happy with the idea and we worked together to create and
implement an Education Showcase in Decatur that shared information about the cohort and highlighted
the work of the students. We invited faculty, staff, clinical teachers, principals, ISU Dean’s office, NCUE
staff. This showcase was well attended and the Decatur newspaper came to cover the story. We were
featured in the Decatur Herald and Review newspaper. Two weeks later, the article resurfaced on the
front page of the Bloomington-Normal newspaper The Pantagraph.

6. Recommendations from SFSC from February 2018

In the area of teaching, the SFSC encourages you to pursue the goals that you have set for yourself. We
are pleased with your decision to further a partnership with Decatur schools to help our students realize
equitable learning environments.

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7. Outcomes from SFSC recommendations
I have pursed my goals of pursuing a partnership with Decatur Public Schools. The evidence is shared in
my narrative above.

8. 2019 goals
Continue to develop the equity cohort. In Spring 2019, Dr. Quast will be on administrative leave so I
will be maintaining the cohort alone in her absence. I will continue building relationships with principals
and CTs. Because of school closings within the next two years, I will start looking for another school to
partner with in the future. I am going to reach out to Hope Academy to see if they are interested in a
partnership. In addition, I am going to seek community organizations that Dr. Quast and I can partner
with in the fall to add a community component to our cohort. We will begin recruiting students in the
Spring for our Fall cohort.

Scholarly Productivity
1. 2018 goals
One of the main scholarly goals of my annual report last year was to build my research agenda and write
articles based on my dissertation research. In addition, my goals were to:
a) Write two manuscripts in Spring 2017. I wanted to submit one article by March 1st which focuses on
how faculty and pre-service teachers view their preparation differently in regards to teaching in high-
poverty schools. I would like to submit this article to the Journal of Teacher Education. The second
article I would like to submit by May 1st and this article will focus on the intersectionality of class and
race when discussing teacher preparation. I would like to submit this journal article to Multicultural
Perspectives.
b) Spend Spring 2018 building a university-school partnership with Decatur Public Schools. This past fall I
met with Shannon Mittleman the Decatur Teacher Pipeline coordinator to get an idea about Decatur
Public Schools and to discuss how to build a partnership. We will pilot our ideas in Fall 2018 in order to
help support writing a Spencer grant and state education grants. This scholarly work in Decatur will
yield scholarly articles and we will be collaborating on an article that discusses building a partnership in
Fall 2018.
c) Attend conferences to keep up with what is happening in the field. In Fall 2017, I submitted a
conference proposal to the National Association of Professional Development Schools 2018. This
proposal was accepted and I will be presenting at the conference March 2018. The conference proposal
is titled, “#PreparationMatters.”
d) Present at the 14th International Congress of Qualitative Inquiry. Dr. Kyle Miller invited me to join a
panel with her and Drs. Smith and Hunt. I will be presenting on a paper that I have written titled,
“Capturing Teacher Preparation from the Eyes of Preservice Teachers: Using Photovoice to Explore
What Preservice Teachers Need in Order to Teach in High-Poverty Schools.”
e) Plan to continue to write with colleagues so that I can stay on track with my scholarly publication
goals.

2. Describe the progress made toward achieving your goals

a. I submitted a manuscript to the Journal of Practitioner Research February 1,, 2018 however it was
rejected. I submitted my second manuscript to the Journal of Effective Teaching and after month of
waiting for a response, I was told that the journal has new editors and I would need to resubmit my
manuscript. While I did submit two publications in the Spring, they were not the original

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 manuscripts that I listed in my annual report. I realized that the manuscripts that I wanted to prepare
for both the Journal of Teacher Education and Multicultural Perspectives were going to require more
time for me to update my literature review and work on my argument.
b. I accomplished my Spring 2018 goal of building a university-school partnership and this is evident
in the equity cohort that was piloted Fall 2018. My NCUE course redesign grant was accepted and I
used those funds to help with the implementation of the cohort. On last year’s annual report, I
discussed possibly applying for a Spencer Grant, based on how this project is developing a Spencer
grant is not needed right now.
c. I reached my goal of attending conferences. I attended NAPDS conference where I presented
“#TeacherpreparationMatters”, in addition I co-presented with Dr. Quast at Kevin Kumishiro’s 8th
International Conference on Education and Social Justice in Honolulu, HI where we discussed how
we are developing the equity cohort here at ISU. Our presentation was titled, “Re-designing
Elementary Teacher Education to Center Equity”. I attended the 14th International Congress of
Qualitative Inquiry Conference in Champaign, IL. Also, I was the program chair of the ISU
Culturally Responsive Campus Community Conference.
d. I presented via video at the 14th International Congress of Qualitative Inquiry with Drs. Miller,
Smith, and Hunt.
e. Collaborated with colleagues to write two separate manuscripts. When my manuscript was rejected
by The New Educator Journal, I submitted it to Intercessions Journal. After a second rejection, I
reached out to Dr. Lara Handsfield, my mentor to co-author with me. This was an opportunity for me
to learn how to improve my scholarly writing. We submitted the revised manuscript titled, “Show
and Tell: Elementary Teacher Candidates’ Perceptions of Teaching in High-Poverty Schools” to
Caddo Press Multicultural Education in December 2018. In addition, Dr. Quast and I co-authored a
manuscript titled, “Exploring economic diversity and inequity through picture books”. We submitted
this manuscript to The Reading Teacher in October 2018 and received a revise and resubmit in
December 2018.

3. Describe other scholarly activities/accomplishments that you would like SFSC to consider
 Submitted proposal for Mid-year First Year Faculty Grant for $2,000 in January 2018 to update my
literature review from my dissertation focusing on the finding of intersectionality of race and class in
teacher candidates perceptions of high-poverty schools, the proposal was accepted in February 2018.
The information collected from the annotated bibliography that I completed while updating the
literature review was used in the article that I co-authored with Dr. Handsfield.
 Held several planning meetings in order to develop and build the Equity Cohort with Decatur Public
Schools. Dr. Quast and I met with principals, CTs, Decatur community organizations, Jill Donnel,
and Alan Bates several times throughout the Spring and Fall semester. Dr. Quast and I worked over
the summer semester to plan how we were going to implement this cohort.
 Submitted IRB titled, “Preservice Teacher Candidates’ perceptions of equity and education” as a co-
principal investigator on 8/14/18 and was granted approval 8/20/18.
 I submitted a manuscript titled, “#PreparationMatters: Preparing the next generation of teacher
candidates for diverse classrooms” to the peer-reviewed NAPDS journal titled, PDS Partners
Bridging Research and Practice on 8/15/18. This manuscript was developed from my March 2018
NAPDS conference presentation. In October 2018, this manuscript was accepted for the Spring 2019
edition with minimal revisions.

4. Recommendations from SFSC from February 2018

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 In terms of scholarship, the SFSC believes that the goals you have identified place you in a positive
position as you move towards tenure and promotion.

5. Outcomes from SFSC recommendations

Based on the accepted manuscript, revise and resubmit manuscript, manuscript under review, pilot of the
Equity Cohort with the ISU and Decatur Public Schools partnership, and four conference presentations, I
am striving to maintain a positive position as I move towards tenure and promotions.

6. Scholarship 2019 goals

a) Continue to build the ISU/Decatur Public Schools Partnership. Stevenson Elementary School in Decatur,
IL will be closing within two years, therefore, this semester I will be contacting the principal at Hope
Academy, Decatur, IL to find out if they will be interested in participating in the Equity Cohort. If they
are interested in the cohort, I will observe potential CTs and find out how Dr. Quast and I can work with
them. Also, I will contact community organizations to see if I can build on the university-school
partnerships model that Dr. Quast and I have created. I would like to add university-school-community
partnerships so that our students can learn the importance of building relationships with the communities
where they will work. Dr. Quast is on leave in Spring 2019, therefore I will be in charge of maintaining
the established partnership on my own. While this will be time consuming because I will be responsible
for each school, it will help us continue the work in the fall when she returns.
b) My goal is to submit at least three manuscripts in 2019. I will be co-authored manuscript with Dr. Quast
and Mrs. Green, a 2nd grade teacher that we work with at Franklin Elementary School in Decatur, IL
that discusses developing a cohort and university-school partnership centered around equity. We will
include data from our Fall 2018 pilot semester. I will be first author for this manuscript and we will
submit it to the peer-reviewed NAPDS School and University Partnerships Journal. In Summer 2019, I
will revise the manuscript that I sent to the Journal of Effective Teaching before they changed editors. I
will update the literature review and methods section. This manuscript focuses on using photovoice to
have discussions around social class in college courses. I will submit this to a Scholarship of Teaching
journal. The third manuscript will be sent out in the Fall 2019 semester. This manuscript will include
the data from my dissertation that focuses on how faculty perceive their teaching around social class, I
will include the document analysis data from my dissertation as well. I will submit this paper to the peer-
reviewed Intersections journal.
c) I will submit a conference proposal to AERA that shares how to develop an equity centered cohort in
teacher education.
d) Submit a proposal to the Division G Early Scholars Mentoring Session at AERA 2019.
e) Submit a proposal to the Division K Early Career Mentoring Session at AERA 2019.

Service
1. 2018 goals
The following were my 2018 goals for service:
a) I would like to become a faculty affiliate with the National Center for Urban Education.
b) Seek more opportunities to get involved at the school and college levels.
c) Investigate opportunities to get involved in professional organizations, in particular NAPDS
(National Association of Professional Development Schools), AERA (American Education Research
Association), and NAME (National Association of Multicultural Education).
2. Describe the progress made toward achieving your goals

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 a) I completed the NCUE Course Redesign process in Fall 2018. My completion of the process has
made me a faculty affiliate with NCUE.
b) Based on my goal to seek more opportunities at the school and college levels, I nominated myself for
the COE Diversity committee on 3/23/18 and I was announced as the TCH representative on the
COE Diversity committee on 4/19/18. As a committee member I have attended four meetings during
Fall 2018 and have shared ways to support students of color in the college of education. In addition,
I reached out to Dr. Stacey Hardin in May 2018 about becoming a member of the CRCC planning
committee. I became a planning committee member in June 2018 and became the CRCC program
chair in August 2018. In my role as program chair, I was in charge of forming a committee to help
me review conference proposals, I created a matrix where I could assign the date, time, and location
of conference presentations, I helped create the conference proposal and attended bi-weekly
planning committee meetings with the chairs from other sub-committees. I have become a member
of the COE Continuous Improvement Community of Practice (CICP) committee. In this committee I
work with SPED, TCH, NCUE, and the Dean’s office representatives to build a TCH/SPED
partnership with Decatur Public Schools.
c) I investigated opportunities to get involved in professional organizations and after considering the
time commitment as a pre-tenured faculty member, I decided to become a member of the NAPDS
Members and Elections Committee. This committee consists of twelve faculty and teachers from
universities and schools throughout the U.S. We meet on a monthly basis to discuss how we can
recruit and retain members in NAPDS. I am very vocal about how to recruit members and how to
maintain members. I have recommended a Twitter feed for the members only page that will be
implemented Spring 2019.

3. Describe other service related activities/accomplishments that you would like SFSC to
consider
a) I am a member of the TCH Students Interest Committee. As a member of this committee I attended
Redbird Day on February 16, 2018 as a representative of Elementary Education and had the
opportunity to meet and speak with future students and their parents about our education program at
ISU. I have attended all Student Interests Committee meetings and have contributed to the ongoing
discussion around recruiting and supporting students of color.
b) I was invited to review three peer review articles, two for Action in Teacher Education (review
completed on 2/15/18 and 12/25/18) and one for The New Educator (review completed 11/1/18).

4. Recommendations from SFSC from February 2018

The SFSC recommends that you gradually seek out service opportunities at the college and university
levels, to compliment your existing external service.

5. Outcomes from SFSC recommendations

I became a member of the COE Diversity Committee as a TCH representative, a member of the COE
CICP committee, the program chair of the CRCC committee, a faculty affiliate of NCUE, and a member
of the NAPDS Membership and Elections Committee.

6. 2019 goals
Continue to be an active member on the COE Diversity Committee as a TCH representative, a member
of the CRCC committee, and an active member of the NAPDS Membership and Elections Committee.

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