Educational Leadership and Policy Studies (ELPS) graduate Lara Jackman  (MA’16) has recently accepted  the position of Elementary Curriculum and Instruction Coordinator with Summit School District in Frisco, CO. Jackman, who leaves her position as Literacy Resource Teacher and Reading Recovery Teacher at Upper Blue Elementary School in Breckenridge, CO, will step into her new role for the 2017-2018 school year.

Jackman was in the Mountain Cohort of the Morgridge College of Education’s principal certification program, Executive Leadership for Successful Schools (ELSS). The Mountain ELSS cohort expands opportunities for educators and administrators to benefit from the program’s expertise and earn Certification for Colorado Principal Licensure. ELPS—which earned a top 20 ranking in Best Education Administration and Supervision by the U.S. News and World Report in 2016—launched the Mountain cohort of ELSS in the 2014-15 academic year to support leadership development within the rural mountain communities of Colorado and to meet the needs of region’s district superintendents. Since that time, the cohort has seen 13 graduates accept leadership positions within their districts, six of which are now in assistant principal or lead principal roles.

According to Morgridge Assistant Professor of Practice, Ellen Miller-Brown, Ph.D., the cohort provides a “high-quality, hybrid face-to-face and online program without the need for extensive travelling.” Face-to-face classes are held at locations in the high mountain region where the majority of the students reside.

Miller-Brown is incredibly proud of Jackman’s recent promotion.

“She [Jackman] is very knowledgeable about curriculum and this is the dream job she wanted with the certification she received through our program,” Miller-Brown explained.

The Morgridge Mountain ELSS Cohort will kick off another class in fall 2017 and is accepting applications now for the 2017 – 2018 academic year.

Ricks Center for Gifted Children was recently named a Top 5 Private School in Colorado by Colorado Parent magazine. Ricks, a nationally recognized gifted education school located on the University of Denver campus and part of the Morgridge College of Education, provides a dynamic and challenging educational environment to approximately 250 students from preschool through eighth grade. The award was part of Colorado Parent’s annual Top 5 issue and was selected by editors of Colorado Parent Magazine and voted on by magazine readers.

Ricks Center at the University of Denver was founded in 1984 as the University Center for Gifted Young Children. The school grew from a doctoral summer project by Dr. Norma Lu Hafenstein. In 1984, Dr. Hafenstein developed a summer session for young gifted children at the University of Denver. The children were brought together for enriched, thematic activities designed to promote a supportive learning environment for gifted children.

Today, Ricks is housed in an innovative space designed specifically for educating gifted young people. Classrooms, a science and visual arts laboratory, library, foreign language labs, a multi-purpose room (for physical education, drama, music), and administrative office space are all housed in one building. Outdoor playgrounds are located on the site, and students also have access to many University of Denver facilities.

Content specialists in music, art, languages, and physical education have classrooms dedicated to their use. The Primary and Upper School students have access to a large playground with multiple playing surfaces and equipment. Technology is available for students of all ages in age-appropriate and curriculum-based situations, and a new Maker Space is under development and expected to be completed fall 2017.

Curriculum and Instruction program alumna Dr. Barri Tinkler (PhD ‘04) has been awarded the Fulbright Canada Research Chair in Child and Youth Mental Health.  Tinkler will be at the University of Calgary (UCalgary) in Spring 2018 conducting research with the Werklund School of Education, examining the community engaged work they do to support refugee integration. Tinkler’s research on the work of the Werklund faculty will provide a model to inform the field of teacher education for all countries that undertake refugee resettlement.

While at Morgridge, Tinkler worked to merge her interests in community-based work with a meaningful research agenda. Dr. Tinkler is especially interested in social justice issues, something that attracted her to apply for a Fulbright especially at UCalgary. “I am excited to be able to learn from the faculty at UCalgary, especially Dr. Darren Lund,” said Tinkler. “Dr. Lund has made it a common goal across campus to focus on supportive integration, and the entire university’s strong commitment to social justice frames its choices.”

Dr. Tinkler is currently an Associate Professor in Secondary Education and Education for Cultural and Linguistic Diversity at the University of Vermont (UVM). She serves as faculty in the Secondary Education program and the Education for Cultural and Linguistic Diversity minor. Her previous research focused on the impact of service-learning experiences on preservice teachers when working with marginalized populations of learners.

More recently, her research focuses on the impact of service-learning experiences with refugees with an eye toward fostering cultural humility. In 2015, Tinkler instituted a “Citizenship and Education in the United States” class to help adult refugees from Russia, Bhutan, Uganda, Nepal, South Sudan, Vietnam, and other countries prepare for the U.S. citizenship test. Part of the class is a service-learning component, which Tinkler added to her curriculum as a way of giving life to the course content.

“It’s a way of connecting the policy to the person and put a face on the individuals that it affects,” said Tinkler. “I also want students to understand how resilient the refugee population is by hearing about it first-hand.”

The Fulbright award will allow Tinkler to collaborate with UCalgary, a public research university, and create curriculum to further support her passion of refugee integration, something she has incorporated into her entire career.

Tinkler has teaching experience at the K-12 level as a Peace Corps volunteer in Papua New Guinea and as a social studies teacher at Stillwater Junior High School. Her recent Fulbright is one more step on her life-long commitment to social justice and cross-cultural understanding.

The Colorado Consortium of Residency Educators (CO-CORE), a unique group of partners across higher education and non-profit organizations in Colorado, has received a $400,000 federal grant from the Institute of Education Sciences (IES) to study what makes teacher residencies effective as a teacher preparation strategy and how to sustainably fund their most important elements.

As the number of teacher residency programs has grown in Colorado and across the country, the range of preparation approaches has grown as well, raising questions about the quality and effectiveness of these different approaches. This two-year study will analyze data from a range of residency program models from across the state to understand what makes programs effective and determine and provide comparable metrics to understand program success.

The principal investigators for this study are Rebecca Kantor, dean of the School of Education and Human Development at the University of Colorado Denver, and Karen Riley, dean of the Morgridge College of Education at the University of Denver.

“Teacher preparation residencies show great promise, including strong findings that their graduates are more diverse and stay longer in the profession,” Kantor says. “Clear definitions of residency practices and research evidence to support investment in the model’s critical elements, however, are lacking. This study will help fill the gap in the existing research.”

Teacher residencies, often compared to medical residencies, offer yearlong experiences co-teaching with accomplished teachers as a central part of the preparation of novice teachers. The first of its kind in the country, this study will determine the components of residency programs that serve as quality indicators of teacher effectiveness. Ultimately, the research will provide the state with the capacity to assess the quality of teacher residency programs, follow the transition of residents into the first years of teaching, and evaluate their investment.

Kantor and Riley say that the quality of a child’s teacher has been identified as the single most important in-school factor in educational attainment.

“Even in relatively high performing districts, Colorado faces challenges recruiting, preparing, hiring, supporting and retaining highly effective teachers. Without a well-prepared, stable educator workforce, the state will not be able to reach its educational goals,” Riley says. “Teacher residencies provide a balanced approach to teacher preparation that combines classroom-based experience with academics and theoretical foundations to create a comprehensive learning experience. Teacher candidates graduate with skills in what to do, the theoretical understanding of why methods are effective, and the foundational knowledge of how to modify practice when necessary.”

The research is considered the first large-scale project of its kind to bring together collaborators that represent both the institutions where the teachers are trained, as well as the schools in which they teach. Data from this two-year study are expected to inform best practices in teacher training across the country.

This IES award is one of 15 nation-wide grants from the National Center for Education Research (NCER). The nation-wide grants total more than $12 million and are intended to foster partnerships between researchers and practitioners to study education policies, programs and practices.


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