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.
Posts Tagged ‘content areas’
Experiencing disruptions to your elementary mathematics or science methods courses due to COVID-19? We may be able to help!
ETS is currently recruiting teacher educators who will be teaching elementary mathematics or science methods courses in the fall 2020 semester to participate in a new NSF-funded study (#2032179). The study will provide simulated teaching practice through the Mursion® virtual environment to pre-service elementary teachers (PSETs) enrolled in your methods course.
The simulated teaching tasks used in the study focus on leading argumentation-focused discussions in either mathematics or science at the fifth-grade level. Teacher educators selected to participate will incorporate one simulated teaching task into their course as an assignment for their PSETs and will agree to participate in surveys and focus group interviews reflecting on their experience.
For a more detailed description, please follow this link, where you will also be able to apply. Applications close July 27.
Heather Howell is a research scientist at ETS.
AACTE is happy to announce the newest additions to its staff: Jacqueline Cantow, program coordinator, programs and professional learning; Katrina Norfleet, content strategist; Nicole Dunn, assistant director, programs and professional learning; and Weade James, director of development and research.
Jackie Cantow is an experienced program coordinator with a demonstrated history of working in education and fundraising. Prior to joining AACTE, she worked with The AnBryce Foundation and Brandeis University. She holds a degree in political science and sociology from the George Washington University.
Cantow’s vision for AACTE is to advance the core values of diversity, equity, and inclusion. She will assist the Black and Hispanic/Latino Male Teachers Initiative Networked Improvement Community to increase the presence of these individuals within the field of education. One of her goals is to highlight the innovative work of this demographic and help promote best practices for recruiting and retaining these diverse teachers in the education community. She will also assist with the Special Education Networked Improvement Community to advance its research goals. Cantow joined AACTE in May 2020.
COVID-19 challenges all of us in teacher education to reimagine how to prepare our candidates for the complexity of teaching when they cannot be placed in authentic classroom contexts. Our responses to this challenge will likely require us to stretch the “approximations of practice” that Grossman et al. (2009) described. One strategy that might offer us a means for executing this stretch is video analysis. However, for video analysis to be a meaningful approximation of practice, teacher educators need both useful video case resources and the tools to support candidates’ exploration of these cases.
A group of science teacher educators from across the country has been using the ATLAS library as our main video case resource and the Framework for Analyzing Video in Science Teacher Education (FAVSTE) as our tool for maximizing the learning from these cases. ATLAS has videos (generally 15 -20 minutes in duration) submitted by teachers applying for National Board certification, along with the commentary (Instructional Context, Planning, Analysis, Reflection) associated with the videos. This allows teacher candidates to both see the action occurring in actual classrooms and then read about the thinking of the teacher before and after the lesson that produced that action.
Would teachers find professional development via simulated classrooms useful? This was one of three questions that Toni M. Smith, principal researcher, and Rachel Garrett, senior researcher, from the American Institutes for Research (AIR), explored in the Simulated Instruction in Mathematics Professional Development (SIM PD) Study. The following are excerpts from a summary of their research findings and from what they shared at a May 14, 2020 online event hosted by Mursion, whose virtual reality learning platform was used in the study.
Funded by the Charles and Lynn Schusterman Family Foundation, SIM PD is a pilot of an exciting, new PD program being conducted by AIR. SIM PD offers opportunities for teachers in grades 4–7 to (a) learn about questioning strategies and facilitation of student discourse to promote engagement and understanding of math concepts and (b) practice implementing those approaches using a mixed-reality classroom.
They randomly assigned 16 partnering schools to either participate in SIM PD or continue with business-as-usual professional learning during the 2018-19 school year. They collected documentation of SIM PD activities during implementation and video-based observations of math lessons from both groups of teachers.
AACTE Responds to COVID-19
AACTE members across the country are seeking novel ways to approach clinical practice, observation hours, and practicum expectations for their teacher candidates in order to address the nation’s need for an excellent teaching workforce in our PK-12 schools during COVID-19. AACTE and CEEDAR will co-host a second Lunch and Learn focused on strategies for leveraging partnerships in innovative ways to facilitate new opportunities to learn May 1, 2020, 1:00-1:30 p.m. ET.
Education leaders from Ohio, including our AACTE Board Member and associate dean of Bowling Green State University (BGSU), Mary Murray, will provide examples of educator preparation faculty and district partnerships that are adapting instructional modalities for students with the help of teacher candidates. From early childhood to secondary content areas, including special education, candidates are supporting their district partners through the development of lessons, online tutoring, supporting parents in their navigation of distance learning, and direct instruction online.
Join us to learn how you might apply these practices in your own context. Register now for Just-in-Time Strategies for Leveraging EPP-LEA Partnerships.
This article originally appeared in Education Week on February 12, and is reprinted with permission from the author and former AACTE Board Chair Renée A. Middleton.
To the Editor:
The Jan. 8 article, “Sure, We Teach History. But Do We Know Why It’s Important?” (Big Ideas special report), noted that 78% of educators surveyed believe the primary purpose of teaching history is “to prepare students to be active and informed citizens.” The article also said that understanding the present in historical context can help us “decide on the best course of action ahead.”
I would like to thank the author of this article, which focused on Japanese-Americans forced into prison camps after Pearl Harbor and the decades-later response from President Ronald Reagan and other Americans. History provides a foundation for action and affects how people perceive—and respond—to present-day horrors. All educators should take note.
In 2019, I traveled to Poland for a study tour of the Jewish Holocaust, which showed how far hate can go if left unchecked. My experience of the study tour reinforced the meaning of the Jewish rallying cry “never again.”
AACTE is delighted to announce Christina Restrepo Nazar, Ph.D. as the recipient of the 2020 AACTE Outstanding Dissertation Award for Youth as Teacher Educators: Supporting Preservice Teachers in the Developing Youth Centered, Equity-Oriented Science Teaching Practices. The author completed her dissertation for the Ph.D. at Michigan State University College of Education. She currently serves as assistant professor of K-12 science education in the Charter College of Education at California State University Los Angeles. She will be recognized formally with the award at the AACTE 72nd Annual Meeting, February 28 – March 1, in Atlanta, GA.
In her dissertation, Restrepo Nazar conducted three separate, but interrelated studies that examine the ways preservice teachers (PSTs) generatively developed youth-centered, equity-oriented pedagogical imaginaries in their methods courses and how they enacted these practice(s) in their field experiences. The purpose of this dissertation is to understand how and in what ways a science methods course can support PSTs in the critical uptake of youth (and community) knowledge(s) and practice(s) and how classroom communities in the field can shift/shape these enactments. In this work, Restrepo Nazar foregrounds youth counternarratives of the culture of power in science as a critical part of learning to teach science for PSTs—a study that has never been done before.
This article originally appeared on the Lipscomb University website and is reprinted with permission.
More than 10,000 books are being distributed to children in high priority schools in Metro Nashville Public Schools and Murfreesboro City Schools through a partnership between Lipscomb University’s College of Education and Middle Tennessee State University as the result of a $50,000 grant from First Book.
Suze Gilbert, lead faculty for reading speciality in Lipscomb’s College of Education, and Katie Schrodt, assistant professor in MTSU’s Department of Elementary and Special Education, collaborated with nonprofits Read TO Succeed and Book’Em on this initiative. The grant provides 10,000 books to children and teachers in high priority schools in MNPS and Murfreesboro. In addition to the books, the grant also provides funding for professional development for teachers in those schools. Gilbert and Schrodt are hosting teachers from MNPS and Murfreesboro City schools on both the Lipscomb University and MTSU campuses throughout the winter months to engage in professional learning on Family Literacy Nights and Disciplinary Literacy. Each participating school will receive books to give to children during a Family Literacy Night to be held at each school and books to build classroom libraries.
The subject of this month’s State of the States webinar is Girls and STEM. In 2009, four university researchers explored their suspicion that girls’ lagging behind boys in math achievement was substantially influenced by the math anxieties of their female elementary school teachers. The result of their research showed their suspicions to be correct and that some of the achievement gap was indeed a result of female teachers’ own apprehensions about math and their personal biases about the abilities of female students. The researchers found that female students can pick up on and even absorb negative thoughts from their teachers as early as kindergarten. Learn more.
Since that study was conducted, the achievement gap in math between boys and girls has narrowed, but still persists. The webinar will focus on what states are doing legislatively, with programs and with policy to eradicate the STEM achievement gap.
Register now for this members-only webinar:
State of the States: Girls and Stem
Wednesday, January 22
10:00 a.m. ET