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Establishing Healthy and Sustainable ESL-Mainstream Co-Teaching Partnerships
No full textAs the number of English Language Learners continues to increase, the need for successful co-teaching practices between English as a Second Language (ESL) and mainstream teachers has become a necessity. Yet, despite this high demand, there continues to be a lack of training around co-teaching, and inadequate consideration and support in creating and fostering strong co-teaching partnerships. Aside from the challenges of co-teaching, such as compatibility and power dynamics, the partnership with ESL teachers adds another dimension to the challenge of co-teaching: that being, the misconception that ESL as strategies based rather than a content, and insufficient training around explicit teaching of academic language. This project aims to address the gap between mainstream and ESL teachers, while also providing a framework for building strong collaboration. This three day professional development series provides co-teaching partners with exercises to address key barriers of collaboration such as compatibility, communicate effectively on difficult subjects such as power dynamics, and create academic language objectives to better support all students. The goal of the professional development is to create solid co-teaching foundations built on open communication, respect, and a shared responsibility of language learning
Integrating Environmental Education: A Continuing Professional Development for Minnesota Educators in Weaving Local Indigenous Knowledge Systems and Western Science
No full textAs of 2021, Minnesota’s updated academic standards in science for all grade levels include local Indigenous cultures, histories, and perspectives. The Minnesota Department of Education provides limited content and professional development guiding the implementation of these requirements, leaving educators to design and update their curriculum with little formal guidance. This capstone explores integrating Indigenous and Western knowledge systems to help answer the research question: ‘What must be included in environmental education curriculum interwoven with Indigenous and Western perspectives in science to provide a holistic learning experience?’ This capstone presents continuing professional development designed for upper-level secondary science and environmental educators in Minnesota. Through the professional development series, educators experience Two-Eyed Seeing, establish Indigenous and Western science as valid and complementary knowledge systems, and facilitate curriculum development to fulfill these academic standards and include balanced representation of Indigenous and Western perspectives
Public Participation in Local Governance of Rural Communities
Full text linkThis study explores how public participation in governance happens at the local level in rural communities by identifying the ways public administrators in small, rural Minnesota cities understand, experience and facilitate public participation. It strives to answer the following questions 1) What do these local public administrators understand or believe about public participation? 2) How do these local public administrators experience public participation? 3) How do these local public administrators facilitate or encourage public participation? To this end, fifteen interviews with city administrators in cities ranging in population from 800 to 9000 were conducted, recorded and transcribed, then analyzed for common themes using an interpretive model based in a phenomenological approach with the goal of developing theory regarding public participation in local governance which is grounded in data. The study’s findings suggest that public participation is indeed a highly valued activity in local governance and is a part of the representational democracy model being used in these communities
What Approaches can a Preschool Teacher use to Support Their Students’ Emotional Regulation Skills?
Full text linkEmotional regulation is a foundational skill in early childhood, closely linked to social skill development, mental well-being, and long-term academic success. Throughout this paper, researcher Lydia Caldwell explores the following question: what approaches can a preschool teacher use to support their students’ emotional regulation skills? Drawing from both literature and personal classroom experiences, this project was created with the author’s profession in mind. As a special educator who works with preschool students, Caldwell sees firsthand the amount of children struggling with emotional regulation, also referred to as self-regulation. The project will result in a series of flyers which serve as professional development. Flyers will be distributed to teachers who work with preschoolers. The author’s goal is to provide educators with research-based, practical SEL strategies for use within their classrooms, especially when thinking about self-regulation. Research has shown that emotional regulation is not an innate ability but one that must be explicitly taught, consistently modeled, and fostered within a safe and structured environment. Key findings include integrating social-emotional learning (SEL) into daily routines, using intentional language around emotions, practicing coregulation, and providing calming strategies through the classroom environment—such as feelings posters, sensory tools, and quiet spaces. These practices not only help children manage emotions in the moment but also build skills that support empathy, self-awareness, and effective problem-solving. Highlighting these approaches, this capstone emphasizes the idea that fostering emotional regulation in early learners is not separate from academic instruction, however a vital part of it. When children are equipped with emotional tools early in life, they are more likely to engage in learning, build positive relationships, and navigate challenges successfully
Supporting Dual-Identified Learners
Full text linkResearch shows the importance of collaborative teaching, advocacy, and differentiated approaches to support students with disabilities as well as English learners. This project is a professional development series that has three sessions, each covering a different topic relating to dual identified students. Session one will focus on collaboration and how ELD teachers can organize communication with different adults in the building. Knowing that ELD teachers have to communicate and collaborate with general education teachers, special education teachers, paraprofessionals, and administrators, this session will help give guidance into why it is important to be clear and included in communication. Session two will focus on the Universal Design for Learning (UDL) and how this approach benefits not only dual identified students but also general education students as well. Lastly, session three will focus on advocacy work and how teachers can be the fiercest advocates for their students at a classroom, school, district, and state level. After having completed these sessions in a district-led ELD meeting with all elementary ELD teachers in the district, the teachers will then choose a specific area of focus for small group Professional Learning Communities (PLCs). The intended audience for this project is for elementary and secondary English Language Development (ELD) teachers who work with students who qualify both for Special Education services as well as ELD services. The presentation and professional development series were created for a specific group of elementary ELD teachers in a suburban district of the St. Paul area in Minnesota. However, this series can be implemented for any ELD teacher team with grade levels ranging from Kindergarten to 12th grade. The project format is intended for an in person presentation as there are interactive components to the professional development where teachers will be speaking and interacting with each other
Promoting Environmental Literacy and Stewardship Through Interdisciplinary Teaching
Full text linkSome of the most pressing issues the current generation is experiencing are related to the environment. Teachers, regardless of discipline, must be prepared to equip students with the knowledge, skills, and attitudes required to solve these issues. Environmental education (EE) is critical for promoting environmental literacy and stewardship. Therefore, this paper explores the research question: How can environmental education be applied to interdisciplinary learning that emphasizes community and builds meaningful connections to the local environment? The impact of connecting students to local environments and communities demonstrates the need for EE approaches that are contextually relevant, participatory, and interdisciplinary. To support teachers in designing and implementing these approaches, this paper and its associated project provide a professional development series that helps educators embed EE meaningfully within their existing curricular frameworks
Leadership in Behavioral Health
Full text linkAbstract
Leadership in healthcare is difficult when dealing with human contact in its most raw and vulnerable way. Leadership in behavioral health is just as challenging as direct practice practitioners tend to be the ones who move up into these roles. This study will exam “Identifying factors that promote successful leadership and challenges that cause barriers to having successful leadership in behavioral health.” This includes soft and hard skill knowledge, growth opportunities and the strengths and struggles in moving into leadership roles in this industry.
The study is based on phenomenological research to gain an understanding of the individual experience of those that have been in a leadership role in behavioral health. The hermeneutic circle is used to continue to revise interpretation of these experiences as more information, knowledge and understanding continue to enfold. (Peoples, 2021). This was done through a recorded interview of nine participants who have been in behavioral health leadership for at least 1 year. Through their individual experiences, themes of skills they had going into leadership, those they felt were not prepared for, what makes a good leader, things to learn from and challenges for new leader were identified. There were several recommendations that came from these themes from this research for emerging leaders, current behavioral health leaders and future research opportunities in leadership in behavioral health
Autism Spectrum Disorder: Why it is Important for Children with Autism to Go Outside and How to Do So Safely
Full text linkGoing outdoors contains a multitude of benefits such as improving physical and emotional/mental wellbeing. Unfortunately the outdoor space is not always accessible to children with autism spectrum disorder due to the common symptoms related to the disorder as well as potential challenging behaviors these individuals may display. This capstone considered the research question: How can caretakers create safe outdoor access for children with autism? A guide book was created to help caretakers feel more comfortable taking their child with autism outdoors. The guide includes sections that focus on the symptoms of autism, environmental factors, and planning considerations to keep in mind before going outdoors with a child with autism. Example activities provided can be used by themselves if they are a good fit for the child, or the caretaker can use them as inspiration to create their own. The goal for this project is for caretakers of all types to be able to go outdoors more confidently and safely with their autistic child
Outdoor Trail Use at Woodland Elementary School for Student Engagement with MN Life Science Standards
No full textThis paper examines use of the unpaved trails at Woodland Elementary School for student engagement with the third grade MN life science curriculum standards. At this time, the nature resource behind the school is underused. Research on benefits of outdoor learning for elementary students and staff was conducted and noted, resulting in the Woodland Trail Guide project. It serves as a life science curriculum companion for educators to easily take their students on the trails for increased student engagement. It gives educators experience and confidence to optimize the trails in teaching their science lessons and serves as a catalyst to fuel excitement for outdoor learning in other subjects
Utilizing Best Practices in the Classroom in Regards to Technology Use
No full textThe research question addressed in this capstone project is: “In what ways do best practices in technology use in the classroom support teachers and students?” During the COVID-19 pandemic, schools were forced to shift online to protect student health. As schools have returned to in-person learning, the influx of technology has not decreased. Studies show that technology use, whether it be social media, screen time, TV, or videogames can be detrimental to brain development. Because of this, it is crucial that there are guidelines for best practice when using technology in the classroom. Further, healthy habits surrounding technology use outside of the classroom are important as well; school is often a place families look to have relevant information about health, learning, and safety. Technology is a crucial topic to provide families and students with best practices. In an effort to address this issue, this Capstone Project contains a professional development aimed for general education teaching staff. The professional development focuses on the research that frames the question, from early childhood until the teenage years. Then, educators are able to use their expertise to work with their professional learning committees to improve a shared unit. Included with this project are the literature review of research, professional development sessions that include slide shows, outlines, and materials, and suggestions for further research