Tag: Teaching Residencies

GLOBAL
Association for Teacher Education in Europe.  2018 Spring Conference – Designing Teacher Education and Professional Development for the 21st Century – deadline for submissions extended to 31 March

Teachers College. Seeding Change in Brazil   The Lemann Foundation… has reached more than 40 million people with EdTech solutions it supports, trained 26,000 teachers and educational managers, and supported scores of institutions that are also committed to improve public education in Brazil.

TES [UK]. Exclusive: Teacher training chief warns workload is fuelling recruitment crisis  The once-perceived benefits of the job, such as long holidays, are no longer a draw, says Emma Hollis

The Times of India. Kerala teacher’s remark on dress goes viral, sparks ‘watermelon stir’    The outrage against the sexist and derogatory remarks made by an assistant professor of Farook Training College [first teacher training college managed by Muslim Minority in the state], regarding outfits of Muslim girl students, has resulted in a series of protests on Monday.

 

UNITED STATES
AACTE. SCALE, UNC System Showcase Use of edTPA Rubrics in Induction Coaching   The team showcased how edTPA’s critical dimensions of teaching (planning, instruction, and assessment) apply to the instructional coaching of novice teachers during teacher induction…

Chalkbeat. Becoming a Colorado teacher could soon require fewer transcripts, more training on English learners   The rules for becoming a teacher in Colorado are about to change — and officials hope the moves will help attract more math teachers and better prepare educators to work with students learning English.

EdWeek.
1) After W.Va. Strike, Teachers in Kentucky and Arizona Fight for Pension, Higher Pay   “new annual salary” ($35,621.25) … I need a college degree to make this? I paid $80,000 for a college degree, I then paid several hundred more to transfer my certification to AZ.”
2) Can Money Help Attract More Diverse Teachers? Only Sometimes, Analysis Finds  … the Brookings Institution found that when it comes to financial incentives, only certain ones make a difference in recruiting more diverse teachers to the profession.
3) President Trump Signs Spending Bill That Includes Billions More for Education   Title II, which provides professional development to educators, is flat-funded at roughly $2.1 billion. The Trump budget pitch for fiscal 2018 eliminated Title II entirely—it was the single biggest cut to K-12 Trump sought for fiscal 2018.
4) Some Teachers Who Are Assaulted by Students Don’t Tell Anyone, Study Finds   Those bills are typically controversial within the education community, with educators and researchers saying that more effective teacher training and administrative support would be better tactics.

Inside Higher Education.
1) Community College Researcher to Lead Teachers College   Thomas Bailey, founding director of the Community College Research Center at Columbia University’s Teachers College… “The importance of Teachers College and other schools of education in responding to these challenges, in advancing equity… and in training students who will go on to make improvements in education has never been higher.”
2) Congress’s Budget for Higher Ed, by the Numbers  In general the bill increases spending for most programs important to higher education… [Teacher Quality Partnerships Change, 2017 to 18 -0.2%]
3) L’œuf ou la Poule?   … ongoing discussions about how best to teach foreign languages: the American Academy of Arts and Sciences Commission on Language Learning, for example, has noted a gap between the progress made in early learning, such as immersion programs at the K-12 level, and advanced study at college or university.

NEAToday. Dismantling the Myths About Teachers and Public Education   Fast-track teacher-preparation initiatives have proliferated across the country in a wide range of programs geared to attracting college graduates to teaching. …

NYTimes. Their Pay Has Stood Still. Now Oklahoma Teachers Could Be the Next to Walk.   Because so few licensed teachers are applying for jobs, Tulsa has relied on emergency certifications to hire more than 100 teachers who lack training in education.

The Inquirer. How trauma is shaping the way Philadelphia schools teach | Opinion   It is essential for proponents of higher education who instruct our educators, especially those who work with vulnerable populations, to integrate and incorporate curriculum about early childhood adversity, the impact of trauma and using trauma-informed practices in the classroom.

 

NEW YORK STATE
NYSED.
1) My Brother’s Keeper: Changing the Narrative – March 2018
2) Statement from Commissioner MaryEllen Elia on the Re-Election of Chancellor Betty A. Rosa and Regent Judith Chin to the New York State Board of Regents

 

NEW YORK CITY
City and State New York. UPK was a big success. 3K for All won’t be so easy.   …Bruni explained that she spoke to the children in both English and French, and had some latitude to adapt the curriculum, displaying the teacher preparation that some experts believe was essential to universal pre-K’s rapid expansion.

NY1. Company aims to have teachers transform their own apartments into preschools. …they help getting the required city and state licenses…

NYCDOE. Call for public comments. What should Richard Carranza know about New York City schools?

NYTimes. Is Richard Carranza Ready to Run America’s Biggest School System?   He earned a masters in education from Northern Arizona University and has done doctoral coursework at Northern Arizona and Nova Southeastern Universities… Priscilla Wohlstetter, a distinguished research professor at Columbia University’s Teachers College who studies urban education, said he had neither robust experience in a large district nor an established record of leadership in another big organization …”

Teachers College.
1) AERA Annual Meeting; 245 scheduled TC events
2) Teaching Residents at Teachers College (TR@TC) Research Product Report 2012-18  47 national and international presentations, 15 professional journal publications to date
3) Thomas Bailey, Education Economist and Leading Authority on America’s Community Colleges, Is Named as 11th President of Teachers College   “Profound inequities remain in our society and education system. We have witnessed a quiet re-segregation of schools throughout much of the nation, and we are now hearing challenges in the public discourse that question the fundamental value of higher education.

2012-2018 Presentations and Publications

2012-2013 Presentations

2013 American Educational Research Association
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
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
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.

Other Presentations
Goodwin, L. Fundação Lemann (Lemann Foundation), São Paolo, Brazil. Professional Development workshop: Designing Innovative Teacher Education Programs for Brazil: Lessons from a Teacher Residency Program. May 7, 2013.

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. 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.

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 (NEERO)
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 (NEERO)
Pratt, S., Goodwin, A.L., & Chen, C[1]. (2016). The poetic humanity of teacher education. Paper presented at the annual meeting for New England Educational Research Organization, Portsmouth, NH.

TR@TC 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 Educational Research Association
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. “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. [1]  (2017). Purposeful change: Reimagining an urban teacher residency program. Paper will be 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 will be 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 will be 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 will be 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 will be 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 will be 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 will be 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 will be 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 will be 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 will be presented at the annual meeting of the American Educational Research Association, New York, NY.

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

 

Publications

Publications (published, in press, and forthcoming)
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. Special Guest Editors

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.

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. 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. (in press). Urban residents’ place-based  funds of knowledge: An untapped resource in urban teacher residencies. Urban Education.

 

[1] All authors have equal authorship