Questions about newsletter? Please contact David Stoloff, email: stoloffd@easternct.edu

EDUCATION DEPARTMENT NEWS
Volume XIII, Fall 2002

Walking Weekend Fall 2002 Edition -
October 11, 2002

best viewed at http://www.easternct.edu/depts/edu/news/021011.html
on the WWW; for past issues - Education Department News Index http://www.easternct.edu/depts/edu/newsindex.html

Education Dept. Homepage

Alumni News

Departmental Documents

Department Media

Please see the University Disclaimer.

*****

Words of Inspiration
the collection appears at http://www.easternct.edu/depts/edu/news/words.html

Welcome to Walking Weekend in Eastern Connecticut, an annual celebration by hiking in the forests, towns, and cities of the Quiet Corner and the land East of the River. To see the brochure for these Columbus weekend events, please visit http://www.thelastgreenvalley.org/Walk_Web2002.pdf .

The Last Green Valley
http://www.thelastgreenvalley.org/

The Quinebaug and Shetucket Rivers Valley of south central Massachusetts and northeastern Connecticut has been called "the last green valley" in the sprawling metropolitan Boston-to-Washington corridor. The region appears distinctively dark in the urban and suburban glow when viewed at night from satellites or aircraft. In the daytime, the green fields and forests confirm the surprisingly rural character of the 1,085 square-mile area defined by the Quinebaug and Shetucket River systems and the rugged hills that surround them. The relatively undeveloped character of this green and rural island in the midst of the most urbanized region in the nation makes it a resource of local, regional, and national importance.

Two hundred years ago, Timothy Dwight, president of Yale University, wrote that "the Quinebaug . . . is generally lined with handsome intervals. From these the country rises on both sides with every varying gradations into hills of every form, and of heights changing from the small knoll to the lofty eminence. No country of any considerable extent which has fallen under my eye, when unaided by mountains, large rivers, lakes or the ocean, can be compared with this for the beauty of its scenery."

Posted on October 11, 2002

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Announcements

Teacher Quality Partnership Grant Program

The new Title II, Part A of ESEA creates Improving Teacher Quality State Grants to strengthen teacher quality and increase the number of highly qualified teachers and principals. In Connecticut, the higher education component of this initiative is known as the Teacher Quality Partnership Grant Program. It replaces the Eisenhower Professional Development Grant Program and the Connecticut Collaborations for Teaching the Arts and Humanities.

For 2003, the Connecticut Department of Higher Education is authorized to award $663,199 in competitive Teacher Quality Partnership Grants for professional development projects for teachers, paraprofessionals and principals across 10 core academic subjects (English, reading or language arts, mathematics, science, foreign languages, civics and government, economics, the arts, history and geography). Preference will be given to proposals which address at least one of several priorities, among them projects that seek to:

· increase teacher mastery of subject matter, especially in mathematics, science and the essential themes which define the American experience

· recruit and prepare minority teachers, and

· improve the leadership skills of principals.

Applicants must be partnerships consisting of at least:

1) the division of a Connecticut public or independent institution of higher education that prepares teachers and principals,

2) one or more schools or departments of arts and sciences at that institution, and

3) one or more high-need schools or school districts in Connecticut.

Other schools, colleges, education groups and non-profit organizations may serve as additional partners. Please note that no single participant in an eligible partnership may use more than 50 percent of the partnership grant award.

Project periods may vary over a period of 17 months. Multi-year activities are allowed based on available funds and progress in meeting goals. Requested project amounts depend on the scope of the activities proposed; there are no minimum or maximum award limits. Proposals are due January 10, 2003 and grant awards will be announced February 7, 2003.

For more information about this grant program, please see

http://www.ctdhe.org/RFP/default.htm

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Announcements

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All Early Childhood Education Graduate Students

Are invited to attend an

Information Session on

The New Portfolio Guidelines and

General Program Requirements

October 15, 2002, 6:45 pm – 8 pm

At Webb Hall 210

For more information, please call the Early Childhood Faculty at 465-5268 (Dr. Gruenberg – gruenberg@easternct.edu), 465-0069 (Dr. Picard – picardt@easternct.edu ), 465-4535 (Dr. Swaminathan – swaminathans@easternct.edu); 465-5232 (Dr. Trawick-Smith – trawick@easternct.edu).

******

Education Department Faculty Meetings

usually on Thursdays, 12:30 - 1:45 in Webb Hall 115.

Unit meetings – October 17, 2002

Evolving agenda for unit (other than ECE) meeting -

Elementary, Secondary, Reading/Language Arts, Science Education, Educational Technology, others

Thursday, Oct. 17, 2002, 12:30 - 1:45 in WH 115

1) request to move the unit meeting to the 3^rd Thursday in Nov. allow the CARE meeting to be on the 2^nd Thursday - to allow Mitch to attend the Certification Officers meeting in November.

2) scope and sequence alignment of Core I and Core II classes, aligning with standards – please bring your syllabi and other information

3) Secondary Core I team teaching

4) Fall 2003 schedule

5) Ideas on PDS projects from the curriculum perspective.

Please submit agenda items to David Stoloff – stoloffd@easternct.edu .

*****

Education Dept. community members:

Please let me know if you would like to join me in a visit and tour of the Institute for Sustainable Energy, an Eastern CSU Institute, in the Foster Building on Main St., Willlimantic on Monday, October 21, 3-4.

David

*****

Sunday, Oct 20, 1:15 - 4, Open House for Prospective Students, Betty Tipton Room – planning to greet our future students are Leslie Ricklin, Ingrid Enniss, Cathy Tannahill, Richard Reynolds, Delar Singh, Jeanelle Bland, and David Stoloff.

*****

Alyssa Gwinnell [mailto:agwinnell@attglobal.net], a most excellent graduate now teaching in South Windsor, writes:

“You probably already know this, but if not, hopefully this is useful information. The BEST portfolio handbooks are now on-line at http://www.csde.state.ct.us/public/der/t-a/index.htm for all disciplines.”

*****

Photos from the Diversity Seminar – September 4, 2002 - http://www.easternct.edu/depts/edu/news/photosf02/photosfall2002.html

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*****
A message from Hope Cook, Curriculum Center Librarian -

“Hi David and Education Faculty,

Just wanted to let you know that the Curriculum Center Computer Lab, Room 145 of the Eugene Smith Library is now open for your use!

Here are some of the highlights added to the Computer Lab:

·6 new PC's with Internet Access and equipped with educational and presentational software titles

·1 of the 6 PC's is setup as an instructor station. This station includes a projector that will allow the instructor the opportunity to project information to a screen, or if one prefers to the white board.

·We have also retained 1 Macintosh machine that is loaded with software and has Internet access.

·The computer lab also includes a VCR, Slide Projector, and Overhead Projector

·Additionally, students can use this room to work on classroom projects as we now have 2 Ellison Machines and several dies to cut letters, borders, etc.The lab is also equipped with a sink.

·The lab can seat up to 20 people and would be ideal for those teaching courses that contain some component of children's literature or the use of educational software.

Thank you!

Hope”

Dr. Jeanelle Bland has been appointed Curriculum Center Computer Lab liaison from the Education Department.

****

News from state sources and NCATE via Dean Kleine –

http://www.ecs.org/ecsmain.asp?page=/html/newsMedia/e-Connection.asp%23gr

Jim McKenna, Director of the CT Alternative Route to Certification program, sends this link to an article that he found encouraging:

A report by the National Association of State Boards of Education concludes

that ALTERNATIVE TEACHER CERTIFICATION programs can be effective tools for

addressing both teacher shortages and teacher quality concerns. The report

recommends that state policymakers ensure standards for alternative programs

are linked to academic standards for students.

http://www.nasbe.org/Front_Page/Press_Release2.html

****

NCATE news –

Here is a very useful collection of material responding to the demands for

"highly qualified teachers" coming from the White House, while the Secretary

of Education continues to bombard us with demands to let highly qualified

non-teachers into the classrooms! These notes and articles are from Jane

Leibbrand, Vice President for Communications, NCATE.

**************************************************

Dear Colleagues:

I know you are in the midst of a busy fall. Here are some items which

could be of help as you speak as an advocate for rigorous teacher

preparation requirements which help ensure highly qualified teachers.

Quality Teaching

I'm enclosing the fall issue of Quality Teaching, NCATE's newsletter. As

part of a cost-savings plan, it's now online:

http://www.ncate.org/pubs/qt_f02.pdf . I hope you will enjoy reading it.

Contents include the following:

Art discusses the increasing focus on teacher retention;

a new report provides an overview of teacher training requirements in

eight other industrialized countries--all require preparation in both

content and pedagogy--policy that stands in contrast to the

recommendations in the U.S. Department report on Title II, "Meeting the

Highly Qualified Teachers Challenge";

an educator responds to the U.S. Department of Education report,

"Meeting the Highly Qualfied Teachers Challenge," and

Donna Gollnick, Carol Vukelich, and Kathy Lake discuss performance

assessment practice.

News Clips

Next, I'd like to share some recent news clips with you. They are

representative of the media's focus on education this fall. The first clip

is especially disturbing. It shows that the No Child Left Behind Act

creates the paradoxical possiblity that its requirement for 'highly

qualified' teachers may actually lower standards for teachers. As

appropriate, please share your analysis of recent reports and news with

policymakers, along with a personal note from you. It's important to stay

in touch with your state and federal representatives to let them hear your

voice on the importance of strong state teacher preparation and licensing

requirements for teachers.

August-September Press Round Up

http://www.sacbee.com/content/opinion/story/3884224p-4909966c.html

"CA's 40,000 new 'highly qualified' teachers" Sacramento Bee 8/7

This article is priceless. The editorial exposes how inexperienced teachers

are being hired in California as a means to satisfy the terms of the No

Child Left Behind Act, and thus continue to receive federal funds. Under

the new definition, quietly adopted by the State Board of Education in May,

a teacher can be listed as 'highly qualified' even though he or she has yet

to earn a California teaching credential.

http://www.nytimes.com/2002/08/22/education/22TEAC.html

1 in 4 Teachers Is Not Trained in Field

NY Times 8/22

http://www.usatoday.com/usatonline/20020903/4412401s.htm

Standardize teachers before standardizing tests

USA Today 9/3

Editorial on the need for qualified teachers; highlights Ed Trust finding

that funding gap persists in low-income schools

from the August 26, 2002 edition of the Christian Science Monitor -

http://www.csmonitor.com/2002/0826/p01s01-usgn.htm

As standards rise, too few teachers

As American schools reopen, a 15-year effort to "professionalize" the job

of teacher is running up against a strong counterforce ? the urgent need to

fill classroom vacancies.

http://www.washingtonpost.com/wp-dyn/articles/A4380-2002Aug27.html

More Md. Teachers Not Fully Certified Washington Post 8/27

Teachers without full certification were hired in increasing numbers by

Maryland's 24 public school districts this year ? a trend running counter

to a new federal law.

http://www.washingtonpost.com/wp-dyn/articles/A59173-2002Sep9.html

Top Teachers Rare in Poor Schools Washington Post 9/10

Highly Qualified Instructors Quickly Move On, Hurting Education of

Low-Income Children. studies find several new studies note that the poorest

children are hurt by having the least experienced, and often the least

effective, instructors.

http://www.usatoday.com/usatonline/20020827/4393996s.htm

"Principals too quick to use 'teacher shortage' as excuse" USA Today 8/27

One-fourth of the teachers lack full credentials. The shortages are common

in big urban districts, where school leaders say they're often forced to

lower their standards when filling teaching jobs. USA Today mistakenly

blames administrators for placing teachers out of field.

NASSP responds:

Principals' Hands Are Tied

"It defies logic to propose that principals do not want fully credentialed teachers in every classroom, especially in a climate of rigorous academic standards and high-stakes testing."

Gerry Tirozzi

http://www.usatoday.com/news/opinion/editorials/2002-08-26-oppose_x.htm

Education secretary: Non-teachers could alleviate teacher shortage

Education Secretary Rod Paige yesterday said the teacher shortage could be

resolved by letting 'qualified non-teachers' into classrooms. Reg Weaver

takes exception and says he wants well prepared teachers for all students.

USA Today (9/17)

http://www.usatoday.com/news/education/2002-09-16-education_x.htm

Minority teacher training stressed

Challenge made to black colleges

Rod Paige yesterday urged black college and university leaders to prepare

education students more thoroughly for teaching disadvantaged children.

Journal and Constitution (Atlanta) (9/17)

http://www.accessatlanta.com/ajc/epaper/editions/today/news_d3686c0db126e17d00bc.html

I thought you'd enjoy seeing the last two clips together; both appeared on

the same day.

Use the NCATE Speakers Guide,

http://www.ncate.org/2000/speaker%27s%20guide%20nov2000.pdf to provide

assistance as you formulate editorials. The Guide contains NCATE's

messages, tips on writing editorials, and sample articles. Send us

published articles so that we can share them.

Jane Leibbrand

Vice President for Communications

NCATE

2010 Massachusetts Ave., N.W., Suite 500

Washington, D.C. 20036

tel. 202/466-7496

fax: 202/296-6620

e-mail: jane@ncate.org

website: http://www.ncate.org

****

An interesting resource shared by Dean Kleine –

Schools are under increasing pressure to use practices based on scientific evidence (e.g., evidence-based programs). Our colleagues at the Collaborative for Academic, Social and Emotional Learning (CASEL) have developed a helpful guide for evaluating curricula that foster and promote social and emotional learning. Safe and Sound: An Educational Leader's Guide to Evidence-Based Social and Emotional Learning Programs will be published sometime in late October but you can review and download a pre-publication copy at their website: www.casel.org. An accompanying CD will provide comprehensive descriptions and ordering information for all of the programs reviewed. This will be an invaluable guide for school districts.

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Announcement from Darren Robert, HPE Dept faculty member

HEY, PARENTS!

YOUR PRESCHOOL CHILDREN CAN PLAY, LEARN, & HAVE FUN AT E.C.S.U.!

JOIN

*BASIC MOVEMENT ACTIVITIES, PRE-SPORT SKILLS

*FUN, PLAYFUL, GYM-LIKE ENVIRONMENT

*QUALITY EXPERIENCES FOR 3, 4, OR 5-YEAR-OLD CHILDREN

AND THEIR PARENT(S) OR GRANDPARENT(S)!

CHILDREN CAN PRACTICE SKILLS SUCH AS:

Throwing Catching Balancing

Striking Jumping Kicking

Landing Object Handling Locomotor Skills

CHILDREN CAN ALSO PRACTICE CONCEPTS SUCH AS:

Shapes Force Safety

Levels Pathways Colors Numbers

CHILDREN CAN PRACTICE SKILLS AND CONCEPTS WITH:

Balls, Hoops, Beams, Tunnels, Mats, Songs, Parachutes

ADULTS CAN HAVE FUN PRACTICING AND PLAYING WITH THEIR CHILD!

Fall classes under the supervision of Dr. Darren Robert (Health and Physical Education Department)

Classes Start October 22^nd!

JOIN NOW!!!

Space is limited and the class is filling up!

Please call 465-5184 or robertd@easternct.edu for more information!

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A message from Professor Ross E. Koning, PhD
Chapter President ECSU-AAUP
Biology Department - Goddard Hall
email: Koning@EasternCT.edu
http://Koning.EasternCT.edu/

Greetings ECSU-AAUP Faculty,

I am pleased to announce that our on-line (html) version
of the 2002-2006 CSU AAUP-BOT Collective Bargaining
Agreement is on-line at the usual URL:

http://www.easternct.edu/aaup/cba.html

This version is, of course, unofficial...but we have worked
hard to make it identical with the printed version in content,
and have hopefully corrected most of the printed version's
flaws.

We encourage you to try it out. All internal and some external
references are linked so navigation is better than in the print
version. You can also use the find and find-again feature of
your browser to search for words in the contract...so finding
items is perhaps easier. On the down-side, the contract is now
in a single file that is sometimes slow to open if you are on a
modem connection...but we think your patience will be rewarded.

I also encourage you to right-click (PC USERS) or click-hold-drag
(Mac USERS) on the CBA link on the home page to DOWNLOAD
the contract to your hard-drive for improved loading times. Our
home-page is:

http://www.easternct.edu/aaup

Best wishes for the fall semester.

ross

Professor Ross E. Koning, PhD
Chapter President ECSU-AAUP
Biology Department - Goddard Hall

****

message from Bernetta Steadman, Assistant Director, Admissions, ECSU:

I came across this website (http://www.nasbe.org/) and thought you might be interested in the Minority Teacher Recruitment Conference/Exhibition.

It would be a good opportunity to attract qualified minority individuals to our grad and certification programs. Let me know what you think. Perhaps this is something you could coordinate in conjunction with the Admissions Office if you feel it is a worthwhile endeavor

I would suggest reading about the exhibitor info.

****
Call for Graduating Senior Information

A request from Institutional Research -

Please share news about the plans of graduating seniors.

If they are going on to graduate school, please provide the graduate's name, undergraduate major,
graduate university, location (city, state), field of study and degree program sought, and any information
on scholarships and/or fellowships.

If they have been accepted for employment positions, please provide the graduate's name,
undergraduate major, company, location (city, state), position, salary.

Please email the information to David, who will compile it for the department. Thanks.

*****
Other Events

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ECSU - ThinkQuest for Tomorrow's Teachers Projects

Faculty members and students from Eastern Connecticut State University are participating in a US Department of Education grant to Prepare Tomorrow's Teachers to Use Technology with ThinkQuest
[ http://www.thinkquest.org] and 13 other universities throughout the US. This project's homepage may be at http://www.easternct.edu/depts/edu/dept/pt3.html .

Alumni news may be found at http://www.easternct.edu/depts/edu/news/alumninews.html.

Planning
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Past surveys of our graduates are available on the WWW -

an analysis of the survey of teacher education program graduates 1996-98
http://www.easternct.edu/depts/edu/assessment/survey9698.htm

results of the survey of teacher education program graduates - 1996-1998 -
http://www.easternct.edu/depts/edu/assessment/surveyresults9698.htm, and

results of the survey of teacher education program graduates - 1998-2000 -
http://www.easternct.edu/depts/edu/assessment/gradsurvey2001.htm

survey of interests in graduate programs -1999,
http://www.easternct.edu/depts/edu/assessment/gradinterestsurvey1999.htm

survey of interests in graduate programs - 2001
http://www.easternct.edu/depts/edu/assessment/gradinterestsurvey2001.htm

Planning forms for field experiences and student teaching for Spring 2003 are now posted at

http://www.easternct.edu/depts/edu/dept/stinfo.doc

and

http://www.easternct.edu/depts/edu/dept/stpreferencefall2003.doc

                                             *****
                               Research and Creativity Activities -
chronicling the ongoing progress of the Education Department at Eastern Connecticut State University
                   also found at http://www.easternct.edu/depts/edu/news/rca.html

Fifth Report
July 11, 2002

Our Graduates Speak

                  An analysis of survey data provided by ECSU program completers
                     concerning their professional preparation and Connecticut’s
                                    Common Core of Teaching

                                               An
                               Eastern Connecticut State University
                                         Research Brief

Prepared by

Mitchell Sakofs
Director of Educational Experience

Spring 2002

Introduction

As part of an ongoing effort to improve program quality in the Eastern Connecticut State University
Education Unit, a survey was sent to ECSU graduates who were recommended for teaching certification
from 1999 through 2001. This survey was designed to explore two main issues, i.e.,

· their assessment of the BEST program and
· their assessment of the professional preparation they received at Eastern in terms of Connecticut’s
Common Core of Teaching.

Questions concerning BEST were modeled after a state survey designed to probe how certified teachers
assess the professional preparation they received through institutions of higher learning; questions
concerning Connecticut’s Common Core of Teaching were taken from the Common Core documentation
found on the Connecticut State Education Department’s website. Questions probing our graduates’
assessment of BEST as well as the professional preparation provided by the ECSU Education Unit were
structured to allow for responses on a 5-point Likert Scale with 5 = Strongly Agree, 4 = Agree, 3 =
Undecided, 2 = Disagree, and 1 = Strongly Disagree. See Exhibit 1, page 4.

This report presents student assessment data of the professional preparation provided by ECSU’s
Education Unit. An analysis of BEST data will be reported in another document.

Procedure

Three hundred and forty surveys were mailed to students who were recommended for teaching
certification from 1999 through 2001.

Data were analyzed using SPSS. Data transformations from interval to categorical data were
performed so percentages in the following categories for each question could be calculated: Negative,
Undecided and Positive. The procedure to create these categories was as follows: if a respondent
indicated a negative response to a question, e.g., in response to a question they scored a 1 or 2, the
variable was recoded into a Negative category. Likewise if they scored a question 4 or 5, the variable
was recoded into a Positive category. A response of 3 was recoded as Undecided.

Results

· 340 surveys mailed, 20 were returned as undeliverable and 95 were returned with completed surveys.
This is a 30% response rate.
· Percent of respondents within each program were as follows: 45% Early Childhood, 17% Elementary,
8% Middle, 12% Secondary and 18% HPE.
· Percent of respondents within each degree category offered were as follows: 76% Undergraduate, 10%
Post-baccalaureate and 14% Graduate.
· Mean scores on the 18 aspects of Connecticut’s Common Core of Teaching ranged from a low of 3.5 to a
high of 4.2. See Exhibit 2, page 10.
· Percentages for the recoded data concerning Connecticut’s Common Core of Teaching in the POSITIVE
category ranged from a high of 91.5% to a low of 59%. See Exhibit 3, page 17.
o The areas scoring 90% or above positive were:
§ Q21B, how students learn and develop
§ Q34B, share responsibility for student achievement
§ Q38B, demonstrate a commitment to students
o The areas scoring 80% to 89% positive were:
§ Q22B, Understand how students differ
§ Q26B, Recognize need to vary instructional methods
§ Q27B, Select learning tasks to make subject meaningful
§ Q29B, Instructional opportunities support academic, social and personal development
§ Q30B, Use of verbal and non verbal media/foster individual and collaborative inquiry
§ Q33B, Conduct as a professional
§ Q35B, Continually engaged in self-evaluation

o The areas scoring 70% to 79% positive were:
§ Q24B, Understand the central concepts of the discipline I teach
§ Q25B, Know how to design and deliver instruction
§ Q28B, Establish and maintain appropriate standards of behavior
§ Q31B, Employ a variety of instructional strategies
§ Q32B, Use of various assessment techniques
§ Q36B, Seek out opportunities to grow professionally
§ Q37B, Serve as a leader in the school

o The areas scoring below 70% positive were:
§ Q23B, Proficient in reading, writing and mathematics

Conclusions and Recommendations

This research reveals how graduates of the ECSU teacher certification programs view the efficacy of
their professional preparation within the context of Connecticut’s Common Core of Teaching.

For these findings to meaningfully guide programmatic changes, it is recommended that:

1. faculty review their course syllabi to better understand how the dimensions of the Common Core are
expressed in course content, and
2. review the data provided here to determine which elements of the Common Core need to be more
substantively addressed in courses. While it may seem reasonable to look to strengthen aspects of the
program that students found wanting, it may be that faculty chose to strengthen areas of strength, as
they are deemed central and appropriate for pre-service teacher preparation.

This document may also be downloaded from
http://www.easternct.edu/depts/edu/news/graduatesspeak02.doc
as a WORD document.

Searches
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searches pending approval - we had request an additional faculty member in Elementary Education.

Opportunities

The Jean H. Thoresen

ECSU-AAUP Scholarship

What is it?

The ECSU Chapter of the AAUP announces a scholarship program for ECSU students who are registered for independent projects in the 2002-2003 academic year. The Jean H. Thoresen ECSU-AAUP Scholarship will be awarded to assist with the costs involved in completing one or more research or creative projects and/or presenting research at an academic conference. The ECSU-AAUP has allocated up to $800 for distribution in support of this program.

How do I apply?

A student applying for the ECSU-AAUP scholarship must submit a proposal of no more than three pages that describes the project design in sufficient detail and indicates the importance of the project. The proposal must include a detailed budget for use of the requested funds. Students should remember that they are applying to a general audience who, while educated, is not necessarily conversant in all fields. There should be a one-page resume for the author attached to the back of the proposal.

The student must have her/his ECSU faculty research mentor write a letter of recommendation. This letter should evaluate the importance, feasibility, and prospects for completion of the project.

The complete proposal and recommendation letter should be sent to:

AAUP Executive Board

ECSU-AAUP Office

Beckert Hall

The deadline for receipt of the proposal is Monday November 11, 2002

How will my proposal be judged?

Complete proposals will be evaluated by the ECSU-AAUP Executive Board. The proposal(s) deemed most-competitive by the Executive Board will be selected for funding. A check written by the ECSU-AAUP treasurer will be issued promptly to the scholarship winner(s).

What strings are attached?

Upon completion of a funded project, a brief project report should be filed with the ECSU-AAUP office. This report will include documentation of how the scholarship funds were spent.

I have some other questions, who should I contact?

Please contact Dr. Nicole Krassas, Political Science Department, 350 Webb Hall, (860)-465-5034, krassasn@easternct.edu.

This program was established on 4/28/99 by unanimous vote at the ECSU-AAUP annual meeting. It was renamed The Jean Thoresen ECSU-AAUP scholarship after Jean passed away in November 2000. Jean was a devoted member of the AAUP, a tireless worker for AAUP ideals and a past chapter president.

Academic Freedom is Not Free

Teacher Quality Partnership Grant Program

· increase teacher mastery of subject matter, especially in mathematics, science and the essential themes which define the American experience

· recruit and prepare minority teachers, and

· improve the leadership skills of principals.