Denise Donahue[email protected] Education
University of South Florida, Tampa, FL
Professional Experience Supervisor, University of South Florida, Education 2018-current Teacher, gifted education, Hillsborough County Public Schools Grades K-5 2017-2018 Partnership Resource Teacher (PRT), University Intern Supervisor, Undergraduate Course Instructor, University of South Florida and Hillsborough County Public Schools, Team Leader 2014- 2017 Peer Evaluator, Hillsborough County Public Schools 2012-2014 Teacher, Hillsborough County Public Schools 1990-2012 Grades K-6, all subjects Team Leader Certifications and Endorsements
Publications Donahue, D., Banks, C. (2017, Sept.). Education, Equity and Inclusion: Preparing Teachers to Support Diverse Students. Oregon Journal of the Social Studies. Burns, R. W., Jacobs, J., Baker, W., & Donahue, D. (2017). Making muffins: Identifying core ingredients of school-university partnerships. School-University Partnerships. Under Review Donahue, D., Kinskey, M. (2018) Bridging the Gap Between Theory and Practice : A Duo-Ethnography Donahue, D. (2018) It Takes a Village: A Shared Commitment to Innovative and Reflective Practice in a Professional Development School Donahue, D., Cain, L., (2018) Transgender Identity: Perceptions of a child and parent through transition Conference Presentations Florida Educational Research Association (FERA) Donahue, D. (2018, November). Bridging the Gap Between Theory and Practice : A Duo-Ethnography. St. Petersburg, Florida. Florida Educational Research Association (FERA) Donahue, D. (2018, November) Transgender Identity: Perceptions of a child and parent through transition. St. Petersburg, Florida. Interdisciplinary Symposium on Qualitative Methodologies (ISQM) Donahue, D. (2018 March). What's the Problem: Teaching LGBTQ Literature in an Elementary Classroom. Presentation at the Interdisciplinary Symposium on Qualitative Methodologies, University of South Florida, Tampa, FL. National Association of Professional Development Schools (NAPDS) Donahue, D. (2017, March). Education, Equity and Inclusion: How Prepared are Pre-service Teachers to Support Lesbian, Gay, Bisexual, Trans, and Queer/Questioning (LGBTQ) Elementary Age Students and Their Families? Presentation at the National Association of Professional Development Schools Conference, Washington, D.C. National Association of Professional Development Schools (NAPDS) Jacobs, J., Burns, B., Donahue, D., Banks, C., Wilson, A. (2016, March). Structures for building a large scale clinically rich school-university partnership. Presentation at the National Association of Professional Development Schools Conference, Washington, D.C. National Association of Professional Development Schools (NAPDS) Donahue, D., Banks, C., (2016, March). Using Studiocode to examine pre-service teachers’ reflective practices. Presentation at the National Association of Professional Development Schools Conference, Washington, D.C. Association of Teacher Educators (ATE) Conference Donahue, D. & Banks, C., (2016, February). Listening to learn: Using the PST “voice” to code video. Presentation at the Association of Teacher Educators Conference, Chicago, IL. USF College of Education Inquiry Conference Donahue, D. (2015, April). Post conferencing: A cognitive coaching approach. Presentation at the USF College of Education Inquiry Conference, Tampa, FL USF Practitioner Research Conference Research in progress -Overcoming Challenges in Elementary Preservice Science Teaching Development: A Collaboration Between a Science Methods Teacher and University Supervisor -Challenges faced by educators teaching LGBTQ inclusive children's literature -The Use of Inclusive Children's Literature in Pre-service Teacher Preparation -Inclusionary Practices of LGBQ Equity Issues in Pre-service Teacher Education Curriculum -Triad Relationships in School University Partnership Schools, Including Collaborating Teachers, Supervisors, and Interns Grants: Lowe's Toolbox for Education, outdoor reading classroom Award: $3600 2018 Student Government University of South Florida Conference presentation grant Award: $500 2016-2018 University Teaching -EDE 6326: Instructional Planning for Diverse Learners (M.A.T. program, independent study) -EDE 4301: Instructional Planning for Diverse Learners (undergraduates) This course examines the legal issues affecting classroom/school management, school safety, professional ethics and elementary school methods. 2015-2016 -EDE 4504: Creating and Differentiating the Learning Environment in Elementary Schools This course examines various approaches to managing the elementary instructional environment and specific strategies for maintaining a safe, positive classroom climate. 2014-2016 -EDE 4943: Alternative Field Experience This course combines arts integrated arts curriculum and issues of equity regarding race, economic status, gender and other factors which affect teachers, their students and families. 2014-2016, 2018 -EDE 4944: Field Supervision for Level III interns This course is an inquiry-driven internship experience designed to provide interns opportunity and support to deepen course to field connections. Interns are in the field two consecutive days per week. This is supplemented with a weekly seminar meeting. 2014-2016, 2018 -EDE 4942 Field Supervision for Level II Interns This course is an inquiry-driven internship experience designed to provide interns opportunity and support to deepen course to field connections. Interns are in the field one day a week. This is supplemented with a weekly seminar meeting. 2017-2018 -EDE 4941: Field Supervision for Level I interns This course is an inquiry-driven internship experience designed to provide interns opportunity and support to deepen course to field connections. Interns are in the field one day a week. This is supplemented with a weekly seminar meeting. 2014-2016 -EDE 4940: Final Internship This course is an inquiry-driven internship experience in which interns spend 5 days per week in the field, demonstrating proficiency in teaching as described by the Florida Accomplished Practices and the ability to teach full time in an elementary classroom. 2015-2016 Leadership Supervise undergraduate interns, University of South Florida 2015-2018 Leadership Team, HCPS, 2017-2018 STEM Fair, 2013-2018 School-wide Science Initiative, 2017-2018 Lego Robotics Enrichment Team, 2017-2018 Team Lead/POD Leader, 2015-2017 Facilitate and oversee 4 school sites, working with administrators and supervisors, 2014-2017 Service To the Department: -Facilitator, USF College of Education Inquiry Conference, Tampa, FL (2017) -Worked with instructors to develop global certification for Instructional Planning for Diverse Learners , MAT Program (2017) -Member, Student Organization for Qualitative Methodologies (SOQM) -Worked on a team to develop course rubrics and lesson plans for EDE 4941, EDE 4943, & EDE 4504 -Collaborate with site director for EDE 4943 - Mentor to new USF supervisors, both formally and informally -Worked with school administrators to collaborate on intern experiences -Assisted with inquiry based research data analysis and case studies for conference presentation To the College: -Presenter at the 2018 USF Supervisor Professional Development Training 2018 -Graduate Student Research Symposium Judge 2018 -Active in the Office of Multicultural Affairs 2017 -UndocuAlly Training 2017 -STARS Scholarship Reviewer, USF College of Education 2017 -Round table facilitator, University of South Florida Practitioner Research Conference, Tampa, FL 2016 -Round table facilitator, University of South Florida Inquiry Conference, Tampa, FL 2015 -Social Media Team at USF Practitioner Research Conference 2016 -Strengthening school university partnerships 2015-2016 To the Profession: -AERA reviewer for the 2019 annual conference 2018 Florida Education Research Association (FERA) conference reviewer 2018 -Global Conference on Education and Research conference proposal reviewer 2017-2019 -National Council for the Social Studies conference proposal reviewer 2018 -Data Mining and Reading Training 2017 -Gifted Education Training 2017 -Lego Robotics Training, WeDo Mindstorms 2017 -Title IX Diversity Training 2017 -USF Department of Teaching and Learning Pre-Planning 2015, 2016 -SMART Board training, University of South Florida iTeach Lab 2015, 2016 -American Association of Colleges for Teacher Education (AACTE) Topical Action Group: 2017 LGBTQ advocacy and inclusion in teacher education 2016 Community Metro Health and Wellness Center, Ybor City Pasco Humane Society Animal Shelter volunteer Metropolitan Ministries homeless shelter volunteer Charity Fundraiser for cancer research funding Migrant Ministries GLSEN activist, Equal Access Act for Gay Straight Alliances (GSAs) Pride Alliance, PFLAGS - LGBTQ Advocacy Smithsonian Curiosity Council Teaching With Primary Sources (TPS) Teachers Network Awards and Honors University of South Florida Alumni LGBT Scholarship 2018 Award: $2000 Stevenson Scholarship, Association of Teacher Educators (ATE) 2016 Award: $1200 Professional Memberships Social Science Education Consortium National Association of the Social Studies Southeastern Women's Studies Association Phi Kappa Phi Honor Society Association of Teacher Educators National Science Teachers Association National Association of Professional Development Schools Gay Lesbian & Straight Education Network (GLSEN) Student Evaluations Spring 2017 All Courses No. of Courses 3 Overall Rating 4.4 Average Rating 4.2 Dept Average Rating 4.3 College Average Rating 4.3 Percent Response(%) 85.11 Instructor Comments: -Professor Donahue is always organized and prepared for class. Just as supportive in the classroom, outside of the classroom. She not only taught us about differentiated instruction, she used it herself. Great class -She is a wonderful teacher. She is great with her expectations and is always there to support students. -Very open and friendly environment. The professor is kind and considerate and willing to work with all students. -I learned a lot and the workload in the class really helped me stay on track and made the end of my semester a lot easier. Ms. Donahue is an amazing teacher and really cares that we do well and succeed. -Ms. Donahue is a great teacher, cares a great amount about her students, is very understanding, and always goes above and beyond for all of her students. -She was always available in and out of class to answer any questions we have. Expectations on assignments was always clear and deadlines were always reasonable, because she took into account our workload from other classes as well -Very well organized. Always on time to observations and great with constructive feedback. -She is a wonderful teacher. She is great with her expectations and is always there to support students. -Ms. Donahue is an awesome supervisor! -Ms. Donahue is an excellent instructor. She kept us on track and really cares for each one of us and the teachers that we are becoming. -Ms. Donahue always goes above and beyond for her students. She invests so much time and care and is one of the few professors i've had during my college experience here at USF that genuinely cares for her students. -She was extremely flexible when it came to scheduling observations for all interns. Seminars were always helpful and informational Reflection and response: During the midpoint of each course I taught, I would survey the students anonymously and analyze the data. . If there were discrepancies, I would then present this to the class and get their insight. I reflected on the information and made changes and improvements to the course based on the student feedback, positive and negative. I kept and enhanced the portions that were going well, and altered or got rid of what wasn't working for the interns. I let them know what changes were being made so they understood that I valued their input. Additionally, towards the close of each semester, the university would ask students to provide feedback on the class and on my teaching. This was helpful in the same regard. I would use this to design and implement classes in the future, understanding that while each student is different and have their own needs and values, there are some trends in their education that I could strive to make as effective as possible. There were many more positive comments as each semester went by these past three years, and I'm proud that my instruction is so well received by students. For future courses, there were two comments made which I can incorporate. The first was the class was "stressful" due to the amount of work required. While I don't want to "dumb down" the course, as this would not be beneficial to anyone, I want to honor this reaction. My plan is to break down the bigger assignments into smaller chunks for those who might want or need this, hopefully decreasing the stress level. As always, I will offer to stay after class or meet for office hours for anyone needing extra assistance, and ensure all students have clear communication about due dates and expectations. The second comment which inspires change after reflection is to "loosen up the amount of reading over a week". Again, while maintaining the academic rigor of the courses, I can also be flexible with requirements and readings. Techniques such as jigsaw, discussion boards, reading in class, and spacing readings out evenly over time can help support students who feel overwhelmed. |