Attend the Back to School Webinar Series with ATLAS, ISTE and EdPrepLab
Higher education and PK-12 school systems around the country continue to persevere through the pandemic while the policies that structure the new school year continue to change day-to-day. Since the onset of COVID-19, our partners have observed how the pandemic has affected teacher and leadership preparation programs and are excited to share lessons learned. This August, join us for a “Back to School” webinar series with three of our strategic partners: EdPrepLab an initiative of the Learning Policy Institute (LPI) and Bank Street Graduate School of Education, International Society for Technology in Education (ISTE), and the National Board for Professional Teaching Standards, Accomplished Teaching, Learning and Schools (ATLAS) group. In each, we will discuss how to apply what was learned this past spring to the upcoming academic year within higher educator preparation programs.
ATLAS and FAVSTE: A Tool and a Framework for Using Video in Teacher Preparation
August 12 and 13, 3:00 – 4:00 p.m.
In the face of COVID-19 and the closing of U.S. schools, the opportunity to meet face-to-face—at both the K-12 and university level—has been taken away. As such educators are looking for alternative approaches to instruction, including instruction in teacher preparation. Many teacher educators are looking to video tasks as one of the best “approximations of practice.” A group of science teacher educators, working under the guidance of NBPTS, is using the ATLAS (Accomplished Teaching, Learning and Schools) library as a video modeling tool and the FAVSTE (framework for Analyzing Video in Science Teacher Education) as a framework for maximizing the efficacy of video tasks. Over the course of two webinar sessions, a group of researchers involved in this work will introduce participants to ATLAS and the FAVSTE and describe “models of use” to illustrate the utility of video tasks and the framework in teacher preparation. These ideas are applicable across different levels of teacher certification (elementary, middle, and secondary) and school contexts.
ISTE: Integrating Digital Technologies in Remote K-12 Learning: Lessons for Higher Education Preparation Programs
August 18, 2020, 12:30 – 2:00 p.m.
As a result of the COVID pandemic, teacher preparedness to integrate digital technology into their teaching has become a leading topic of conversation in both the K-12 and higher education community. How well are K-12 teachers being prepared to integrate digital technologies and the ISTE Standards into their K-12 teaching? What is higher education doing well? Where are the gaps? In this webinar, you will hear from AACTE Innovation and Technology Committee co-chair, Liz Kolb and Christine Terry about two survey results pre and post-COVID. The first survey, pre-COVID, investigates K-12 teachers and administrators’ perception of how well new teachers are being prepared to integrate technology tools and the ISTE Standards for Students. The second survey focuses on how teachers experience remote teaching and learning during the COVID pandemic. While both are national surveys, we will be focusing on the State of Michigan as a case study. Outcomes will include how well teachers were trained and integrating digital technologies pre-COVID, and the experiences of teachers using technology tools or remote learning during COVID. The presentation will include suggestions and implications for teacher preparation in higher education as well as K-12 district PD for moving toward high quality preparation of K-12 candidates for face to face, remote, and blended learning environments with technology tools.
AACTE and EdPrepLab: Preparing Educators During COVID-19: Lessons Learned and New Challenges for Fall 2020
August 26, 2020, 3:00 – 4:00 p.m.
AACTE and Educator Preparation Laboratory (EdPrepLab), an initiative of the Learning Policy Institute (LPI) and Bank Street Graduate School of Education are excited to share lessons learned during COVID on effective teacher and leader preparation strategies this past spring. The discussion will also address how programs are continually reimagining their structures and practices even as they maintain a focus on key commitments to deeper learning and equity. Questions addressed will include: (1) How are programs applying what they learned during the spring school shutdowns to adapt to emerging conditions in the fall? (2) How are programs continuing to adapt to new challenges including remote and hybrid school start-ups, social distancing requirements, and students’ social-emotional needs? (3) How are programs positioning themselves, and their teacher and leader candidates, as assets for pk-12 schools in providing equitable deeper learning opportunities for all students?