Posts Tagged ‘content areas’

Designing Simulations for Science Teacher Preparation: Reflections from the 2021 Convening

AACTE Simulations for Secondary Science Teachers conference

I recently had an incredible learning opportunity to be a part of the AACTE Simulations for Secondary Science Teachers conference. The goal for the convening was to introduce participants to the simulation design process and to support them to create a secondary science simulation scenario in smaller teams. Large group zoom meetings with almost 55 participants provided a valuable opportunity to listen, ask questions, and reflect on matters that concern science teacher preparation. The convening provided just the right amount of stimulation and sense of community that probably many of us were missing due to the recent pandemic. Until now, I saw myself as a user—employing simulations to help my teacher candidates understand and practice core teaching practices. However, being a part of the scenario development team afforded an insider or “behind the scenes’ perspective.” I was able to understand the complexities, affordance, and constraints of the simulation designing process. 

Webinar Calls on K-12, Higher Education to Promote Civic Learning and Engagement

This article originally appeared in Diverse Issues in Higher Education and is reprinted with permission.

The “fragility of our democracy” was made evident by the events of Jan. 6 at the United States Capitol, which was incited by rhetoric around election fraud, according to Harvard University’s James Bryant Conant University Professor Dr. Danielle Allen.

As misinformation and government-related conspiracy theories continue to divide the nation, the Educational Testing Service (ETS) and the Educating for American Democracy initiative co-hosted a webinar on Tuesday to discuss the need to promote civic readiness within the K-12 education system.

The event, “Monitoring Civic Learning Opportunities and Outcomes: State of the Field and Future Directions,” noted inadequate support for civics education from policymakers and education leaders.

Attend the ETS Webinar on Educating for American Democracy

ETS Webinar - Educating for American Democracy

There is wide recognition that history and civics have been neglected disciplines in American K-12 education. Recent events, including the January 6 insurrection of the U.S. Capitol, underscored this point and the need to elevate learning in these essential disciplines.

The Educating for American Democracy (EAD) initiative has garnered broad cross-partisan and stakeholder support as a way to re-imagine and re-prioritize the important civic mission of K-12 public education. AACTE became an EAD organizational Champion in 2021 and is developing professional development that addresses inquiry-based civic instruction in our member educator preparation programs. AACTE is participating in the upcoming webinar, Monitoring Civic Learning Opportunities and Outcomes: State of the Field and Future Directions, on July 13

AACTE Teacher Stories: Teachers as Forward-Thinking Frontline Workers

AACTE Teacher Stories is a new series highlighting the experiences of K-12 educators who are attending or alumni of AACTE member institutions.

As an AACTE National Holmes Scholar who graduated from the University of Central Florida, I learned that to persevere I must overcome some fears regardless of how grand they might seem.  After graduation, I opted to take the path of returning to the K-12 classroom as a teacher and reading specialist rather than transitioning to higher education. In the midst of COVID-19, I was uncertain and fearful, like many of my fellow teachers. The new school year highlighted my and others’ fears, forcing us to consider our roles as frontline workers in education. My English class read the text, What Fear Can Teach Us, a speech by Karen Thompson Walker. In her speech, Walker posits “We all know what it’s like to be afraid. We know how fear feels, but I’m not sure if we spend enough time thinking about what fear means.”

JTE Podcast Interview: Proposing Core Practices for Social Studies Teacher Education

Studio microphone for recording podcasts and computer tablet on a white background.Listen to the recent JTE Insider podcast by the Journal of Teacher Education (JTE) editorial team. This blog is available to the public, and AACTE members have free access to the articles in the JTE online archives—just log in with your AACTE profile.

This podcast interview features insights from the article Proposing Core Practices for Social Studies Teacher Education: A Qualitative Content Analysis of Inquiry-Based Lessons” by Alexander Cuenca. The article was published in the May/June 2021 issue of the Journal of Teacher Education.

Apply by May 5 for the AACTE Simulations for Secondary Science Teachers Conference

AACTE Simulations for Secondary Science Teachers Conference

Teacher candidates benefit from exposure to a range of diverse clinical experiences. Often, the clinical placements teacher candidates experience during their preparation program are limited and do not encompass the variety of settings they will encounter during their careers. While simulations are not a substitute for in-person clinical practice, well-crafted simulations can:

  • expose teacher candidates to student populations that are more diverse in terms of learning needs and socio-cultural experiences than they may encounter in their clinical placement
  • allow candidates to practice pedagogical approaches that they do not have the opportunity to employ in their clinical placements and to receive immediate feedback on their professional practice
  • offer the opportunity to teach courses and/or categories of content beyond the scope of their clinical placements

Applications Deadline Extended for the AACTE Simulations for Secondary Science Teachers Conference

AACTE Simulations for Secondary Science Teachers Conference

AACTE has extended the deadline for interested participants to apply to attend the Simulations for Secondary Science Teacher Conference. The extended deadline is May 5, 2021 at 11:59 p.m. EST.

In partnership with the National Science Foundation (NSF), AACTE will convene the Simulations for Secondary Science Teachers Conference, June 8-10, 2021, to address the critical need for well-qualified science educators who can teach effectively in a variety of face-to-face and virtual school settings and meet the needs of diverse learners. AACTE received funding from the NSF Discovery Research PreK-12 grant to virtually convene members and strategic partners to advance the use of simulation in science education teacher preparation.

The purpose of this conference is to convene experts across the country to

  1. identify significant gaps in the clinical preparation of science educators;
  2. ideate on virtual environments that help address those gaps; and
  3. develop scenarios through design thinking for EPPs to implement within their programs.

Call for Applications: A Conference to Design Simulations for Clinical Preparation of Secondary Science Teachers

Mature teacher explaining cell model to college students in science lab. Biology professor teaching to girls and guys in school the cell structure. Multiethnic high school students understanding bio structure in biology class in school laboratory.

AACTE is excited to announce the call for applications for the Conference to Design Simulations that Enhance the Clinical Preparation of Secondary Science Teachers. Funded by the National Science Foundation (NSF) Discovery Research PreK-12 convening grant, the purpose of this conference is to convene experts across the country to (1) identify significant gaps in the clinical preparation of science educators (2) ideate on virtual environments that help address those gaps, and (3) develop scenarios through design thinking for EPPs to implement within their programs.

The conference attendees will be comprised of current high school science teachers, current science teacher candidates, experts in science education, experts in the use of simulation in educator preparation, experts in culturally responsive teaching practices in the sciences, experts in the Next Generation Science Standards, simulation specialists and representatives from partner organizations. Participants must commit to attending three days of the virtual conference (June 8, 9, and 10) along with three monthly (July, August and September) virtual meetings following the conference.

Frostburg State University’s Innovative Residency Program Prepares Teachers in Critical Shortage Areas

Boyce C. WilliamsIn October 2019, Frostburg State University (FSU) was awarded a five-year, $4.1 million grant from the U.S. Department of Education for the Maryland Accelerates: Teacher-Leader Residency for Inclusive Excellence program. This new program addresses Absolute Priority and Competitive Preference Priority I under the Department’s Teacher Quality Partnership (TQP) Program. By leveraging partnerships in high-need and rural schools, this innovative teacher-leader residency program will help realize State priorities in preparing and retaining highly effective teachers in the critical shortage areas of science, mathematics, computer science, English, and elementary education.

Modeled after the recommendations of the Commission on Innovation and Excellence in Education (also known colloquially as the Kirwan Commission), the program includes a full-year practicum, mentorship, extensive classroom observation, and research opportunities with an emphasis on culturally-responsive pedagogy, mathematical problem-solving, and computational thinking followed by an extended induction program. Graduates of the program receive a Master of Arts in Teaching degree and are mentored and supported through their early years of teaching to develop competency-based practices to move them towards achieving National Board Certification.

JTE Podcast Interview: Studying Preservice Teachers’ Perceptions of Planning for CRDL

JTE CoverListen to the recent JTE Insider podcast by the Journal of Teacher Education (JTE) editorial team. This blog is available to the public, and AACTE members have free access to the articles in the JTE online archives—just log in with your AACTE profile.

This podcast interview features insights from the article Examining Preservice Teachers’ Perceptions of Planning for Culturally Relevant Disciplinary Literacy by Dr. Jamie Colwell, Kristen Gregory, and Valerie Taylor. The article was published in the March/April 2021 issue of the Journal of Teacher Education

Article Abstract

This qualitative multiple case study examined four preservice teachers’ planning and perceptions of planning for culturally and socially relevant disciplinary literacy instruction in secondary disciplines. Four disciplines were represented: art, English, history, and physical education (P.E.)/health. This research sought to understand how a secondary literacy course and its requirements, with a particular focus on culturally relevant disciplinary literacy (CRDL) instruction. Particularities of the four disciplines of study represented were also considered to inform cross-content literacy coursework. Findings indicated preservice teachers (PSTs) recognized potential of CRDL to engage students in critical thought. However, core disciplines (English and history) had varying viewpoints of the reality of such instruction compared with noncore disciplines (art and P.E./health), and all PSTs struggled to perceive CRDL as a primarily student-focused approach to instruction.

JTE Authors Discuss Use of Inquiry Community Framework in Clinical Setting

JTE banner

Check out a recent JTE Insider blog interview by the Journal of Teacher Education (JTE) editorial team. This blog is available to the public, and AACTE members have free access to the articles in the JTE online archives—just log in with your AACTE profile

This interview features insights from the article Becoming Clinically Grounded Teacher Educators: Inquiry Communities in Clinical Teacher Preparation by Rachel Wolkenhauer and Angela Hooser. The article was published in the March/April 2021 issue of the Journal of Teacher Education.

Article Abstract: Calls for the renewal of teacher preparation through clinical practice have left many novice teacher educators to learn on the job. This article reports on the research of two such novices, studying their own practice. Addressing the need to better understand the approaches teacher educators take to clinically grounding their work, the authors used a hermeneutic approach to naturalistic inquiry to study their use of an inquiry community framework in a teacher preparation clinical setting. The authors found that within an arc of practitioner inquiry, explicitly teaching guided reflection and professional dialoguing skills within an inquiry community were key teacher educator practices. They found that an inquiry community approach holds promise as a structure and space for teacher educators to advance teacher preparation toward clinical practice.

Professor Receives National Language Teaching Award

This article originally appeared in the University of Hawai’i News and is reprinted with permission.

Alohilani OkamuraA University of Hawaiʻi at Mānoa College of Education professor is the recipient of the 2021 Southwest Conference on Language Teaching (SWCOLT) Excellence in Teaching Post-Secondary Award.

With more than 30 years of experience teaching Hawaiian language and developing programs in public and charter schools throughout the state of Hawaiʻi, Alohilani Okamura said she developed a deep respect for learning the language as a graduate student at UH Mānoa.

SWCOLT is a regional world language teachers’ organization in partnership with state teacher associations from Hawaiʻi, Arizona, California, Colorado, Nevada, New Mexico, Oklahoma, Texas and Utah. Okamura, who is in the Institute for Teacher Education (ITE) Secondary World Languages, was selected for her exceptional commitment to language education.

Howard University to hold Advanced Placement Summer Institute

Howard University is pleased to announce its recent endorsement by the College Board to host an Advanced Placement Summer Institute in 2021. The Howard University School of Education is committed to increasing the diversity of AP educators and high school students enrolled in these courses. APSI@Howard will offer 2 cohorts for new and experienced AP teachers during the weeks of July 19-23, 2021 and July 26-30, 2021.  

Our virtual AP Summer Institute will bring part of the Howard experience to AP teachers worldwide. Throughout the institute, educators will receive intensive training on the curriculum and teaching methods of AP courses while also being exposed to modules around implicit bias and anti-racist teaching and pedagogical approaches. Each workshop will include an experiential learning opportunity related to the field with the intent of modeling instruction. The workshops will allow teachers the opportunity to interact with colleagues and discuss concerns surrounding the AP courses they will teach. Please feel free to pass this information along to school and district leaders as well as high school teachers. 

APSI @ Howard University is now accepting registrations. 

July 19-23, 2021 Week 1 registration

July 26-30, 2021 Week 2 registration 

Dawn Williams is the Dean of the Howard University School of Education.

Case Study: One Program’s Process of Integrating Trauma-Informed Practices into Educator Preparation

The widespread prevalence of trauma and subsequent impacts on student learning and behavior is well known and documented. PK-12 schools across the nation are integrating trauma-informed practices (TIP) to better respond to the needs of children who have experienced trauma. Furthermore, there are an increasing number of educator preparation programs that offer trauma training to their teacher candidates. This blog outlines one educator preparation program’s efforts to prepare its students in TIP.

The Metropolitan State University of Denver School of Education (SOE) in partnership with local non-profit Resilient Futures is integrating TIP into its entire curriculum. TIP is merged seamlessly with existing course learning objectives, ensuring that all students graduate competent to recognize and address the needs of children who have experienced trauma in their future classrooms and school settings. It is important for novice educators to have TIP integrated into their overall teacher preparation rather than required as an additional class or training to their already-crowded programs of study. With TIP integrated into course learning objectives, students understand how TIP is fundamental to all aspects of teaching and classes and not supplemental or add-on.

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