EdPrepLab at AACTE 2022
8:00 AM - 7:00 PM CT
8:00 AM - 7:00 PM CT
Rethink, Reshape, Reimagine, Revolutionize: Growing the Profession Post Pandemic
The American Association of Colleges for Teacher Education (AACTE) Annual Meeting will be held March 4 - 6, 2022 in New Orleans, Louisiana. We are excited that members from several EdPrepLab institutions will be presenting over the course of the convention. See below for a list of session titles and descriptions, presenters, dates, and times.
EdPrepLab-affiliated institutions are indicated with: 
Improving Practices in STEM Teacher Preparation TAG Meeting Invited Speakers Event
Thursday, March 3, 2022 | 4:00 pm | Lafayette, New Orleans Marriott
Participants:
- Dr. Tara O'Neil, University of Hawaii at Manoa
- Mr. Christopher McLaughlin, Montclair State University
- Mr. Dequane Nealy, Howard University
- Ms. Katie Flax, Trego Community High School
- Sumi Hagiwara, Montclair State University
In many ways, the pandemic and social unrest of the past two years has upended our lives and livelihoods and caused us to question what it means to trust the knowledge of science and public health. We, as a community of teacher educators, reflect on how the challenges, questions, and uncertainties of the past two years have shifted the paradigm of “normal,” and how the challenge to the status quo of our respective lived experiences has provided an opportunity to rethink, reshape, reimagine, and revolutionize what it means to improve STEM teacher preparation. This TAG Invited Speaker session draws upon Zeicher, Payne, and Brayko’s (2014) analysis of stakeholders’ identity, role, and knowledge by examining “whose knowledge counts.” We will learn from the stories of our guests, a professor and researcher, teacher and teacher educator, and student to analyze the AACTE conference strands:
- Strand I: Preparing Educators In and For the Future
- Strand II: Renewing Democracy through Activism and Collaboration
- Strand III: Addressing Public Concerns for the Future of the Profession
- Strand IV: Confronting the Challenges Facing our Programs and Institutions
The focus of the session is for the panelists to share their stories, what they know and have learned about STEM teaching and learning, and what STEM teacher education should look like through the lenses of equity, inclusion, and belonging. Join us for a dynamic discussion and panel event, followed by the TAG business meeting.
Partners in Equity: A Third Space in a Residency Model
Saturday, March 5, 2022 | 9:00 am | Napoleon A2, Sheraton New Orleans
Participants:
- Dr. Imelda Nava, University of California, Los Angeles
- Jaleel Howard, University of California, Los Angeles
- Dr. Tonikiaa Orange, University of California, Los Angeles
The work of enacting or engaging in thinking about equity in educational spaces is multilayered, often being done as an individual teacher, as a team of teachers, at the school level, and at the community level. Rarely, is it thought about in terms of the partnership between mentor and resident teacher (pre-service teacher). In this session we will learn from a third space where mentors and resident pairs meet together in partnership within an urban teacher residency model. There is power for co-constructed action in the partnership.
Seeking to Transform Higher Ed: Action Plan for Anti-bias/Anti-racist Action
Saturday, March 5, 2022 | 9:00 am | Bonaparte, New Orleans Marriott
Participants:
- Sumi Hagiwara, Montclair State University
- Danné Davis
- Yune Tran, Providence College
- Leslie Wilson
This interactive perspective presentation focuses on "knowing/not knowing" and the intersectionalities of science, self, and race. We advance the work of AACTE by reflecting on national and global events that have inspired a call for change, challenging the status quo. Through anti-bias and anti-racist (ABAR) approaches and practices, in this presentation we have taken up ABAR in higher education, teacher education, and leadership in communities through promising practices and strategies.
Co-Designing Teacher Residencies: Sharing Leadership, Finding New Opportunities
Saturday, March 5, 2022 | 9:30 am | Jackson, New Orleans Marriott
Participants:
- Matthew Miller, Western Washington University
- Dr. Steph Strachan, Western Washington University
In this presentation, we share how a team of district administrators and university faculty continue to rethink, reimagine, reshape, and revolutionize our approach to teacher preparation by conceptualizing and then operationalizing this work as an ongoing shared responsibility. We focus on how our partnership is re-crafting a support infrastructure that includes the deliberate development of systems to facilitate career-supportive work and co-learning opportunities throughout the internship.
Weathering a Storm: The Role of PACE in Sustaining New Teachers In and Beyond COVID
Saturday, March 5, 2022 | 10:30 am | Grand Chenier, Sheraton New Orleans
Participants:
- Jennifer Petty, Durham Public Schools
- Jocelyn Glazier, University of North Carolina, Chapel Hill
- Christine Joyce, Durham Public Schools
How do we better prepare our teachers for the realities of the first years of teaching so they stay and thrive? Furthermore, how do we lessen the theoretical gap between pre-service preparation and in-service teaching? This case story provides an image of possibility in a time of intense challenge when our creative partnership between an EPP and an LEA supported the transition between the two spaces and created opportunity for support and leadership among pre-service and new teachers.
Within Reach: Transforming the Profession Through Funded Teacher Residencies
Saturday, March 5, 2022 | 10:30 am | Napoleon A1, Sheraton New Orleans Hotel
Participants:
- Karen DeMoss, Bank Street College of Education
- Annamarie Francois, University of California, Los Angeles
- Marjori Krebbs, University of New Mexico
- Matthew Miller, Western Washington University
- Margo Pensavalle, USC Rossier School of Education
- Steph Strachan, Western Washington University
- Cheryl Torrez, University of New Mexico
After two years of initial research, over a dozen teacher preparation programs across 7 states committed to engaging in four year-long communities of practice side-by-side with their district partners to create systemic shifts towards sustainably-funded, affordable, quality teacher residencies. This session shares six key lessons from those partnerships and offers participants the chance to engage in both small group discussions with presenters and locally-specific scenario planning.
Creating a Pipeline for Community College Students in Teacher Education
Saturday, March 5, 2022 | 1:00 pm | Lafayette, New Orleans Marriott
Participants:
- Evelyn DeJesus-Quiles, Montclair State University
- Sumi Hagiwara, Montclair State University
- Yune Tran, Providence College
The session will share an EPP's success of university/community partnerships, which have expanded in recent years with several institutions to develop seamless transition pathways for recruiting and retaining marginalized students from community colleges to pursue teacher education. Without such programs, students may lack the opportunity to pursue traditional four-year degrees in education.
Equity & Access through Remote Clinical Experiences in a Pandemic: A Case Story
Saturday, March 5, 2022 | 1:00 pm | Napoleon D1-2, Sheraton New Orleans Hotel
Participants:
- Nicole Thompson, Arizona State University
- Alison Hernandez, ASU Prep Digital
- Rachel Maleski, ASU Prep Digital
This session will examine the pivot Arizona State University (ASU) took when clinical experiences were disrupted by the pandemic, including an analysis of the knowledge, skills, and dispositions needed to thrive in an online, hybrid, and remote teaching environment will be discussed. Finally, a model of how ASU implemented a fully virtual clinical experience will be shared as a course of action that all teacher preparation colleges should consider integrating within their own programming.
Global Diversity Learning Lab
Saturday, March 5, 2022 | 1:00 pm | Balcony J, New Orleans Marriott
Participants:
- Gilda Martinez-Alba, Towson University
- Luis Javier Penton Herrera
- University of Warsaw
- Afra Hersi, Loyola University
This session will provide an overview of current world trends for educator wellness, the increased need for it as a result of COVID, how it can be institutionalized, and what impact it can have when full support is provided by administrators. This will be followed by a Q & A of the panel.
Rethinking University-School Partnerships: Shifting to a Cohesive Model of Preparation
Saturday, March 5, 2022 | 1:00 pm | St. Charles, New Orleans Marriott
Participants:
- Laurie Mullen, Towson University
- Laila Richman, Towson University
Since 1990, researchers have identified fragmentation in teacher education programs as a significant weakness and concern. Programs that prepare educators face increased expectations to graduate classroom-ready novice teachers, so now is the time to build shared visions, a coherent curriculum across settings, and strong integrated clinical experiences.
CT Integration Into Secondary STEM-PBL
Saturday, March 5, 2022 | 1:30 pm | Galvez, New Orleans Marriott
Participants:
- Dr. Imelda Nava, University of California, Los Angeles
- Jane Kim, University of California, Los Angeles
- Dr. Jaime Park, University of California, Los Angeles
We strive to integrate CT into secondary math and science classrooms to deepen critical analysis of data through the frame of debugging, decomposition, pattern recognition, algorithms, and abstractions. Given the underrepresentation of minorities in these spaces, we hope to bridge some of these constructs to CS education. However, the overarching goal is to improve critical analysis by engaging in real world community-centered issues that help ground the data for critical analysis and reflection.
Curriculum of Life and COVID-19: Disparities, Resilience, & Educational Renewal
Sunday, March 6, 2022 | 9:00 am | Balcony N, New Orleans Marriott
Participant:
- Edward Podsiadlik, University of Illinois, Chicago
The range of social, economic, and racial disparities unveiled during the pandemic highlights the importance of considering more critically the political, ethical, and dispositional aspects of education. To this end, this session relies on a more phenomenological approach to curriculum, resources, discourse, and activities. By prioritizing human experience, perception, and understanding, we can better prepare educators in and for the future. By embracing an increasingly expansive landscape of political, racial, gendered, autobiographical, global, and international concerns, perspectives, and understandings, we can better equip our programs in responding to today’s challenges; thus, reshaping the preparation of teachers and administrators.