July 1999

Two teachers join Partnership as visiting professors

GREEN BAY - Sue Amtmann, a language arts teacher in Ashwaubenon, and Nancy Swanson, curriculum developer and 8th grade teacher in Pulaski, have received appointments as teachers-in-residence at the University of Wisconsin-Green Bay.

They join the UW-Green Bay Professional Program in Education as visiting professors in the Institute for Learning Partnership that seeks to bring education theory and practice together. UW-Green Bay Associate Prof. Francine Tompkins is director of the Partnership.

Amtmann and Swanson were selected from a field of about 40 candidates from schools in CESA 7 and CESA 8 service areas in Northeastern Wisconsin. Associate Prof. Sandra Stokes of the UW-Green Bay education faculty chaired the search and screen committee. The visiting faculty members will team up to teach an introductory course for prospective teachers and teach other undergraduate and graduate courses.

Amtmann teaches 6th and 7th grades at Parkview Middle School in Ashwaubenon and coordinates Dimensions of Learning, a teacher-training program that addresses standards and assessment. She joined the Ashwaubenon school system in 1973 and for 17 years taught children with learning disabilities in kindergarten through 8th grade. Since 1990, she has taught at Parkview. Amtmann received bachelor's and master's degrees from Northern Illinois University and UW-Oshkosh, respectively. Her post-graduate work focused on learning disabilities. Amtmann is a reading specialist. She pursues doctoral studies at Cardinal Stritch University. She is a member of national and state Associations for Supervision and Curriculum Development and the Ashwaubenon Education Association bargaining team.

Swanson teaches at Sunnyside School in Pulaski. She specializes in social studies and communication arts and serves as a curriculum developer. She joined the Pulaski school system is 1986 after serving there as an intern and substitute teacher. Swanson received her bachelor of science degree in human growth and development at UW-Green Bay. She completed the master of science degree in curriculum and instruction at UW-Milwaukee in 1990. Swanson was named Pulaski Teacher of the Year in 1993 and received the district's Distinguished Employee Award this year. She has presented papers at the Wisconsin Social Studies Teachers Conference and at the Wisconsin Association for Middle Level Educators Conference on the topic of integrating the curriculum in communication arts, social studies and related arts.

The Institute for Learning Partnership is collaboration among the University, area school districts, business and community leaders and parents. Goals include teaching and learning improvement at all levels, from K-12 through undergraduate, graduate and continuing education for practicing teachers.

GREEN BAY -- Professional development and better student learning have motivated 12 Green Bay area educators to begin work this summer toward the Accomplished Educator Professional Development Certificate (PDC) offered by the Institute for Learning Partnership at the University of Wisconsin-Green Bay.

The Green Bay School District had the largest contingent with 10 educators in the program's charter seminars June 15, 16, 22 and 23. The other Brown County candidates are from Pulaski and De Pere schools.

In all, 24 candidates from five Northeastern Wisconsin school districts are participating in the program, which is designed to meet the needs of in-service teachers, their school districts, and Wisconsin Department of Public Instruction relicensure requirements. The standards-based, practice-focused PDC program is patterned on the work of the National Board for Professional Teaching Standards. It is the only program of its kind in Wisconsin and one of few nationally.

Established in 1987, the National Board for Professional Teaching Standards (NBPTS) was the first professional body to set standards for teachers. These standards, based on current research on effective teaching, gained explicit support from Wisconsin Governor Tommy Thompson in his January 1998 State of the State Address.

Participating in the program from the Green Bay school district are educators Maureen Mulloy and Todd Naze, Washington Middle School; Julie Srenaski, Franklin Middle School; Jaelene Wentland and David Bridenhagen, Lombardi Middle School; Joyce White-Langemak, Aldo Leopold School; Betsy Winske, East High School; Mary Dobbins and Therese Waldkirch, Langlade Elementary School; and Marcy Levine, Doty Elementary School. Also participating in the program is De Pere school district representative, Teresa Zegers, Heritage Elementary; and Pulaski school district representative, Diane Schmidtke, Pulaski High School. Other participating districts are Manitowoc and Two Rivers.

Srenaski is considering pursuing a master's degree in education, and said the PDC would be a good program to evaluate what direction she wanted to take in her professional development.

"I'm excited about the program because it lets you chose your own course of action," Srenaski said. "Many of us come from different backgrounds and the program serves our individual needs. I also like the fact that it is focused professional development as opposed to attending a random selection of workshops and in-service seminars."

In the core seminars, candidates receive an orientation to the program, learn about the elements of the Professional Teaching Standards and the process of self-assessment. The session also helps candidates learn how to be reflective practitioners, develop skill in collegiality and conduct an inquiry project.

"The participation in this inaugural group of candidates has far exceeded our expectations," said Catherine Coles, director of the PDC. "Not only are we excited about having 24 candidates but we have a wonderful mix of educators with different types of backgrounds - music, physical education, computing, counseling - and broad representation of Northeastern Wisconsin school districts. It makes for a dynamic environment."

In order to gain certification, each candidate will develop an individual learning plan based on the NBPTS professional teaching standards. They then pursue an inquiry project, which is a reflective investigation focused on improved student learning. Finally, each candidate presents a portfolio for assessment by a quality control board composed of teachers, administrators, business and teacher union representatives and school board members.

The program is self-paced, requiring between 18 to 24 months to complete.

The Institute for Learning Partnership grew from a collaborative effort involving the University of Wisconsin-Green Bay, the 37 school districts of CESA 7, teachers, education unions and associations, business and civic leaders, and district school boards.

Educators can apply for the January or June 2000 PDC program by calling the Institute for Learning Partnership at 920-465-5075.

GREEN BAY - A kit that helps small-business owners begin their own Year 2000 computer compliance program is available from the Small Business Development Center at the University of Wisconsin-Green Bay.

"Conversion 2000: Y2K Jumpstart Kit" contains printed material and a software disc to help managers understand the compliance definitions related to date input, performing calculations, responding to the year 2000 as a leap year; and a checklist to inventory computerized business applications that may be susceptible to Y2K problems. These areas range from scheduling and material handling to telephone, HVAC systems and fire alarms. The kit also offers guidelines and a template for contingency planning.

The booklet and disc were produced by the U.S. Departments of Commerce and Agriculture and the Small Business Administration.

For more information on obtaining a "Conversion 2000" kit, call the Small Business Development Center at UW-Green Bay at (920) 465-2089.

GREEN BAY - Adult students wishing to earn a bachelor's degree through the University of Wisconsin-Green Bay's Extended Degree Program are encouraged to apply for scholarships by Aug. 6. Scholarship applicants must have applied for the UW-Green Bay Extended Degree Program or be current Extended Degree students with freshman or sophomore standing.

The Elizabeth Eleanor Wyngaard scholarship is made possible by family and friends in memory of Wyngaard, a returning UW-Green Bay student who suffered a sudden life-ending illness before she was able to complete her degree. The scholarship is designed to help students get a start on returning to school. Two separate scholarships in amounts of $1,000 and $500 will be awarded.

In addition, a Grateful Grad Scholarship of $225 has been made available from an anonymous donor. A recent graduate stated in an anonymous letter to the program's director, "...perhaps it will help defray the costs for a student in need. More people need the kind of help you (the Extended Degree staff and faculty) offer. I hope this will encourage someone who otherwise might not be able to continue or begin their education."

The UW-Green Bay Extended Degree Program offers a major in Interdisciplinary Studies with an area of emphasis chosen by the student. It is also possible to achieve a minor in business administration through the program. Courses are offered on Saturdays, via the internet, and through other types of distance learning experiences. Students in the program must be 25 years of age and be employed full-time or have other full-time family or community commitments that prevent traditional classroom attendance.

Scholarship and program applications are available by calling 1-800-621-2313.

GREEN BAY - In response to the University of Wisconsin System's challenge to increase diversity on each of its campuses, UW-Green Bay has developed a 10-year plan committed to three themes: changing the face of the University, assuring diversity in the student experience, and building partnerships for a multicultural community.

The plan was made public earlier this summer with approval by the UW System Board of Regents. Copies are available to the public through the University's Office of Educational Support and Multicultural Services, Room 1929 of the Student Services Building, (920) 465-2671.

Development of the plan involved more than 100 faculty, staff, students and community members over a period of 18 months. It includes seven specific goals developed to improve diversity on campus.

Goal one: Increase the number of high school graduates of color who enroll. Specifically over the next five years, increase inquiries from prospective multicultural students by 40 percent and applications by 30 percent. Among other initiatives, the University will seek funding for a full-time staff member to recruit multi-cultural students.

Goal two: Increase the number of faculty, academic staff and administrators of color in proportion to their availability in relevant job pools. Among other initiatives, the University will take advantage of a significant number of hiring opportunities and explore the possibility of creating a special recruitment fund, rewards and incentives.

Goal three: Close the gap in educational achievement by bringing retention and graduation rates for students of color in line with those of the student body as a whole. Among other initiatives, the University will clarify and establish the role of the American Intercultural Center as a resource focused on the retention of students of color and align its resources accordingly.

Goal four: Increase the amount of non-loan based financial aid available to needy students. Among other initiatives, the University will increase the pool of private, unrestricted financial gifts raised through the University's Founder's Association and support from private donors and foundations.

Goal five: Foster an institutional environment and course development that enhances knowledge of and respect for racial and ethnic diversity. Among other initiatives, the University will conduct a campus wide audit and use the results to attempt to infuse diversity into all aspects of campus life.

Goal six: Encourage partnerships that build the educational pipeline by reaching children and their parents at an earlier age. Among other initiatives, the University will increase multicultural student precollege participation by 50 percent by forming partnerships and relationships with local middle and high schools and by establishing a campus-community multicultural advisory council.

Goal seven: Improve the accountability for coordinated efforts to address diversity. Among other initiatives, the University will assign the responsibility for coordinating the implementation of the campus diversity plan to a single senior-level administrator.

The diversity plan is consistent with the University's guiding principles which support a community that is "devoted to diversity of thought and experience."