Spring 2015

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Meet Amy Broemmel: Graduate Studies Director

Amy Broemmel, associate professor of literacy and elemen-tary education, has been a faculty member of the Department of Theory and Practice in Teacher Education since August 2002. In August 2014, she assumed the newly created role of graduate studies director for TPTE.

When asked about the creation of this new position, Broemmel noted that Sherry Bell, TPTE department head, saw the need to pull together the various duties associated with graduate studies. These duties include working with support staff to organize and col-lect data; monitoring the progres-sion of graduate students; writing letters of support for fellowship applicants and other scholarship applicants; representing TPTE at university-wide meetings regard-ing graduate studies; organizing the handbooks and orientation sessions and facilitating that process; and heading the graduate studies committee. Previously, those duties had been spread among a number of people.

In addition to this new role, Broemmel still leads the Roane County/Lenoir City Elementa-ry cohort. In her view, the strongest aspect of UT teacher licensure program is the yearlong internship in which the university and public schools work collabo-ratively to support the development of pre-ser-vice teachers in the real life context of classrooms while they are also taking graduate level courses to extend their knowledge of teaching. As she said, “Our teacher

licensure programs provide the balance between theory and practice.”

Broemmel remarked that one of the biggest challenges today is preparing teachers to teach in such a way that they hold themselves accountable for implementing the instruction that meets the needs of all students in contexts where their autonomy is extremely limited. She noted that teacher educators must continu-ally highlight best practices but also acknowledge that there are significant challenges that our interns will face when they enter the classroom.

In summing up her work, Broemmel conveyed one of her goals as both a TPTE faculty member and the new TPTE grad-uate studies director. “I want the teachers we prepare to be humble yet confident enough to exhibit the leadership skills we are trying to help them develop.”

Two Professors— 80 Years of ExcellenceA Q&A WITH TWO RETIRING PROFESSORS

Thomas Turner and Dorothy Hendricks will be retiring in May 2015 with emeritus status after a combined eighty years of leader-ship in social science education. Looking back on their careers, they offer the following perspec-tives and advice.

Q: What prompted you to apply to UT, and when did you start?

Turner: I was finishing my doctoral work at Penn State when my advisors let me know there was a position open at UT in elementary social studies education. At that time, I had other offers, but I sent in my papers and was soon invited for a visit. I was offered the position the first working day after the visit in 1970. I was promoted to associate professor in 1975 and full professor in 1980.Hendricks: UT faculty members were hired by Gadsden City Schools in Alabama to conduct workshops on teaching in a new open-spaced high school that utilized team teaching and indi-vidualized instruction. I had used

Thomas Turner and Dorothy Hendricks

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From the Department HeadGreetinGs! And welcome to the second edition of TPTE News. This fall has been busy and produc-tive. In October, we held our first annual TPTE Recognition Ceremo-

ny in conjunction with the Graduate School of Ed-ucation’s Billie Grace Goodrich Lecture. With more than 100 in attendance, we honored selected alumni, community advocates, and school partners. Con-currently, we launched the TPTE Council, an effort to heighten awareness of and support for our initia-tives and students. We encourage readers to support TPTE by being a Friend or Partner. Find out more on page 4 or by visiting our website.

TPTE, one of four departments housed within the Graduate School of Education in the College of Edu-cation, Health, and Human Sciences, is a vibrant and large department with about forty full-time faculty,

TPTE Inaugural Recognition Ceremonythe tPte inAuGurAl recoGnition ceremony was held October 28, 2014, at The Foundry in Knoxville. The event preceded the Annual Billie Grace Goodrich Lecture by keynote speaker David Berliner. During the ceremony, two department-based awards were presented. The TPTE Teaching Award was presented to Jud Laughter and the TPTE Service Award was presented to Mari Beth Coleman. Additionally, recognition awards were presented in three categories: TPTE Outstanding Alumnus/a, TPTE Outstanding Collaborator, and TPTE Outstanding Commu-nity Advocate.

The TPTE Outstanding Alumnus/a Award is given to alumni who have made outstanding contributions to the fields of education and/

HANESCOLEMAN

MILLERROBERTSON

LIBERMANSHELTON-LOWE

ALEXANDERSTEPHENS

LAUGHTERMcAFEEteaching material and ideas in my high school classroom that the visiting profes-sors had provided. Six years later, I realized that I wanted to be a part of an institution known for its expertise in teacher educa-tion and who were leaders in current trends in education. I started at UT in August 1979 as coordinator of student teaching.

Q: What do you consider to be the best aspect of being a professor at UT?

T: I really have loved teaching here. I enjoy the interaction with students, the classes, and the organizational thrill of putting together a class—especially a new one. My particular joy in being at UT has been the privilege of evolving and doing lots of things over the years. I loved the opportu-nity to be passionate about what I do. I have gotten to develop a variety of courses, lead and participate in dozens of different kinds of projects, be a storyteller, help schools, help teachers, teach in a dozen Tennessee schools, model for teachers…you name it. I

consider myself a creative person. One other aspect is the formation of a

cadre of doctoral students in social studies education with the express purpose of get-ting them to write and research. It started with the social studies doctoral seminar. We developed a research project together and wrote two articles that were published together. Former doctoral students contin-ue to attend these meetings with “Turner’s Legion.”

H: The best part for me has been working with great students, mentors, and TPTE faculty members who strive to be the best teachers possible. It is great to be a part of a department that lives up to its name— that connects theory with practice.

Q: What advice do you have for future social studies teacher educators?

T: Be passionate about what you do, put the students first, love your work, and don’t let anything embitter you. You are the one in charge of your life, your career, and your influence. Make that life count for good. Prepare, keep up with the field,

seven administrative staff, about thirty graduate assistants, and over 400 students enrolled in under-graduate, master’s, educational specialist, and PhD programs.

TPTE is also home to the Center on Deafness—which has a long tradition of offering grant-funded programs to enhance the lives of individuals who are deaf or hard of hearing—and Connections for Educa-tion Outreach—which offers consultative and assess-ment services in K–12 schools in East Tennessee.

Through this newsletter, we hope to make you aware of a sampling of the teaching, scholarship, and outreach activities undertaken by our talented fac-ulty, staff, and students, as well as to highlight some accomplishments of a few of our many impressive and dedicated alumni and partners in the field.

Sherry Mee Bell Department Head

TWO PROFESSORS(Continued from previous page)

BY THE NUMBERSTOM TURNER

50 Number of doctoral committees

I have chaired (with 3 more in the works)

30,000 Approximate number of books I

own

3+2 Number of my children and

grandchildren

DOROTHY HENDRICKS

8 I am the proud aunt of 8 nieces

and 8 nephews.

185 I have spent the equivalent of one academic year (185 days)

interviewing students for the program.

3 My current office address has

changed three times but I have not changed offices.

5 I am the third of five children.

research, and write in order to teach better. Above all, love, enjoy, revel in what you do—and don’t always take yourself or others too seriously. Know that there is a difference between being engaged in important work and being self-important.

H: It is interesting that I learned about the “New Social Studies” in 1970 and aspects of that initiative is still evident today. Although the “New Social Studies” dis-appeared from the curriculum as quickly as the “New Math,” the inquiry approach to teaching is the arch that connects the C3 Framework (The College, Career, and Civic Life—The National Council for the Social Studies’ initiative to combine Com-mon Core with social studies standards). Although there may be fads introduced into the social studies curriculum, it is important that social science teacher ed-ucators remember that our primary goal is to prepare all students to be thoughtful and productive citizens of the world.

Visit tpte.utk.edu for more of the interview with Tom Turner and Dorothy Hendricks.

or interpreting as indicated by one or more of the following: dedicated and distinguished teaching or interpreting; distinguished record of scholarship or creativity; and distinguished record of outreach and service in education and/or interpreting. The recipients for 2014 were Elaine Alexander (’79, ’83), Laura Robertson (’00, ’01), and Daryl Stephens (’05).

The TPTE Outstanding Collaborator Award is given to a professional educator or interpreter with a distinguished history of collaboration with faculty, students and staff within TPTE. A TPTE Outstanding Collaborator has made extraordinary commitments of time and expertise to support the preparation of effective and caring teachers, inter-preters, and/or scholars in PreK–12 education and/or interpreting. The recipients for 2014 were Roy Miller, principal, Mooreland Heights Elementary; Darcy McAfee, teacher, Tennessee School for the Deaf; and Lana Shelton-Lowe, principal, Dog-wood Elementary.

The TPTE Outstanding Community Advocate Award is given to an individual with a distinguished history of advocacy for PreK–12 teachers and students and/or interpreters. A TPTE Community Advocate has made outstanding contributions as indicated by one or more of the following: a record of diligent effort to further the goal of access for all to quality education or interpreting services essential to a thriving and just democracy; a strong record of civic-minded activities that support the tireless work of striving and caring teachers and/

or interpreters; and a recognized leader in advocacy on behalf of children/adolescents by working to improve equal and fair oppor-tunities for all. The recipients for 2014 were Beth Haynes, Marilyn Liberman, and Linda Starnes.

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GRADUATE STUDENT POSITIONS AND FELLOWSHIPS FOR 2014–2015UNIVERSITY GRADUATE STUDENT SENATE Melissa Martin, Special Education, Deaf Education and Interpreter Education (PhD)

DEAN’S GRADUATE STUDENT ADVISORY BOARD Katlyn Barnes, Teacher Education (MS) Natalia Ward, Literacy Studies (PhD)Shana Ward, Literacy Studies (PhD)

CHANCELLOR’S/ESPN FELLOWS Rachelle Savitz, Literacy Studies (PhD)Jessica Stone, Teacher Education (PhD)Journey Swafford, Literacy Studies (PhD)

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1122 Volunteer BoulevardKnoxville, Tennessee 37996-3442

tpte.utk.edu

The University of Tennessee is an EEO/AA/Title VI/Title IX/Section 504/ADA/ADEA institution in the provision of its education and employment programs and services. All qualified applicants will receive equal consideration for employment without regard to race, color, national origin, religion, sex, pregnancy, marital status, sexual orientation, gender identity, age, physical or mental disability, or covered veteran status. A project of the Department of Theory & Practice in Teacher Education with assistance from the Creative Communications group of the UT Office of Communications & Marketing. PAN E01-1755-001-15. Job 80507

NON-PROFIT ORG.U.S. POSTAGE

PAIDPERMIT NO. 481KNOXVILLE, TN

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Allison Varnes, Teacher Education (PhD)Ashley Walther, Teacher Education (PhD)Shana Ward, Literacy Studies (PhD)Beau Whitsett, Teacher Education (PhD)

GRADUATE SCHOOL FELLOWSHIPSJamie Smith, Special Education, Deaf Education and Interpreter Education (PhD): Shipley Swann FundEric Moore, Special Education. Deaf Education and Interpreter Education (PhD): UT Diversity Enhancement Fellowship

GRADUATE STUDENT PUBLICATIONS & PRESENTATIONSJason Gordon (PhD student in special education), Rachel Wright (PhD student in special education) and Mari Beth Coleman (special education) presented “Creating Accessible and Engaging Activities Using Advanced Features in PowerPoint” at the 2014 Tennessee Association for Assistive Technology (TAAT) Conference in Nashville in December 2014.

Eric Moore (PhD candidate in special education) and co-author Amy Schelling have published their article “Postsecondary inclusion for individuals with an intellectual disability and its effects on employment,” in the January 2015 issue of Journal of Intellectual Disabilities. Moore will be presenting at the Council for Exceptional Children’s Division on Autism and Developmental Disabilities (DADD) conference in Clearwater, Florida, in January 2015.

FACULTY PUBLICATIONSAllington, R. L. (2015). What really matters for middle school readers: From research to practice. New York: Pearson.

Cahill, C., Horvath, K., McGill-Franzen, A., & Allington, R. L. (2014). No more summer-reading loss. Portsmouth, NH: Heinemann.

Hatch, A. (2015). Reclaiming the teaching profession: Transforming the dialogue on public education. Lanham, MD: Rowman and Littlefield.

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