Month: December 2018

Categories
Teacher Education

Week of Dec. 17 in Teacher Ed News

GLOBAL
BDNews24. Japan to provide fresh grant for Bangladesh’s primary education   For more than a decade, various approaches composed of policy strengthening, …and improvement of teacher’s training, as well as this financing support have been taken.

EdWeek Market Brief. Brazil’s Private Education Market Poised to Take Leap and Attract Investors, Says Report   Lack of technology infrastructure and teacher tech training has long been seen as barrier to those ambitions… The biggest challenge for bilingual schools is finding qualified teachers, the researchers say.

National Center on Education and the Economy. NCEE’s Top 8 for 2018  [incl. Singapore’s Educator Career Ladder: A First Person Account by Qidong ‘Alan’ Yang, alumnus of the joint-degree MA program between Teachers College, Columbia University and National Institute of Education, Nanyang Technological University]

 

UNITED STATES
Chalkbeat.
1) Lawmakers pledge to ‘put some legs’ to new Colorado education plan   It also calls for maintaining a high bar through teacher licensing and for alternative certification programs — used by many to enter teaching as a second career or after majoring in something other than education — to have equivalent standards.
2) McQueen ends her Tennessee tenure the same way she started — focused on reading   Since 2016, Tennessee has launched a statewide coaching network for elementary reading teachers, offered new training for educators, and made investments in better resources for students. There are also new standards and expectations in teacher training and summer reading camps…
3) What worked (and didn’t) this year: 10 lessons from education research to take into 2019   Here’s a common-sense way to improve teacher preparation: ensure prospective teachers are paired with mentor teachers who are themselves effective. A trio of recent studies were among the first to document that teachers are more effective when they first taught under the supervision of high-quality teacher.

Charlotte Observer. Math portion of NC teacher licensing exam could be replaced   The math test that nearly 2,400 elementary and special education teachers have failed in their bids to secure their licenses might be phased out in a matter of months… The current licensing exam costs $139 and consists of three portions created by the for-profit Pearson publishing company: reading, math and a multi-subject test. 

EdWeek.
1) Charter Schools More Likely to Ignore Special Education Applicants, Study Finds   “This pattern of results is consistent with an explanation that the costs of educating certain students are imperfectly compensated in most contexts,” write the study’s authors, Peter Bergman of Teachers College..
2) Four Things to Know About TEACH Grant Debt Forgiveness.  About 58 percent of TEACH Grant recipients said the program “was somewhat or very influential in their decisions to pursue teaching in a high-need field at a high-need school,” a March report by the U.S. Department of Education found.
3) New Mexico Highlands offers fast track to teacher licensure   New Mexico Highlands University will soon be offering a new online teacher licensure program aimed at getting professionals with bachelor’s degrees or higher into education careers faster.
4) Scrap Discipline Guidance, Consider Arming School Staff, Trump Commission Says   …it recommends that districts offer incentives for retired law enforcement officials, military veterans, and others with firearms training to serve as educators, as well as ease teacher certification so that they can more easily join the profession.
5) This State Is Reimagining How to Mentor Teachers in Alternative-Certification Programs   In Louisiana, almost 20 percent of teachers who are prepared through alternative routes leave the profession after just two years.. This school year, eight rural Louisiana districts received planning grants from the state to support 38 alternative-certification candidates who are teaching in 16 schools.
6)  What the Trump School Safety Report Says About Teachers  Finally, the report recommended that states reduce barriers to teacher certification for veterans and law enforcement officers—including allowing schools to hire retired law enforcement officers without any impact on their pensions. 

Grand Island Independent. New U of Nebraska program aims to develop more teachers   A gift from the William and Ruth Scott Family Foundation is underwriting the Teachers Scholars Academy, providing four-year scholarships that will cover full tuition plus $8,000 annually for other educational costs for 104 students.

Hechinger Report.
1) More black and Hispanic science teachers could mean more scientists of color   The New Jersey Center for Teaching and Learning trains physics and chemistry teachers based on the belief that it is harder to train people to be good teachers than it is to train good teachers to lead science classrooms.
2) The ‘dirty secret’ about educational innovation: A 2018 federal report found that only 18 percent of the innovations funded by the Education Department lifted student achievement   Big chunks went to building new KIPP charter schools and training thousands of new Teach for America recruits to become teachers.
3) Will the real Montessori please stand up?   5 things to look for in your child’s Montessori school: 1. Trained teachers: Teachers should be trained in the age group they teach by a teacher-preparation program accredited by the Montessori Accreditation Council for Teacher Education.

Inside Higher Ed. Lamar Alexander Calls It Quits   His decision could have big consequences for a reauthorization of the Higher Education Act as well as congressional approaches more broadly on issues like student loans and college accountability.

John Hopkins University. Black Students Who Have One Black Teacher More Likely to Go to College   Relatedly, another working paper by the same team titled Teacher Expectations Matter, also circulated today by NBER, found teachers’ beliefs about a student’s college potential can become self-fulfilling prophecies…Pappageorge said. “While we make efforts to find and train new black teachers, we also need to educate white teachers about implicit bias, teach them to be culturally competent, and show them how not to exacerbate these existing achievement gaps.”

Tennessean. Audit: Some Cheatham educators did not have proper licenses to teach students between 2014 and 2018   … “the district employed unlicensed teachers, allowing each to teach courses for at least one full year, with the hopes that they would be licensed in the future.”

Texas Tech Today. Texas Tech Receives $9.1 Million to Grow National Teacher Prep Center   The funds will help double the size and expand the reach of the University-School Partnerships for the Renewal of Educator Preparation National Center (US PREP), which collaborates with universities and school systems to help strengthen teacher talent pipelines and prepare educators for diverse classrooms.

U.S. Department of Education. FINAL REPORT OF THE FEDERAL COMMISSION ON School Safety  Teacher preparedness is critical to school security, especially in cases of an active shooter. As every state requires teachers to meet certain requirements for certification to teach in their state, it is recommended that states and school districts consider requiring basic school security and/or active shooter preparedness training as part of their state’s teacher certification requirements.

 

NEW YORK STATE
NYSED. New York State My Brother’s Keeper Community Network Reaches Significant Milestone with More Than 20 Member Communities Across New York State   … $3 million in Teacher Opportunity Corps II (TOC) grants to increase the participation rate of historically underrepresented and economically disadvantaged individuals in teaching careers.

NYSED Regents. Board of Regents Advances 2019 Budget and Legislative Priorities and State Aid Request for the 2019-2020 School Year Increase access to a highly qualified, diverse teaching workforce through the Teacher Opportunity Corp program ($500,000);

 

NEW YORK CITY
Teachers College. Teaching Residents at Teachers College (TR@TC) 2012-2018 Production Report. 17 peer-reviewed publications, 47 global conference presentations to date.

Categories
Teacher Education

Teaching Residents at Teachers College (TR@TC) Production Report, 2012-2020

19 peer-reviewed publications, 57 global conference presentations

Publications
Goodwin, A. L., Del Prete, T., Reagan, R. & Roegman, R. (2015).  A closer look at the practice and impact of rounds. International Journal of Educational Research. 73, 37-43.

Goodwin, A. L., Reagan, R. & Roegman, R. (Eds.) (2015). Rounding out teacher preparation? International perspectives on education rounds for teacher professional learning and development. International Journal of Educational Research, 73. 

Goodwin, A. L., Roegman, R., & Reagan, E.M. (2017). Lessons from a teacher residency. Educational Leadership, 75(8), 62-68.

Goodwin, A. L., Roegman, R., & Reagan, E. (2015). Is experience the best teacher?: Extensive clinical practice and mentor teachers’ perspectives on effective teaching. Urban Education, 1-28.

Kolman, J.S.,  Roegman, R., & Goodwin, A.L. (2016). Context as mediator: Exploring teaching residents’ opportunity and learning in high-need urban schools. Teaching Education, 27(2), 173-193.

Kolman, J., Roegman, R., & Goodwin, A. L. (2017). Learner centered mentoring in urban contexts: Theorizing the practice of effective mentor teachers and developing a vision of the possible. Teacher Education Quarterly, 44(3), 93-117.

Lee, C.C., Akin, S., & Goodwin, A. L. (2019). Teacher candidates’ intentions to teach:​ Implications for recruiting and retaining teachers in urban schools. Journal of​ Education for Teaching, 45(5).

Reagan, E., Chen, C., Roegman, R., & Zuckerman, K. (2015). Round and round: Examining teaching residents’ reflections on education rounds in an urban teacher resident program.  International Journal of Educational Research.  73, 65-76.

Reagan, E.M., Chen, C., & Vernikoff, L. (2016). “Teachers are works in progress”: A mixed methods study of teaching residents’ beliefs and articulations on teaching for social justice. Teaching and Teacher Education. 59, 213-227.

Reagan, E.M., Roegman, R., & Goodwin, A.L. (2017). Inquiry in the round? Examining education rounds in a residency program. Action in Teacher Education. DOI 10.1080/01626620.2017.131729

Roegman, R., Goodwin, A.L., Reed, R., Scott-McLaughlin, R. (2015). Unpacking the data: An analysis of the use of Danielson’s (2007) framework for professional practice in a teacher residency program. Educational Assessment, Evaluation, and Accountability.  DOI: 10.1007/s11092-015-9228-3

Roegman, R., Pratt, S., Goodwin, A. L., & Akin, S. (2017). Curriculum, social justice, and inquiry in the field: Investigating retention in an urban teacher residency. Action in Teacher Education, 39(4), 432-452.

Roegman, R., Pratt, S., Sanchez, S. & Chen, C. (2017).  Between extraordinary and marginalized: Negotiating tensions in becoming teachers of students with labeled disabilities. The New Educator.

Roegman, R., Reagan, E., Goodwin, A. L., Lee, C. C., & Vernikoff, L. (2020). Reimagining social justice-oriented teacher preparation in current sociopolitical contexts. International Journal of Qualitative Studies in Education. (on-line first). DOI: 10.1080/09518398.2020.1735557; https://doi.org/10.1080/09518398.2020.1735557

Roegman, R., Reagan, E. M., Goodwin, A. L, & Yu, J. (2016). Support and assist: Approaches to mentoring in a year-long teacher residency.  International Journal of Mentoring and Coaching in Education, 5(1), 37-53.

Roegman, R., & Riehl, C. (2015).  Playing doctor with teacher preparation: An examination of rounds as a socializing mechanism for pre-service teachers.  International Journal of Educational Research, 73, 89-99.

Sanchez, S.R., Roegman, R., & Goodwin, A.L. (2016). The multiple roles of mentors. Kappan, 98(2), 66-71.

Vernikoff, L., Goodwin, A.L., Horn, C., & Akin, S. (2018). Urban residents’ place-based funds of knowledge: An untapped resource in urban teacher residencies. Urban Education. DOI: 10.1177/0042085918801887

Vernikoff, L., Schram, T., Reagan, E.M., Goodwin, A. L., Horn, C., & Couse, L. (2019). Beyond urban or rural: Field-based experiences for teaching residencies in diverse contexts. In T. Hodges, & A. Baum (Eds.), The Handbook of Research on Field based Teacher Education (pp. 256-279).

2012-2013 Presentations

2013 American Educational Research Association (AERA)
Kolman, J., Pratt, S., & Jackson, I. (2013). Intellectual poverty in approaches to teacher preparation. Paper Presented at the annual meeting for the American Educational Research Association, San Francisco, CA.

Reagan, E., Roegman, R., Goodwin, L., & Zuckerman, K. (2013). Inquiry in the Round? A Qualitative case study of education rounds in a residency program. Paper presented at the annual meeting for the American Educational Research Association, San Francisco, CA.

Reagan, E., Roegman, R., & Yu, J. (2013). A mixed methods study of mentor teachers’ perspective and experiences in a teacher residency program. Paper presented at the annual meeting for the American Educational Research Association, San Francisco, CA.

2013 American Association of Colleges for Teacher Education (AACTE)
Goodwin, L., Reagan, E., Yu, J., & Sanchez, S. (2013). Reinventing university-based teacher preparation: A perspective from a teacher residency program. A Symposium presented at the annual meeting for the American Association of Colleges for Teacher Education, Orlando, FL.

Roegman, R., Reagan, E., & Yu, J. (2013). What matters to mentors: Conceptions of practice. Paper presented at the annual meeting for the American Association of Colleges for Teacher Education, Orlando, FL.

2013 New England Educational Research Organization (NEERO)
Reagan, E., & Roegman, R. (2013). Inquiry in the round? A qualitative case study of education rounds in a residency program. Paper presented at the annual meeting for the New England Educational Research Organization, Portsmouth, NH.

Reagan, E., Roegman, R., & Yu, J. (2013). A mixed methods study of mentor teachers’ perceptions and experiences in a teacher residency program. Paper presented at the annual meeting for the New England Educational Research Organization, Portsmouth, NH.

2013 Workshop, Fundaçao Lemann, São Paolo
Goodwin, L. (2013). Fundaçao Lemann (Lemann Foundation), São Paolo, Brazil. Professional Development workshop: Designing Innovative Teacher Education Programs for Brazil: Lessons from a Teacher Residency Program.

2013-2014 Presentations

2013 Annual Conference on Curriculum Theory and Classroom Practice
Roegman, R., Pratt, S., & Sanchez, S. (2013). Expectations of expertise: A poststructural exploration of becoming teachers of students with disabilities. Paper presented at Annual Conference on Curriculum Theory and Classroom Practice, Dayton, OH.

2014 New England Educational Research Organization
Reagan, E. & Zuckerman, K. (2014). Context, community, and culture: A collective case study of clinical experience in a teacher residency program. Paper presented at the annual meeting of the New England Educational Research Association, West Dover, VT.

Roegman, R. & Goodwin, A.L. (2014). Unpacking the data: An analysis of the use of Danielson’s (2007) framework for professional practice in a teacher residency program. Paper presented at the annual meeting of the New England Educational Research Association, West Dover, VT.

2014 American Association of Colleges for Teacher Education
Reagan, E., Goodwin, A. L., Pratt, S., Roegman, R., Sanchez, S. & Zuckerman, K. (2014). Rounding out teacher education: Education Rounds as a cutting-edge, pedagogically rich practice in teacher education. Interactive dialogue session presented at the 2014 annual meeting of the American Association of Colleges for Teacher Education, Indianapolis, IN.

Roegman, R., Pratt, S., Sanchez, S, Chen, C. (2014). Who am I? Identity development of preservice teachers of students with disabilities. Paper presented at the annual meeting of the American Association of Colleges for Teacher Education, Indianapolis, IN.

2014 American Educational Research Association
Goodwin, A. L., Roegman, R., & Reagan, E. (2014). Is experience the best teacher?: Extensive clinical practice and mentor teachers’ perspectives on effective teaching. Paper presented at the annual meeting of the American Educational Research Association, Philadelphia, PA.

Reagan, E, Roegman, R., Zuckerman, K., & Chen, C. (2014). Round and round: Examining teaching residents’ reflections on education rounds in an urban teacher resident program. Paper presented at the annual meeting of the American Educational Research Association, Philadelphia, PA.

Reagan, E. & Zuckerman, K. (2014). Context, community, and culture: A collective case study of clinical experience in a teacher residency program. Paper presented at the annual meeting of the American Educational Research Association, Philadelphia, PA.

Roegman, R., Pratt, S., Sanchez, S. & Chen, C. (2014). Between extraordinary and marginalized: Negotiating tensions in becoming teachers of students with labeled disabilities. Paper presented at the annual meeting of the American Educational Research Association, Philadelphia, PA.

Roegman, R., & Riehl, C. (2014). Playing doctor with teacher preparation: An examination of rounds as a socializing mechanism for pre-service teachers Paper presented at the annual meeting of the American Educational Research Association, Philadelphia, PA.

Sanchez, S., Roegman, R., & Goodwin, A. L. (2014). Reconceptualizing cooperating teachers as field-based teacher educators in an urban teacher residency. Paper presented at the annual meeting of the American Educational Research Association, Philadelphia, PA.

2014-2015 Presentations

2015 American Educational Research Association
Kolman, J., Roegman, R., & Goodwin, A. L. (2015). Learner-centered mentoring in urban contexts: Theorizing the practice of effective mentor teachers and developing a vision of the possible. Paper presented at the annual meeting for the American Educational Research Association, Chicago, IL.

Reagan, E.M., Chen, C., & Vernikoff, L. (2015). Teachers are works in progress: A mixed methods study of teaching residents’ beliefs and articulations on teaching for social justice. Paper presented at the annual meeting for the American Educational Research Association, Chicago, IL.

Roegman, R., Pratt, S., Goodwin, A. L., & Akin, S.  (2015). Curriculum, social justice, and inquiry in the Field: Investigating retention in an urban teacher residency. Paper presented at the annual meeting for the American Educational Research Association, Chicago, IL.

2015 New England Educational Research Organization
Reagan, E.M., Chen, C., & Vernikoff, L. (2015). Teachers are works in progress: A mixed methods study of teaching residents’ beliefs and articulations on teaching for social justice. Paper presented at the annual meeting for New England Educational Research Organization, Portsmouth, NH.

2015-2016 Presentations

2016 American Educational Research Association
Chen, C., Reagan, E.M., Vernikoff, L, & Goodwin, A. L.  (2016). “Learned passions”: A longitudinal examination of teaching for social justice from teacher residency to practice. Paper presented at the annual meeting for the American Educational Research Association, Washington, D.C.

Pratt, S., Roegman, R., Akin, S. &  Goodwin, A. L. (2016). Invisible praxis: New teachers’ enacted approaches to critical teaching in the classroom. Paper presented at the annual meeting for the American Educational Research Association, Washington, D.C.

Vernikoff, L., Goodwin, A.L., Horn, C., & Akin, S. (2016). “Our city as a resource”: Decolonizing urban teacher education. Paper presented at the annual meeting for the American Educational Research Association, Washington, D.C.

2016 New England Educational Research Organization
Pratt, S., Goodwin, A.L., & Chen, C. (2016). The poetic humanity of teacher education. Paper presented at the annual meeting for New England Educational Research Organization, Portsmouth, NH.

TR@TC NEERO Symposium
Chen, C., Reagan, E.M., Vernikoff, L, & Goodwin, A. L.  (2016). Articulations on teaching for social justice: A longitudinal study from residency to practice.  Paper presented at the “Pedagogical Possibilities for Quality Teacher Preparation in an Urban Teacher Residency Program” symposium for the annual meeting for New England Educational Research Organization, Portsmouth, NH.

Akin, S  Horn, C., &. Goodwin, A.L., (2016). Preparing highly qualified teachers: An evaluation of a teacher residency program. Paper presented at the “Pedagogical Possibilities for Quality Teacher Preparation in an Urban Teacher Residency Program” symposium for the annual meeting  for New England Educational Research Organization, Portsmouth, NH.

Vernikoff, L., Goodwin, A.L., Horn, C., & Akin, S. (2016). “A natural connection”: A case study of urban inhabitants who become urban teachers. Paper presented at the “Pedagogical Possibilities for Quality Teacher Preparation in an Urban Teacher Residency Program” symposium for the annual meeting for New England Educational Research Organization, Portsmouth, NH.

2016 European Conference on Educational Research (ECER)
Lee, C.C., Akin, S. & Goodwin, A.L. (2016).  Prospective teachers’ articulations of their intentions to teach: Implications for recruiting quality candidates and retaining them in the profession. Paper presented at the annual meeting for the European Conference on Educational Research, Dublin, Ireland.

Vernikoff, L., Goodwin, A.L., Horn, C., & Akin, S. (2016). “This city is like hitting the jackpot”: Funds of knowledge in place-based teacher education. Paper presented at the annual meeting for the European Conference on Educational Research, Dublin, Ireland.

2016-2017 Presentations

2017 AACTE
Chen, C., Vernikoff, L., Goodwin, A.L., Reagan, E.M., & Roegman, R.  (2017). Purposeful change: Reimagining an urban teacher residency program. Paper presented at the annual meeting of the American Association of Colleges for Teacher Education, Tampa, FL.

Horn, C., Darity, K., Vernikoff, L., & Goodwin, A.L. (2017). Navigating school cultures: A supervisor’s role. Paper presented at the annual meeting of the American Association of Colleges for Teacher Education, Tampa, FL.

Vernikoff, L., Goodwin, A.L., Horn, C., & Akin, S. (2017). Reimagining urban teacher education using urban residents’ funds of knowledge. Paper presented at the annual meeting of the American Association of Colleges for Teacher Education, Tampa, FL.

2017 NEERO
Horn, C., Darity, K., Vernikoff, L., & Goodwin, A.L. (2017). “Multiple layers”: Conceptualizing the university supervisor’s role. Paper presented at the annual meeting of the New England Educational Research Association

2017 AERA
Goodwin, A.L., Horn, C., & Chen, C. (2017). Learning from the city: Communities as resources in urban teacher preparation. Paper presented at the annual meeting of the American Educational Research Association, San Antonio, TX.

Horn, C., Darity, K., Vernikoff, L., & Goodwin, A.L. (2017). “Multiple layers”: Conceptualizing the university supervisor’s role. Paper presented at the annual meeting of the American Educational Research Association, San Antonio, TX.

Roegman, R., & Kolman, J. (2017). “How am I going to make this work?”: Learner-centered mentoring in multiple and layered contexts. Paper presented at the annual meeting of the American Educational Research Association, San Antonio, TX.

Roegman, R., Reagan, E.M., Goodwin, A.L., Chen, C., & Vernikoff, L. (2017). Revolutionary, evolutionary, or purposeful: Re-imagining social justice-oriented teacher preparation. Paper presented at the annual meeting of the American Educational Research Association, San Antonio, TX.

2017 ECER
Horn, C., Darity, K., Vernikoff, L., & Goodwin, A.L. (2017). “Multiple Layers”: Re-conceptualizing the University Supervisor’s Role. Paper presented at the annual meeting of the of the European Conference on Educational Research, Copenhagen, Denmark.

Vernikoff, L., Roegman, R., Reagan, E., Goodwin, A.L., & Chen, C. (2017). Reforming and reimagining within teacher education. Paper presented at the annual meeting of the European Conference on Educational Research, Copenhagen, Denmark.

2017-2018 Presentations

2018 AACTE
Goodwin, A.L., Chen, C., & Horn, C. (2018). Cities as partners: Learning from communities in an urban teacher residency. Paper presented at the annual meeting of the American Association of Colleges of Teacher Education, Baltimore, MD.

Horn, C., Darity, K., & Goodwin, A.L. (2018). The supervisor’s role: Intentional knowledge development in an urban teacher residency. Paper presented at the annual meeting of the American Association of Colleges of Teacher Education, Baltimore, MD.

Vernikoff, L., Reagan, E., Couse, L., Goodwin, A.L., Horn, C., & Schram, T. (2018). Beyond urban or rural: Effective clinical practices for teaching residencies in diverse contexts. Paper presented at the annual meeting of the American Association of Colleges of Teacher Education, Baltimore, MD.

2018 AERA
Chen, C., Akin, S., & Goodwin, A.L. (2018). “I’d like to be part of that”: Prospective teachers’ articulations of their teaching intentions. Paper presented at the annual meeting of the American Educational Research Association, New York, NY.

Goodwin, A. L., & Stanton, R. (2018). Lessons from an expert teacher of immigrant youth: A portrait of socially just teaching. Paper presented at the annual meeting of the American Educational Research Association, New York.

Horn, C., Darity, K., & Goodwin, A.L. (2018). The stories we tell: Intentional knowledge development in an urban teacher residency. Paper presented at the annual meeting of the American Educational Research Association, New York, NY.

2018-19 Presentations

2018 European Educational Research Association (EERA)
Goodwin, A. L., & Stanton, R. (2018). Learning from an expert teacher of immigrant youth in a U.S. urban school: Teaching for social justice. Paper presented at the annual  meeting of the European Educational Research Association, Bolzano, Italy.

Horn, C., Darity, K., & Goodwin, A. L. (2018). Intentional narratives to develop pedagogical knowledge in an urban teacher residency. Paper presented at the annual meeting of the European Educational Research Association, Bolzano, Italy.

2019  World  Educational Research Association (WERA)
Goodwin, A. L., & Stanton, R. (2019). Social justice teaching: Learning from a master teacher of  immigrant youth. Paper presented at the Focal meeting of the World  Educational Research Association, Tokyo, Japan.

2019 NEERO
Vernikoff, L., Horn, C., & Goodwin, A.L. (2019). Place-based pedagogical content knowledge:    Teaching from, in, and for New York City. Paper presented at the annual  meeting of the New England Educational Research Organization, Portsmouth, NH.

2019-20 Presentations

2019, 2020 EERA
Darity, K., Goodwin, A. L., & Horn, C. Carrying On: Shifts in Support from an Urban Teacher Residency to Induction. Paper accepted for the 2020 annual meeting of the European Educational Research Assoc., Glasgow. (Event cancelled due to COVID19 pandemic)

Vernikoff, L., Horn, C., & Goodwin, A. L. (2019). Place-based pedagogical content knowledge:  Teaching from, in, and for particular places. Paper presented at the annual meeting of the European Educational Research Association, Hamburg, Germany.

2020 AERA
Darity, K., Horn, C., & Goodwin, A. L. (2020.) Crossing the divide: Transitioning from an urban teacher residency program to induction. Paper accepted for the annual meeting of the American Educational Research Association, San Francisco.

Darity, K., Horn, C., & Goodwin, A. L. Crossing the divide: Transitioning from an urban teacher residency program to induction. Paper accepted for the 2020 annual meeting of the American Educational Research Association, San Francisco. (Event cancelled due to COVID19 pandemic)

2020 WERA
Darity, K., Goodwin, A. L., & Horn, C. From Student to Teacher: Transitioning from an Urban Teacher Residency Program to Induction. Paper accepted for the 2020+1 Focal meeting of the World Educational Research Association, Santiago de Compostela, Spain.

Categories
Teacher Education

Week of Dec. 10 in Teacher Ed News

GLOBAL
BBC News.
1) Mexico missing students: New president creates truth commission   The 43 trainee teachers disappeared in 2014
2) Scottish teacher training numbers increase   The number of people in teacher training in Scotland has gone up for the third year running, according to new figures.

Digital Learning Associates. Emergency English   DLA teams are currently working in refugee camps in Bangladesh and Ethiopia. We are setting up emergency language solutions for children and teachers when English suddenly becomes essential… solutions will include teacher training videos to use on mobile phones, syllabus designs that leverage additional learning beyond the classrooms, and very high speed content creation processes to allow scale and urgency.

International Council on Education for Teaching (ICET). 63rd Annual Conference, University of Johannesburg [9-11 July, 2019]

 

UNITED STATES
AACTE.
1) Community College Educator Preparation Programs Are Invited to Join the NACCTEP/AACTE Partnership
2) University of Idaho Receives Grant to Support Future Indigenous Teachers   … a nearly $1 million grant from the U.S Department of Education to support the second cohort of its Indigenous Knowledge for Effective Education Program (IKEEP), which prepares and certifies culturally responsive Indigenous teachers to meet the unique needs of Native American students in K-12 schools.

Education Week.
1) How to Be a Better Mentor to Your Student-Teachers   The children in our care deserve a teacher who is healthy, happy, and well-rested. We need to share with student-teachers how we walk that line between student needs and our own well-being. If we don’t, they won’t last long in a profession that often chews up and spits out promising teachers before they ever reach their full potential.
2) Is the Time Right to Make Education a Constitutional Right?   …Michael Rebell, the lead counsel on the case and an education law professor at Teachers College, Columbia University. “We’re not going to ask the U.S. Supreme Court to come up with a laundry list of what should be in a civics course or what extracurricular opportunity should be afforded to students… The plaintiffs’ brief contains some clues about what they feel should happen: teacher training; a curriculum that includes media literacy, civic experiences both inside and outside of the classroom; and supports for students learning English.
3) My Teacher Prep Was Not ‘Weak’ [reply to M. Tucker]  I learned skills that could not be taught in the college classroom: Empathy, differentiation for students with diverse needs, building connections with families, work ethic for the long hours it takes to be a teacher, and many more. Before entering “student teaching,” my professional internship as a senior, I had already spent hundreds of hours with students.
4) New Study Calls for More Research Into Early-Childhood Teacher Preparation  “The research suggests that we don’t know what a high-quality, early-child program looks like, so there’s no guarantee that if an early educator goes through a degree program that it will improve their practice,” said Ashley LiBetti, an associate partner with Bellwether Education Partners…
5) Thousands of Teachers Can Have TEACH Grant Debt Forgiven   The move, which comes amid pressure from the media and federal lawmakers, brings relief to thousands of teachers who received grant aid under a federal program for teacher-candidates planning to work in low-income areas, only to have those grants converted to loans due to paperwork processing issues. 

Hechinger Report. The debate over students with learning disabilities, suspensions and race   But it’s an indication that policymakers might be moving in the wrong direction if they’re trying to solve the school-to-prison pipeline by training teachers to do a better job of working with students with disabilities.

Inside Higher Ed. Education Department Changes to TEACH Program   Undergraduate and graduate students can receive the TEACH Grant if they promise to teach in a high-need field at a public school serving low-income students for four out of eight years after graduating college. But a department study released in March found that 63 percent of recipients who began teaching before July 2014 had their grants converted to loans…

KFSNTV.Fresno. 30 students sign up to be teachers with the Fresno Unified School District   It was like a high school athlete signing day, but in this case, they were committing to teaching at the district. This is the first year they could do this.

NEAToday. ‘Education is Political’: Neutrality in the Classroom Shortchanges Students    The study concludes that teacher training programs need to better prepare educators in adapting their classrooms to help students understand current events and political upheavals.

NewsChannel20. $1M grant helping support Illinois teachers   The Teacher Residency Planning Grant makes $750,000 available specifically for districts serving high rates of low-income students or students of color and districts that have experienced chronic teacher shortages. The grant will support partnerships between institutions of higher education and high-need school districts to plan full-year teacher residencies.

NPR.
1) Exclusive: Ed Department To Erase Debts Of Teachers, Fix Troubled Grant Program   Since it began in 2008, the goal of the TEACH Grant program has been to entice talented, young teachers to take hard-to-fill jobs at schools in lower-income districts… Aspiring teachers get grant money to help pay for their own college or graduate school. In exchange, they agree to teach a high-need subject, including math or science, for four years in a school that serves low-income families.
2) Were Your TEACH Grants Converted To Loans While Teaching At A Qualifying School?   There is now a fix underway to help teachers who lost their grants. If you can document that you are meeting or have met the teaching requirements of the program, the Department of Education says it will change your loans back to grants.

 

NEW YORK STATE
NYSED Board of Regents. December Meetings
1) DASA Task Force Recommendations for the DASA Training Requirement for Certification  NYS educator preparation providers could meet the three-semester hour requirement if they can demonstrate that they have incorporated the multicultural education course content into their approved program.
2) Proposed Amendments to Section 52.21 of the Regulations of the Commissioner of Education Relating to Field Experience Requirements for Teacher Certification and the Registration of Teacher Preparation Programs  [NOTE: discussion tabled]
3) Proposed Amendments to Sections 52.21 and 80-3.7 of the Regulations of the Commissioner of Education Relating to Student Teaching Requirements for Teacher Certification and the Registration of Teacher Preparation Programs [NOTE: moves to public comment Dec. 26, 2018]
4) Proposed Changes to Regulations on Clinical Experiences in New York State Teacher Preparation Programs

NYSED. Proposed Amendments Posted to the NYS Register with Open Comment Periods
1) State Education Department Proposes Changes to Create Opportunities for Teachers of Students with Disabilities and Career and Technical Education   Proposed Amendments Would Expand List of Eligible Certificate Titles for Certain Teachers of SWD, Extend Certain CTE Certificates to Grades 5 and 6. Public comments will be accepted through December 30, 2018
2) Addition of Certificate Titles Eligible for Grade-Level Extensions, Limited Extensions and a Statement of Continued Eligibility for Certain Teachers of Students with Disabilities. Public comments will be accepted through December 30, 2018.

 

NEW YORK CITY
Teachers College.
1) Reflections on a Home Run   …an inspired donor and trustee created a fellowship program to support aspiring New York City teachers…The bequest has recently been realized, the donor’s wishes are being implemented and students are being supported. Soon NYC will have a new crop of well-prepared teachers committed to teach in New York City, free of debt, and able to focus on their dreams.
2) 2018 Sanford Teacher Award for the state of Delaware. Laura Thompson (M.A. ’02) who teaches third grade at William F. Cooke, Jr. Elementary School.

Categories
Teacher Education

Week of Dec. 3 in Teacher Ed News

GLOBAL
Association for Teacher Education in Europe (ATEE). Winter Conference 2019: Science and Mathematics Education in the 21st Century. [Apr. 15-17 University of Minho, Braga, Portugal]

New York Times.
1) Mexico’s New President May Investigate Soldiers in Missing Students Case   The abduction and suspected massacre of the 43 trainee teachers in the southwestern city of Iguala precipitated one of the worst crises of former President Enrique Pena Nieto’s government…
2) Teaching Children Regardless of Grade   The problem is widespread. Millions of students are in multigrade classrooms worldwide, especially in developing countries, but teachers rarely receive training to manage such classrooms and policymakers neglect the problem

New Vision. Teacher education symposium to address quality of teacher   As one way of addressing the quality of the teaching profession in Uganda, the Ministry of Education has organised the first symposium on Teacher Education slated for December 9 to 11

Washington Post. Educator: In Finland, I realized how ‘mean-spirited’ the U.S. education system really is   …Finland has no standardized tests, starts formal reading instruction at age 7, requires all general teachers to have a master’s degree and makes sure no student goes hungry.

World Education Services. Education in Ethiopia   Ethiopia’s teacher training system is currently in flux with reforms being implemented at varying speeds in different parts of the system. Elementary schoolteachers are trained at 32 public teacher training colleges under federal supervision, as well as at private institutions.

 

UNITED STATES
American Association of Colleges for Teacher Education. Towson University Builds Clinical Curriculum Through Virtual Simulation   The program features eight faculty who develop problem-based case scenarios for teacher candidates to experience real-world human interactions with avatars via the virtual reality technology called Mursion.

Association of Teacher Educators. 2019 ATE Annual Meeting, registration now open  Keynote by Dean Goodwin, Univ. of Hong Kong [Atlanta, Feb. 16-20, 2019]

Education Week.
1) ‘Learning Styles’ Aren’t a Reliable Way to Categorize Students, Study Says   At this point, many researchers consider learning styles to be a myth… But the idea’s popularity in education circles persists—in part, said Papadatou-Pastou, because there are, of course, real differences among learners. “The intuitive appeal of learning styles rests on this reality,” she said.
2) Shortage of Special Educators Adds to Classroom Pressures   Leaders of teacher-preparation programs, those who have studied personnel shortages, and educators themselves cite additional factors when asked about the shortage: For example, fewer young people, particularly women are interested in entering teaching at all, let alone special education.
3) Special Education a Growing Priority in Teacher-Training Circles   More colleges of education and state education departments are beginning to put a priority on teaching their general classroom teachers how to work with students with disabilities. After all, those students’ success in mainstream classes hinges in large part on their teachers, experts say.
4) Special Education Plagued by Faulty Teacher Data  …low-shortage states produce eight teachers with special education degrees for every less-than-fully qualified special education teacher. In high-shortage states, preparation programs produce one special education graduate for every two teachers who are not fully qualified in the subject.
5) Teachers: I Trust My Students, I Trust My Principal, But Trust Me, You Don’t Want My Job  Only a little more than 1 in 4 teachers said they would recommend their profession as a career for a friend or colleague. By contrast, 42 percent of teachers said they would actively try to convince the friend not to become a teacher.
6) When Hiring Teachers, District Leaders Prioritize ‘Cultural Fit.’ That Can Be a Problem   When hiring teachers, district leaders prioritize “cultural fit” above all else, including training and experience. But most are unable to measure what exactly that means. 

Learning Policy Institute. Essential Building Blocks for State School Finance Systems and Promising State Practices   Effective teaching is the single most influential in-school factor impacting student learning and therefore requires significant investment to ensure a steady pipeline of highly educated, well-prepared teachers.

National Education Policy Center. Nancy Bailey’s Education Website: Common Core Creator Slammed Reading Teachers for Having a Research Gap—How Ironic   Several weeks ago, I criticized a series of reports about reading by journalist Emily Hanford. Hanford claimed teachers didn’t understand reading instruction and that their education schools failed to teach them what they should know.

New York Times.
1) A Ban on Parents in a School Lunchroom? Everyone Seems to Have an Opinion   Brian Perkins, a former superintendent in New Haven, and now an associate professor of practice in education leadership at Columbia University’s Teachers College, confirmed that parents lunching with their children was not a new or expressly suburban phenomenon.
2) Nation’s First Teachers’ Strike at Charter Network Begins in Chicago  In addition to higher pay for teachers and support staff, the union is asking that more money be spent on special education services for students and on a program that allows classroom assistants to continue their education and become lead teachers. 

The Intercept. Pro-Charter School Democrats, Embattled in the Trump Era, Score a Win With Hakeem Jeffries   …editorials or op-eds based on DFER’s anti-Darling-Hammond talking points, which focused on the Stanford professor’s criticisms of Teach for America and other alternative-certification programs for teachers. Less than two weeks later, Obama appointed DFER’s choice to the Education Department post, Chicago schools CEO [Arne] Duncan.

The Texas Tribune.  San Antonio ISD is innovating to integrate its schools. Is it leaving some behind in the process?   …Ogden Academy, a chronically low-performing pre-K through 7th grade school in one of the city’s poorest ZIP codes, now serves as a training ground for student teachers from the Relay Graduate School of Education, a teacher training program founded by charter school operators. The student teachers commit to work in the district for three years after graduation.

U.S. Regulations.gov. Notice of Proposed Rulemaking: Nondiscrimination on the Basis of Sex in Education Programs or Activities Receiving Federal Financial Assistance  Summary: The Secretary of Education proposes to amend regulations implementing Title IX of the Education Amendments of 1972 (Title IX). Dates: We must receive your comments on or before January 28, 2019.

World Education Services. Can Immigrant Professionals Help Reduce Teacher Shortages in the U.S.?   This report explores the role that immigrant and refugee professionals can play in addressing these urgent shortages – and increasing the diversity of the teacher workforce – through alternative teacher certification programs that tap into these newcomers’ training, skills, and professional experience.

NEW YORK STATE
NYSED
1) Office of Higher Education. November Newsletter

  1. a) Multi-Subject: Secondary Teachers (Grades 7-12), Part Two: Mathematics Test
  2. b) New York State Next Generation Learning Standards
  3. c) DASA Task Force Recommendations

2) Regents Meetings, Dec. 10-11

  • Proposed Amendments to Section 52.21 of the Regulations of the Commissioner of Education Relating to Field Experience Requirements for Teacher Certification and the Registration of Teacher Preparation Programs
  • Proposed Amendments to Sections 52.21 and 80-3.7 of the Regulations of the Commissioner of Education Relating to Student Teaching Requirements for Teacher Certification and the Registration of Teacher Preparation Programs

 

NEW YORK CITY
Daily Kos. A Statue for Shirley Chisholm in Prospect Park   Chisholm earned a bachelor’s degree from Brooklyn College in 1946 and a Master’s degree in early childhood education from Teachers College at Columbia University in 1952. Before she entered politics and was elected to the New York State Assembly, Chisholm was a nursery school teacher and consultant to New York City’s Division of Day Care.

New York Daily News.
1) Brooklyn BP Eric Adams calls for fix to unequal sports, gym access for New York City school kids   A 2015 audit by city Controller Scott Stringer found 32% of the city’s public schools had no full-time, certified gym teachers, and that 28% had no indoor space for physical exercise.
2) EXCLUSIVE: Columbia University study shows program helped troubled NYC schools   “We found significant improvements in student achievement,” said Wohlstetter, a professor at Teachers College… The new report is a bit good news for de Blasio’s Renewal Program, which is in its fourth year and has been criticized for failing to boost outcomes enough to justify its massive price tag.

Teachers College. Teaching Residents at Teachers College (TR@TC) December Newsletter