Adult and Continuing Education and Teaching Commons^™

A Snapshot Of Ece Apprenticeship Programs, Emily Sharrock, Annie Schaeffing, Lily Rosenthal, Thelma Wong

Bank Street Education Center

This publication offers a closer look at the key features of existing apprenticeship programs across the United States—such as the diversity and range of approaches to credentials, partnership models, funding, and how programs deliver quality mentoring and/or coaching support—to reimagine how program quality can be strengthened to deepen learning for participants.

Opportunities For Reflective Practice In Early Childhood Apprenticeships, Emily Sharrock, Courtney Parkerson

Bank Street Education Center

This resource offers insights about the components, purpose, costs and related implementation considerations needed to design a system of high-quality job-embedded support in residency or apprenticeship programs. It is intended for early childhood leaders to facilitate the design or enhancement of this critical investment for our early childhood workforce.

Improving My Course In Brightspace D2l, Jason Howell, Jana Swartwood

Professional Development Resources

Prof. Jason Howell, Director of the Institute of Design, Experience and Art, and professor of graphic design, shares best practices for using Brightspace by D2L. He begins with his approach to continuous improvement at the course level, how faculty and students may make use of various features, how faculty can manage their course shells, and ends with a wish-list for system improvement. Prof. Howell takes questions from the audience to round out his presentation.

Jana Swartwood, Executive Director for Online & Lifelong Learning continues the presentation by offering ways that faculty may improve their use of Brightspace: (1) Copying components, …

Cultivating Powerful Mentorship In Educator Credential Programs, Lily Rosenthal, Annie Schaeffing, Emily Sharrock

Bank Street Education Center

This publication explores Bank Street’s approach to mentorship and lessons learned through implementation and features an interview with three Graduate School faculty members: Valentine Burr, Chair of the Department of Teaching and Learning; Jessica Wontropski, D13 Residency Program Administrator and Director of General and Special Education Programs; and Cristian Solorza, Director of the TESOL and Bilingual/Dual Language Programs.

Self-Care, Managing Stress And Faculty Promotion, William Buker, Kim Boyd

Professional Development Resources

Dr. Buker, Associate Dean and Senior Professor of Counseling, opens the presentation on the topic of self-care – managing stress and anxiety. He discusses common stress-related symptoms, levels of stress, common causes of stress, variables for managing stress, and self-care principles. Dr. Buker encourages listeners to shoot “PAR”, by managing one’s Perspective, Attitude and Response. Dr. Buker then reviews several practical self-care ideas in the following areas: the physical body, thoughts and perspective, emotions, social relationships, and spiritual resources. He then discusses the role cultures play in determining success and significance, encouraging a grace-based relationship orientation over an image-based performance …

Exploring Professional Dispositions With Preservice Teachers Assignment Description, David Wolff

Open Educational Resources - Teaching and Learning

The dispositions needed to be an educator is vast. Some dispositions come naturally to teacher candidates and others are nurtured by teacher education programs. According to the National Council for Accreditation of Teacher Education (2008), professional dispositions expected of teacher candidates include “the ideal of fairness and the belief that all students can learn (p. 22). This assignment provides teacher candidates an opportunity to explore, analyze, and discuss various professional dispositions needed by educators using six examples of children’s literature, all of which by the author, Patricia Polacco.

Oru Faculty Ethos & History - Spirit-Empowered Life - Faith & Learning, Bill Buker, Daniel D. Isgrigg, Wiliam Ranahan

Professional Development Resources

New faculty are introduced to being Spirit-Empowered. What does Spirit-Empowered mean, and why is it important, as a University, faculty member, and educator? Dr. Ranahan (Chair of Biology and Chemistry Dept.) begins with modeling how he integrates faith into a short lecture on sound, light, and neural paths. Dr. Isgrigg (Director of the Holy Spirit Research Center) lectures on how ORU as an institution has progressed since its inception through church history as a Spirit-Empowered university. Dr. Buker (Chair of the Seminary) lectures about how we as disciples of Jesus Christ can abide in Him and experience His fruitfulness in …

A Primer For Incorporating Pre-Service Co-Teaching Into Teacher Residencies, Prepared To Teach, Bank Street College

Prepared to Teach

Pre-Service co-teaching – where teacher candidates engage as co-teachers during student teaching – is a strong instructional model, especially when combined with yearlong teacher residencies. This brief features a combination of resources, ideas, and activities that can help your preparation program/school district partnership create a shared understanding of pre-service co-teaching.

Assessment Of Suas For Digital Literacy Educational Requirements, Matthew See

Summer Community of Scholars Posters (RCEU and HCR Combined Programs)

No abstract provided.

A Framework For Coaching In Early Childhood Settings: Drawing On Bank Street College Of Education’S Developmental-Interaction Approach (Dia), Virginia Casper, Milenis Gonzalez, Tarima Levine, Emily Sharrock, Annie Schaeffing

Bank Street Education Center

Coaching helps teachers activate and better articulate their previous knowledge, skills, values, and belief systems, along with new concepts, to construct and continually refine an approach that is meaningful in their everyday work. This framework captures some commonalities of a positive coaching stance across contexts while allowing enough flexibility to make use of these ideas in ways that will serve that setting and teachers best.

Teacher Preparation Programs And Teacher Candidates Supporting Staffing Needs During Covid-19 - Program Highlights, Prepared To Teach, Bank Street College

Prepared to Teach

A compilation of programs from across the Prepared To Teach National Learning Network that have creative staffing models that directly address staffing and substitute teaching shortages.

A Path To Equity: Solving New York's Teacher Turnover & Quality Challenges, Prepared To Teach, Bank Street College

Prepared to Teach

This white paper frames both the case for and an approach to addressing persistent teacher quality, diversity, and turnover challenges in the State of New York. A growing set of research and promising practice informs the report, which is intended to offer a high-level understanding of the complexities around how the economics of teacher preparation both drives educational inequities and can be shifted to promote educational quality and equity by investing in funded teacher residencies.

Federal Funding For Aspiring Teachers: An Investment In The Nation's Future, Prepared To Teach, Bank Street College

Prepared to Teach

This concept paper is a high-level overview of the case for and a pathway to achieve universal residencies across the nation created to inform policy discussions at the U.S. Department of Education.

Trauma-Informed Performance Art Education, Yvonne Houy, Kymberly Mellen, Alethea Inns, Morgan Iommi

Creative Collaborations

Trauma is the emotional response to a disturbing event or series of events, and can cause symptoms such as unpredictable emotions, flashbacks, headaches, and nausea, according to the American Psychological Association (2022). Learning activities in the performing arts - such as adjusting the body through touch, or the emotional content of scenes - can retraumatize students unintentionally. In contrast, creating the conditions for emotional states that enhance learning is a science, and an art, that can support conditions for optimal performance including Flow states

Performing arts educators can proactively support students and performances by becoming trauma-informed and actively using intimacy …

University Of Memphis Open Educational Resources (Oer) Faculty Quick Start Guide, Meredith Heath Boulden, Linda Ann Payne

Open Access Textbooks

This guide is designed to introduce faculty at the University of Memphis to why and how to use Open Educational Resources (OER) in their teaching. it covers basic concepts surrounding OER, how to find and evaluate OER to use in your courses, how to incorporate OER into your teaching, and how to learn more.

Table of Contents

• Implications of OER
• Understanding OER
• Using OER Commons
• Using Canvas Commons
• Additional OER Recommendations
• Reflections on OER
• Incorporating OER
• Continued OER Learning

Career Pathways And Wage Ladders: A Key Opportunity For Improving Quality, Courtney Parkerson, Annie Schaeffing, Emily Sharrock

Bank Street Education Center

To leverage the possible opportunity the Build Back Better Act presents, this policy brief closely examines the potential of career pathways and wage ladders to serve as the foundation for transformative change for the early care and education workforce.

Universal Design For Learning’S Successful Implementation: What Can Administrators Do?, Monica Grillo

Graduate Research Posters

Administrators have a unique position to influence teacher attitudes by creating an inclusive school culture and providing instructional leadership. Implementing Universal Design for Learning (UDL) is a critical issue for public schools in our country. UDL is an inclusive framework based on the science of learning. It supports and removes barriers to learning for all students while maintaining high expectations. Federal education policies have called for inclusive instruction based on UDL principles. Nevertheless, our educators and administrators are not sure they believe in it and do not know what exactly it is or how to implement it with fidelity. Previous …

Becoming A System Of Professional Learning: Conceptualizing Improvement As A Throughline Of Learning, Michelle L. Forman, Tracy Fray-Oliver, Doug Knecht

Bank Street Education Center

This white paper introduces the “Throughline of Learning” (Throughline) model developed by the Bank Street Education Center. The model builds on the concept of the instructional core and demonstrates how focusing on system-wide adult learning needs can help districts successfully reimagine their approach to instructional improvement.

Maximizing Every Child's Potential In The First 1,000 Days Of Life: A Landscape Analysis, Emily Sharrock, Courtney Parkerson

Bank Street Education Center

This report features a series of findings, supporting evidence, and bright spots that build a case for developing a stronger approach to supporting the diverse infant/toddler workforce.

Journey To Refuge: Understanding Refugees, Exploring Trauma, And Best Practices For Newcomers And Schools, Trina D. Harlow

NPP eBooks

Pre-K through 12th grade schools within the United States have become much more diverse in recent years. Schools are now commonly not only diverse because of diverse students born in the United States, but also have many immigrant students. A growing number of these immigrant students are resettled children who have refugee status. In schools, these recent immigrants are called newcomers. This book is a culmination of research and anecdotal experiences regarding the refugee issue as it pertains to these students in American schools and schools elsewhere in the world. Scholars, policy makers, educators, those who work in the refugee …

The Prepared To Teach Paradigm Shift, Bank Street College Of Education

All Faculty and Staff Papers and Presentations

Prepared To Teach exists to help districts, states, and teacher preparation programs find ways to develop sustainable streams of public funding to support high-quality teacher preparation.

The 3 R'S Of Sustainably Funded Residencies, Bank Street College Of Education

All Faculty and Staff Papers and Presentations

Deep partnerships between universities and districts are essential to the success of locally-grown teacher residencies, in part because of the funding opportunities these relationships unlock. Across the country, partnerships have identified funding strategies that can sustain and scale residencies, including dedicated financial support for aspiring teachers completing their clinical practice placements. Districts rethink staffing to free up dollars and programs find ways to reduce costs. When residencies design and recruit in ways that meet P-12 needs, districts also frequently dedicate additional dollars to the partnership. Together, these approaches offer “3 R’s” for sustainable residency funding.

Prepared To Teach National Network, Bank Street College

All Faculty and Staff Papers and Presentations

A two page summary of the Prepared To Teach National Network of teacher residencies.

Transforming The Teacher Development Trajectory, Bank Street College Of Education

All Faculty and Staff Papers and Presentations

Teacher preparation programs that work for everyone—preparation providers, districts, and aspiring teachers—rely on strong partnerships. Residency programs bring districts and providers together to support sustained clinical practice for candidates and create aligned goals throughout the program, linking teacher preparation to success in the classroom.

Simplifying Improvement, Bank Street College Of Education

All Faculty and Staff Papers and Presentations

Initiatives, projects, and structural changes in service of school reform can become overwhelming and complicated. Teacher residencies are a streamlined way of untangling priorities for improvement and creating a unified strategy.

Professional Preparation, Bank Street College Of Education

All Faculty and Staff Papers and Presentations

Part of being a professional is completing quality preparation. But teachers don't necessarily receive rigorous, extended practice as other professions do—and notably, they don't get paid for their work when they do.

New York State Root Causes, Bank Street College Of Education

All Faculty and Staff Papers and Presentations

When teachers quit, education fails. Teacher residencies can reduce turnover, diversify the teaching profession, and support student learning. New York State has an opportunity to transform teacher preparation.

Bringing Joy To Uninspired Teachers Of Math, Hal Melnick

All Faculty and Staff Papers and Presentations

This publication explores how to inspire teachers to find the joy in math so they can help their students do the same. Through a variety of tools, techniques, and helpful hints, the resource illustrates what high quality math instruction looks like and how teachers can reframe their own thinking about math to create deeper learning opportunities for their students.

Coaching: How A Focus On Adult Development Leads To Improvements In Student Learning, Jessica Charles, Milenis Gonzalez, Emily Sharrock

All Faculty and Staff Papers and Presentations

The Bank Street Education Center partners with schools and districts across the country to help improve teaching and learning at scale. This publication documents the professional learning processes, tools, and activities used by Bank Street facilitators in their coaching work with teachers and leaders and brings to light what strengths-based, developmentally meaningful teaching and learning looks like for both adults and children.

Usd Teacher Residency Program Impact: Classroom Management, Ben Schaap, Amy Schweinle, Karen J. Kindle

School of Education Research Center

USD’s yearlong Teacher Residency Program involves teacher candidates in a full year of teaching experience incorporated into their four-year program. This report examines the effect of two semesters of student teaching over a traditional one-semester model. Students’ confidence in classroom management greatly increased with the added semester.