Putting Research-to-Practice in Teacher Preparation: Learner Ready Day One
Friday, September 29, 2017
Presenter: Joan Nicoll-Senft
Location: Fife & Gwent
This session will provide participants with an overview of evidence-based practice strategies as outlined in the Developing Quality Fieldwork Experiences for Teacher Candidates: A Planning Guide for Educator Preparation Programs and District Partners (2017). Participants will be provided with a detailed overview of three field-based clinical assessments: 1) the use of a universal design for learning (UDL) lesson plan template to develop and teach 2 – 3 lessons in an early field placement, 2) a video analysis assignment designed to demonstrate a candidate’s understanding of the standards, objectives, and assessment of language and literacy in the middle stage of a program, and 3) a unit planned for implementation immediately prior to student teaching for implementation during the candidate’s upcoming student teaching experience. Developed for a Masters of Teaching (MAT) Program designed to prepare beginning secondary and special educators to collaborate to support struggling learners in the general curriculum, these assessments are aligned were carefully sequenced and aligned to the edTPA by program faculty.
Presenters: Lauren Tafrate, Sally Drew, James DeLaura, Nancy Hoffman, and Cara Mulcahey
This presentation explains the creation of a district partnership structure as part of a full redesign of teacher preparation over the past two years at Central Connecticut State University. It will highlight the ways CCSU’s process aligns with the CEEDAR Center’s guidance document: Developing Quality Fieldwork Experiences for Teacher Candidates.
Presenters: Cheryl Dickinson and Sabine Januski
Location: Crowne 1
The presenters identify a scaffolded process for teaching students to write and orally defend arguments. The argumentation process is supported by five universally accepted principles of learning. Student artifacts from a range of learners illustrate the process and effect on student achievement. The process is applicable to existing curricula.
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Presenters: Kara Faraclas, Judy Terpstra, and Don Briere
Classroom and behavior management skills are essential for effective classroom instruction, yet many teachers report feeling underprepared to manage challenging student behaviors. University instructors share initial experiences using the CEEDAR Classroom and Behavior Management Course Enhancement Module to help prepare teacher candidates to use evidence-based assessment and behavior intervention practices.
Presenters: Lynn Holdheide and Abby Foley Marshall
Change is hard and it does not occur overnight. It requires practice, coaching, reflection, and MORE practice, coaching and reflection. Over the last decade teachers have been charged with changing their practice via a plethora of reform initiatives. Knowing that it takes years to develop a level of expertise, how can we honestly expect teachers to change a slew of practices at the same time? This session will discuss the essential features of high-quality practice-based opportunities – inclusive of feedback, coaching and reflection – and offer the notion that targeting specific high-leverage (and evidence-based) instructional practices will likely lead to increased student achievement and lessen the anxiety of already over-taxed teachers. Join us for a lively and provocative discussion that may just help retain quality teachers.
Presenters: Amber Benedict and Carly Roberts
This presentation will include an overview of Lesson Study and recommendations for how it can be incorporated into preservice teacher education programs to improve candidates’ knowledge and implementation of evidence-based practices. The presentation will include detailed information about how to structure and implement each step of the Lesson Study process, including a framework for collaborative planning, tools to guide collective analysis and debriefing, and work samples from our experiences and research integrating lesson study into preservice special education teacher coursework.
Presenters: Sally Drew and Jeff Thomas
This session will provide participants with research- and evidence-based strategies for helping adolescents become better writers in science. Participants will learn a comprehensive framework for including writing in science in ways that support students’ learning and writing development, while also aligning to the writing purposes of the CCSS and NGSS.
Presenter: Megan Mackey
In this session, participants will learn how to scaffold the edTPA lesson planning process and how to teach candidates to align lesson objectives, learner needs, and evidence-based practices into edTPA-aligned lesson plans/learning segments.
Presenters: Ashley Oldham and Sharon M. Ware
Location: Fife & Gwent
In order for teacher candidates to be Learner Ready Day One, EPP’s must provide robust and distributed practice-based opportunities across teacher preparation programs. This presentation will focus on how one EPP designed a series of courses where candidates apply evidence-based literacy practices in a collaborative teaching environment. Connections to edTPA will be discussed.
Presenters: Lindsay Keazer and Shelly Jones
This presentation will review research on teaching prospective teachers about culturally relevant pedagogy, share projects used to foster prospective teachers’ thinking about incorporating students’ cultures into teaching mathematics, and share findings about how prospective elementary teachers consider culture when developing culturally relevant lesson plans.
Presenter: Louise Spear-Swerling
Location: Crowne 1
This presentation describes supervised tutoring experiences embedded in two methods courses that are part of an undergraduate teacher preparation program in special education at Southern Connecticut State University. One tutoring experience involves math and the other involves basic reading. Both experiences help to develop teacher candidates’ learning of high-leverage teaching practices such as explanation and modeling; diagnosing common patterns of student thinking; analyzing instruction for the purpose of improving it; and setting long-term and short-term goals. The structure of each clinical experience and its place in the overall teacher preparation program, as well as the benefits and challenges of structuring clinical experiences in this manner, will be discussed. Time will also be allotted for Q & A.
Presenter: Georgette Nemr, Suzanne Robinson, and Rosemary Tralli
Presenters will share a framework and set of tools laid out in a guidance document for planning field/clinical work experiences that are evidence-based and practice-focused that across the teacher preparation program but prior to student teaching. The session leaders will provide 1) a process and set of tools for EPP teams to use in planning fieldwork experiences, 2) how to engage LEA partners in planning and supporting EPP fieldwork, and 3) examples of how some of these strategies have been operationalized in varied EPP contexts.
American Association of Colleges for Teacher Education (AACTE)
Center on Great Teachers and Leaders (GTL)
Center on Personnel Studies in Special Education (COPSSE)
Council for Exceptional Children (CEC)
Council for the Accreditation of Educator Preparation (CAEP)
National Association of State Directors of Special Education (NASDSE)
National Center for Informing Policy and Practice in Special Education Professional Development (NCIPP)
Personnel Improvement Center (PIC)
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