Education Commons^™

No Teaching More Fulfilling: An Interview With Pam Jones, Linda Levine

Occasional Paper Series

Teacher educator Linda Levine interviews colleague Pamela Jones on her enduring commitment to quality education for all. Pam shares her thoughts and insight into what it takes to be a successful teacher in high-needs urban schools. Two guiding principles emerge as prerequisites for success: teachers need to be true to themselves and to find teaching assignments in places that resonate with them.

Commentary, Marjorie Siegel

Occasional Paper Series

No abstract provided.

Commentary, Susan Freeman

Occasional Paper Series

Silver Linings, Gil Schmerler

Occasional Paper Series

Looking for rays of sunshine amidst an educational landscape that has taken a particularly horrific beating in the last decade or two is a difficult – maybe quixotic – undertaking.

“If We Look To Buy The Cheapest Paper, Why Not The Cheapest Teachers?”, Fred Klonsky

Occasional Paper Series

Describes the assessment driven state of the author's school district in Illinois.

Overcoming Barriers To Coteaching, Seamus O'Connor

Occasional Paper Series

Seamus O’Connor, a high school special education teacher, shares a story of bridging a divide. He takes a clear and honest look at the evolution of his relationship with his coteaching partner, Carol. In doing so, he explores themes of equity, trust, and negotiated differences in building a collaborative classroom.

One Perspective On Harriet Cuffaro: A Story Of Engagement And Experience, Celia Genishi

Occasional Paper Series

The author presents her learning process in creating this essay, by highlighting some of Harriet Cuffaro's many insights, which she offers within the context of an unfolding story. She also takes the liberty of weaving her story together with Cuffaro's, interwoven with aspects of John Dewey’s philosophy.

Sensory Processing Handbook For Early Childhood Educators, Kristina De Michael

Graduate Student Independent Studies

This handbook is to help educators of young children understand the role of sensory integration and recognize how sensory processing difficulties may impact a child's everyday life.

Working With Teachers, Maja Apelman

Thought and Practice: (1987-1991) the Journal of the Graduate School of Bank Street College of Education

Discusses advisement work with teachers as part of their professional development within schools.

Becoming A Teacher: The Development Of Thinking About Knowledge, Learning, And The Self, Nancy Nager

Thought and Practice: (1987-1991) the Journal of the Graduate School of Bank Street College of Education

Explores the epistemological assumptions that underlie different models of teaching and will discuss the ways in which the advisement process at Bank Street College aspires to prepare teachers to facilitate rather than get in the way of education.

The Master Teacher: A Personal Reflection, Carol Hillman

Thought and Practice: (1987-1991) the Journal of the Graduate School of Bank Street College of Education

Describes that working with young children requires an attitude based on willingness to grow, one that puts the teacher as well as the children in the role of the learner.

The Role Of The Teacher In The Interdisciplinary Team, Sue S. Suratt

Thought and Practice: (1987-1991) the Journal of the Graduate School of Bank Street College of Education

Describes the author's impression that teachers are inadequately prepared to assume leadership roles in clinical settings, especially as members of interdisciplinary teams.

Front Matter

Thought and Practice: (1987-1991) the Journal of the Graduate School of Bank Street College of Education

No abstract provided.

The Essa Opportunity For Residencies, Bank Street College Of Education

All Faculty and Staff Papers and Presentations

The Every Student Succeeds Act (ESSA) provides states and districts with a renewed opportunity to strengthen the quality of teaching and learning in schools by explicitly incorporating well-designed year-long pre-service co-teaching placements (“residencies”) into state ESSA applications as an allowable and encouraged use of funds. While “preservice” teacher preparation is not frequently conceptualized as an allowable use of these federal funds, when well designed preparation programs include funded, year-long co-teaching residencies, they address many of the goals contained within ESSA and contribute to the systemic educational improvements sought by states and districts.

Selected Research Supporting Sustainable Funding For Quality Teacher Preparation, Bank Street College

All Faculty and Staff Papers and Presentations

In countries where school systems have improved dramatically, pre-service teacher education has become more integrated with the regular school system. Aspiring teachers, while studying for their certification, are paid to practice under the guidance of an effective classroom teacher for a full year before seeking certification. Increasingly, evidence from the U.S. also indicates that such a model is effective. In fact, four persistent teacher quality challenges facing schools and districts can be positively impacted through the establishment of funded year-long pre-service clinical placement.