Critical Turn in Teacher Residency Convening | March 1-2, 2024

Welcome

Welcome to A Critical Turn in Teacher Residencies: Dreaming New Ways Forward in School, University, and Community Entanglements.

This 2-day event brings together those interested in critical conversations focused on whose voices, histories, knowledges, struggles, dreams, and expertise matter in teacher education and in teacher residencies in particular; examining how our practices, research methods, and/or evaluative tools are (or are not) creating more just futures for school, university, and community entanglements; and other urgent conversations around critical turns in teacher residency work/scholarship.

Agenda

Friday, March 1

8:00 am - 5:30 pm

8:00-10:00am.....................................................................................................................Registration(Lobby)

8:15-9:15am.....................................................................................................................HotBuffetBreakfast

9:15-9:45am.....................................................................OpeningSession(KnowlesConferenceRoom)

10:00-11:30am Session1(Rm241)&2(Rm242)

11:45am-1:15pm...................................................................................Session3(Rm241)&4(Rm242)

1:15-2:10pm Lunch

2:15-3:45pm..............................................................................................Session5(Rm241)&6(Rm242)

4:00-5:30pm.......................................................................................AppetizerReception(LobbyAtrium)

4:30-5:30pm..........................OptionalCommunityWalkingTour(MeetinCollegeofLawLobby)

Saturday, March 2

9:00 am - 2:00 pm

9:00-9:30am..........................................................................................................ArrivalandSign-In(Lobby)

9:30-9:45am..................................................................................................................ContinentalBreakfast

9:45-10:30am......................................KeynotePanelwithDr.JoyceKing,Dr.CameaDavis,and Dr NatalieKing(KnowlesConferenceRoom)

10:45am-12:15pm........................................OpenSpaceTechnology:Community,Connectivity, andCollaboration(KnowlesConferenceRoom)

12:30-1:30pm......................................................................BuffetLunchandContinuedConnections

1:30-2:00pm OfficialClosing

Sessions

Friday,10-11:30am,Rm241

TheSanDiegoTeach-LeadResidency:MovingDeeply&CriticallyThroughResidencyDesign &Planning(RekaBartonandKatherineFelter)

OurEmergingCuriosities,Perspectives,andExperienceswith/inaBorderlandTeacher ResidencyProgram(DanHeiman,KatherineMortimer,andAmyBach)

TeacherCandidatePaidResidencyPrograms:Re-ImaginingFieldandClinicalPlacementsas Borderlands(SheriHardee,PaulaTench,andCarlyWomack-Wynne)

GrowingaTeachingResidencyCenteredonCommunity,Inquiry,Identity,Advocacy,and Activism(RachelRanschaert,AmandaVickery,ErinAshcraft,CortneyHaynes,JamesHoffman, DanielKrutka,KarismaMorton,JessicaMurdter-Atkinson)

Session2:ResidencyModels:Shortages,In/Justice(s),andCommunity Impact

Friday,10-11:30am,Rm242

RespondingtoNewMexico’sTeacherShortagethroughResidencies:SharingourProgram Basic’s&LessonsLearned(MarjoriKrebs)

DesperatelySeekingJustice:Preparing&SustainingJustice-OrientedEducatorsinUnjust Schools(AmandaWinkelsasandKristinCipollone)

Advocacy,Mentorship,Evaluation:PreparingEquity-CenteredTeachersandTransforming SchoolCommunities-TheNYUTeacherResidency(DianaTurk,FrankPignatosi,Annaly Babba-Guerra,TamaraSewell,andSarahSchlessinger)

TheContinuumofEducatorDevelopmentandHowLeadershipDevelopmentandCommunity ImpactRetention(MarisaBier)

Session3:RadicalImaginings:TheoreticalWorkon Residency/Partnerships

Friday,11:45am-1:15pm,Rm241

FreedomDreaming:AnAbolitionistTeacherResidency(ThomasAlbrightandStephanieBehm Cross)

TowardaTheoryofCriticalPartnerships(JoriBeckandKalaBurrell-Craft)

ConnectionsandCo-Constructions:ReimaginingaTeachingResidencyProgramasa DemocraticHub(SuzannePratt,CrystalChen-Lee,SibelAkinSubuncu) RadicalResidenciesforAnthropogenicTimes(KateColemanandSarahHealy)

Session4:BlackattheCenter:CenteringBlacknessinResidenciesand Programming

Friday,11:45am-1:15pm,Rm242

BridgingtheGap:InsightsfromtheBlackEducatorsInitiative(KeilaniGoggins)

ThreeApproachestoSchool-UniversityPartnershipsAmongTeacherResidencies:CanHBCUs LeadtheWaytoanEquity-CentricModel?(ValerieHill-Jackson)

ItTakesaVillage:Recruiting,Retaining,andSupportingBlackMaleEducatorsinaTeacher ResidencyPrograminLosAngeles,California(KirkRogers,PeterWatts,CristinaStephany, JacobGuthrie,andBryanJohnson)

BlackattheCenter:TheExperiencesofBlackWomenCo-DirectorsofaTeacherResidency (CameaDavis,CarinaHarrigan,FlaviaGordon-Gunter)

Session5:CriticalInterventions:Equity-based Tools/Practices/Communities

Friday,2:15-3:45pm,Rm241

Equity-FocusedToolsinElementaryMathematics:CreatingVirtualMathematicsCommunities (SusanCanon,BrittneyCastanheira,JeffreyKeese,andTiaraMensinger)

CultivatingCulturallyRelevantTeacherIdentities:AnExplorationofTeacherResidencyIdentity Development(JonathanDillensnyderandCatherineCompton-Lilly

“WeWantedtoBeBrave”:Co-CreatingSpacesforMulti-DirectionalLearninginaTeacher Residency(SuzannePratt,RebeccaStanton,ShneekaCenter)

ComeInTheRoom:AnInvitationtoEducatorstoExploreEducationalTraumasImpacting TheirClassrooms(KofiKinney)

Session6:CriticalOrientations:Mentorship,TransformativePractices, andCommunityEmbeddedness

Friday,2:15-3:45pm,Rm242

DREAMingofChange:TrainingEducatorsThroughDiversity,Resilience,andTransformative PracticesinTeacherResidency(KristinPapoiandFabiolaSalasVillalobos)

JoyandLiberationintheRecruitmentProcess-anAbolitionistTeacherResidency'sApproach (AshleyVierraandChenoaSmith)

OneCityOneGoal:PreparingTeachersAlongsideCommunityScholars(KayFujiyoshi) DiversifyingtheTeacherWorkforceThroughParaprofessionalPathways(Dashaunda Patterson&JoeFeinberg)

Abstracts

Session 1

The San Diego Teach-Lead Residency: Moving Deeply & Critically Through Residency Design & Planning

RekaBartonandKatherineFelter

Residencyprogramshaveavarietyofparametersandrequirementstoensurelicensureofpreserviceteachers.Therefore,intentionalplanninganddesignisnecessarytoweavecriticallenses andopportunitiesforresidentstounderstandthegeo-sociallocationoftheschooltheywillserve. Whileculturallyaffirmingpedagogyisatthecoreofthisteacherresidencyprogram,thissessionwill focusontheintentionalcollaborationbetweenaschooldistrictandthreeuniversitiesaswellasthe componentsofcommunitybuildingandengagementthatwereincludedinthedesignofthis teacherresidencyprograminSouthernCalifornia

Our Emerging Curiosities, Perspectives, and Experiences with/in a Borderland Teacher Residency Program

DanHeiman,KatherineMortimer,andAmyBach

Asscholars/teachereducatorsinbilingual/biliteracyeducationwhocentercriticalandjusticeorientedperspectivesinourscholarshipwehaverecentlybeeninspiredtoparticipateinour teacherresidencyprogramattheUniversityofTexasatElPaso(UTEP),auniqueborderland contextcomprising80%LatinxteachercandidatespreparingtoservealocalK-12school populationof90%Latinxstudentsand31%emergentbilingualstudents.Thisinspirationstems fromthecallforacriticalturninteacherresidenciesalongwithourinitialobservations of/participationinourownteacherresidencyprogramatUTEP Thishaspromptedustowonder, howcanweimagineforwardourconceptualizationoffronterizartocenterandprioritizetheneeds, desires,andepistemologiesofborderlandteachersandstudentswith/inourresidencyprogram?

Teacher Candidate Paid Residency Programs: Re-Imagining Field and Clinical Placements as Borderlands

SheriHardee,PaulaTench,andCarlyWomack-Wynne

Thismixedmethodsstudyexaminesoneeducatorpreparationprogram’s(EPP’s)developmentofa residencyprograminwhich36teachercandidateswerehiredastheteacherofrecordinoneoffive partnerdistricts.Ourgoalswereasfollows:(1)todeterminehowresidentsperformedinrelationto traditionaleducationcohorts;(2)toexplorebothgroups’self-efficacyaseducators;(3)toexamine howmentorteachersanduniversitysupervisorsassessedcontrolandexperimentalgroups’ teachingabilitiesandprofessionaldispositions;and(4)toexplorethesuccessesandchallengesof paidresidencyprograms.Suchprogramscanhelpustoaddressteachershortages,provideteacher residentswithvitalexperiencetoassistwithoverallteacherrecruitmentandretention,andcreate newmodelsofteachereducation

Growing a Teaching Residency Centered on Community, Inquiry, Identity, Advocacy, and Activism

RachelRanschaert,AmandaVickery,ErinAshcraft,CortneyHaynes,JamesHoffman, DanielKrutka,KarismaMorton,JessicaMurdter-Atkinson

Inourpresentation,wediscussanewteacherresidencycollaborationbetweentheUniversityof NorthTexasandDentonIndependentSchoolDistrict BothinstitutionsarelocatedinDenton, Texas,acitywithapopulationofroughly148,000located30milesnorthoftheDallas-FortWorth metroplex TheprogramwasfirstconceivedinMay2023andourfirstcohortbeganinAugust 2023with23residentsplacedwithmentorteachersinthreeelementaryschools Buildingoffof studieswhichillustratethecapacityofresidencyprogramstogrowteachercandidates’justice orientations(e.g.Rood&Ashby,2017;Vernikoffetal.,2022;Williamsonetal.,2016),ourprogram isdesignedtoprepareteacherswhoarewell-preparedfortheclassroomandequippedtofoster moreinclusive,equitable,andjustclassroomsinourracially,linguistically,andculturallydiverse NorthTexascontext.

Session 2

Responding to New Mexico’s Teacher Shortage through Residencies: Sharing our Program Basic’s & Lessons Learned

MarjoriKrebs

Inthispresentation,participantswilllearnaboutthehistory,fundingsources,anduniquecontexts ofpreparingteacherresidentsinNewMexicotomeettheneedfornumerousteachervacancies, includingspecialeducationandbilingualeducation TheUniversityofNewMexico(UNM)District PartnerTeacherResidency(DPTR)iscurrentlyhostingitssixthcohortof75teacherresidents We willsharemanyguidingdocumentsandlessonslearnedwiththoseinterestedinbeginninga residencyorexpandingtheirresidencytoanincreasingnumberofdistrictsandcharterschools

Desperately Seeking Justice: Preparing & Sustaining Justice-Oriented Educators in Unjust Schools

AmandaWinkelsasandKristinCipollone

Howcanresidencyprogramsworktocreatemorejustfuturesthroughschoolingwhenworking withincontextsconstrainedbysystemsofinequality,oppression,andwhitesupremacy?Howdo residencyprogramsprepareeducatorswhocancreativelymaladjust(Kohl,1994)insidesuch systems?Howcanresidencyprogramssustaintheheartofsucheducatorsandfacilitate opportunitiestofurtherdeveloptheirskillsandacumenaseducatorsandagentsofsocialchange? Utilizingthesequestionsasastartingpoint,thisproposalexplorestensionsthathaveemerged throughourresidencyworkpartneringwithalarge,public,cityschooldistrictthatservesamajority ofBIPOCchildrenanddiscussesspecificstepswearetakingtoaddressthempreemptivelyand responsivelyinwaysthatcenterequity,justice,andhumanizingpraxis Specifically,wehighlight threecorefacetsthatwebelievecontributetosustainingourprogramgraduates:acohortmodel, theTeacherResidencySummerInstitute(TRSI),andinductionsupport.

Advocacy, Mentorship, Evaluation: Preparing Equity-Centered Teachers and Transforming School Communities - The NYU Teacher Residency

DianaTurk,FrankPignatosi,AnnalyBabba-Guerra,TamaraSewell,andSarahSchlessinger

Thispresentation,whichwillbeinteractiveandparticipatory,willprovideanoverviewoftheNYU TeacherResidency;willexplorethewayswebuildequity,justice,andinclusivityintothreekey aspectsofourprogram-advocacy,mentorship,andevaluation;andwillinviteparticipantsto engageindiscussionandsharingofideasaroundhowwecanbestusethedifferentarmsofour residenciestofurtherliberatory,abolitionisteffortsandpracticesinthediverseeducational communitiesweserve.

The Continuum of Educator Development and How Leadership Development and Community Impact Retention

MarisaBier

Throughourresidencymodel,weareattemptingtorecruitandpreparepeopletoteachinthe contextsinwhichtheygethiredandaddresstheproblemscausedbyteacherattritionthrough offeringaninnovativeapproachtorecruitingandretaininghigh-qualityteachersforhard-to-fill positionsthatisgroundedinhighqualityclinicaltrainingandintentionalgraduatesupport…This proposalisintendedtocreatespaceforresidencyleaderstoaddresswhatshouldbeamoral imperativeofbringingeducatorsintotheprofession–howweasresidencymodelsprovide structuresofsupportthatretainthem.TheSTRteam(director,inductionleader,andgraduate)seek toengageresidencycolleaguesinconversa1ontoexplorehowourpracticeswithintheresidency modelforteacherrecruitment,prepara1on,andreten1onrelyonaspecificdefinitionofretention thatseekstounderstandwhatkeepseducators,particularlypeopleofcolor,intheprofession,and developgraduatesupportthatgoesbeyondmentoringandprofessionaldevelopmentand cultivatescommunityandsupportsleadershipdevelopmentwithinagraduate’scareer.

Session 3

Freedom Dreaming: An Abolitionist Teacher Residency

ThomasAlbrightandStephanieBehmCross

Inthissession,weengageinfreedomdreamingandpresentasetofnon-negotiablesthatmustbe inplaceforanyprogramaimingtoidentifyasanabolitionistteacherresidency(ATR).This conceptualpresentationasks:whatnon-negotiablesarenecessarywhencenteringabolitionin residencywork?Wewillpresentourdreamguideswhoillustratetheneedtodrawonradical imaginations,freedomdreaming,abolitionism,andabolitionisteducationtodismantlecaustic systems,andthensharethe4non-negotiables,includingtheneedto:(a)attunetogeo-sociohistoricalandpoliticalsituatedness,(b)bedemocratic/participatoryinnature,(c)committoanontoepistemologicalorientationrootedincriticaltheoriesandabolition,and(d)emphasizelearningas liberation.Weinviteothersintothis“abolitionistturn”withinresidencies.

Toward a Theory of Critical Partnerships

JoriBeckandKalaBurrell-Craft

Itiswelldocumentedthatteachingisaprofessiondominatedbywhite,middleclasswomen This demographictrendcarriesovertotheteachereducatorworkforcewhichisalsopredominantly whiteandfemale,andthisprevailingcultureofwhitenessshowsupinstandardsandguidancefor theprofession.Teacherresidencieswerefoundedwiththeexplicitpurposeofdisruptingteacher educationanddiversifyingtheteacherworkforce.However,asthemodelhasshownpromise,it hasproliferatedandthesamewateringdownhasoccurredforprogramsclaimingtoimplement “residencies”thatarenottruetotheoriginalintentandaresimplyyear-longinternshipsdevoidofa critical,antiracistapproach.Inthismanuscript,wepresentcentraltenetstowardatheoryofcritical partnershipwork,orwhatweareproposingasCritPartnership

ConnectionsandCo-Constructions:ReimaginingaTeaching ResidencyProgramasaDemocraticHub

SuzannePratt,CrystalChen-Lee,SibelAkinSubuncu

Inthisconceptualproposal,wereimagineteacherresidenciesasdemocratichubsratherthan institutionalprograms.Centeringtheco-constructionofinstitutionalandcommunityknowledge, weinterrogatetheprocessofsituatingresidenciesas‘thirdspaces’.Wedrawonthemetaphorof CentralParkinNYCandcenterourframeworkonthepracticesofdecentralizing,historicizing,and co-creatingknowledgeandexperiences.Thisstudyhasimplicationsforaddressingcentraland longstandingproblemsinteachereducationincludingthedisconnectbetweenacademic courseworkandfieldworkanddividebetweenschoolsanduniversities.Byreconceptualizing residenciesasdemocratichubsweattempttointerrogateassumptionsofteacherlearningand pushtowardpracticesthatofferaccessandinterrogationofteachingandlearningforall.

RadicalResidenciesforAnthropogenicTimes

JKateColemanandSarahHealy

Inourhighlypoliticisedlandscapeofinitialteachereducationwhereeveryonehasanopinion–becausewe’veallbeentoschool–SWISPLabadvocatesforaradicalrethinkingofartteacher residenciesforAnthropogenicTimes Movingbeyondtraditionalparadigms,weintegrate a/r/tographicpractices,emphasisinglivinginquiryandchallengingconventionaldualisticontologies. SWISPLab'sradicalA/R/Tresidenciesexploretheintersectionsofhuman-land-technology relationsdeeplysituatedinlocalcommunities.Ouronto-epistemicapproachurgeseducatorsto considerthediversevoices,histories,andculturespresent(orabsent)inarteducation.Recognising theAnthropocene'simplications,notmerelyasaclimaticconcernbutasatestamenttopervasive gendered,racialised,andcolonialextractions,ourresidenciesventureoutsideconventional'school' settings.Weintroducespeculativecurriculumsaddressingthemultifacetedcrisesoftoday,from genderviolencetoclimatechange.Drawinginspirationfromjustice-orientedspaces,weintegrate community-relevantissuesintoteacher‘training’,aimingforpluriversal,relation-centricmethopedagogiesforanthropogenictimes.

Session 4

BridgingtheGap:InsightsfromtheBlackEducatorsInitiative

KeilaniGoggins

ThissessionwillexploretheimpactofNCTR’sBlackEducatorsInitiative(BEI),whichisfocusedon investingineducatorsofcolorandsustainingadiverseteachingworkforce.Rootedinrobust researchdemonstratingthepositiveeffectsofBlackeducatorsonstudentoutcomes,BEIsupports anetworkofteacherresidencyprogramscommittedtorecruiting,preparing,andretainingBlack educators.ResearchsuggeststhatBEIiseffectiveandNCTRrecentlypublishedareport highlightingpolicyrecommendationsandpotentialactionstepsthatteacherpreparationprograms, districts,andstatescanputintoplacetofacilitatethespreadandscaleoflessonslearnedfromBEI

ThreeApproachestoSchool-UniversityPartnershipsAmongTeacher Residencies:CanHBCUsLeadtheWaytoanEquity-CentricModel?

ValerieHill-Jackson

CanHBCUsLeadtheWaytoanEquity-CentricModel?School-universitypartnerships(SUPs) probearangeofP12challengesandinterests teacherresidencieschiefamongthem Because HistoricallyBlackCollegesandUniversities(HBCUs)haveimpressivetrackrecords(Hill-Jackson, 2017)andknowhow(Marchitello&Trinidad,2019;Petchauer&Mawhinney,2017)inpreparing teachercandidatestoworkeffectivelyindiverseschools,thispresentationwillsharedeeper understandingsofthetypesofteacherresidencycollaborationsemployedbytraditionalversus HBCUprograms.Leveraginganequityandthirdspaceperspective,threeseparateapproachesto theSUPsareunpackedtoestablishtheoutlineforthisproposal ceremonial,conventional,and communalteacherresidencyapproaches.ThelatterapproachdrawsuponaSUPforateacher residencyataHBCUinthesouthwesternUnitedStatestoillustrateanequity-centricmodelwitha criticalorientation.

ItTakesaVillage:Recruiting,Retaining,andSupportingBlackMale EducatorsinaTeacherResidencyPrograminLosAngeles,California

KirkRogers,PeterWatts,CristinaStephany,JacobGuthrie,andBryanJohnson

TheTeacherVillage,inpartnershipwithCSUDHandLAUSD,isworkingtosupportBlackmale teachingfellowstoaddressthesocial,emotional,andhousingneedsofBlackmaleteachers-intraining.TeacherVillageaddressesthegapsintherecruitmentandretentionofteachersofcolorto helpthemsuccessfullynavigateandcompletethepre-servicepathwaytobecomefullycredentialed teachers.TheoverarchinggoaloftheTeacherVillageInitiativeistoimprovetheretentionofBlack maleteachersintheprofessionbeyondtheteacherretentionaverageof3years.Ultimately,this partnershipseekstoimprovetheeducationalandsocial-emotionallearningoutcomesforall children,especiallyBlackmalechildren,byensuringBlackstudentsareabletoseethemselves thrivingashighlyqualified,culturallycompetent,andfullyhoused(housingsecure)teachersintheir classrooms.

BlackattheCenter:TheExperiencesofBlackWomenCo-Directors

ofaTeacherResidency

CameaDavis,CarinaHarrigan,FlaviaGordon-Gunter

ThissessionexplorestheexperiencesofBlackfemaleco-directorsofauniversityteacherresidency thatsupportsmostlyBlackeducatorsworkingwithBlackyouth.Utilizingnarrativeinquiryand storyingtobetterunderstandtheuniqueexperiencesoftheco-directors,whilealso uplifting/centeringtheirvoices,sessionfacilitatorswillshareresearchresultsthatwereguidedby thefollowingquestion:whataretheexperiencesofBlackeducatorsleadingateacherresidencyfor mostlyBlackteachersworkinginserviceofBlackcommunities?

Session 5

Equity-FocusedToolsinElementaryMathematics:CreatingVirtual MathematicsCommunities

SusanCanon,BrittneyCastanheira,JeffreyKeese,andTiaraMensinger

Inourresidencywork,weinvestigatetheimplementationofequity-basedteachingpracticesin mathematicsclassroomswhileacknowledgingthecomplexintersectionsofequity-focusedteacher education,mathematicseducation,andqualitativeresearchtobridgethetheory-to-practicegap. TheeducationalandresearchactivitiesthatwehaveproposedaredesignedtoattunetothegeopoliticalsituatednessofcommunitiesinruralGeorgiawithwhomwewillbeworkingandto recognizetheuniqueknowledgethatin-serviceteachersinthesecommunitieshold.Weengageinserviceteachersinplacewithmathematicsandcoachingendorsementspriortoengagingthemin theinductionofnewteachersintotheircommunities.Theprojectreliesonthreeequity-based tools.Thetoolscause“necessarydisruptions”(Kinloch,2018)totaken-for-grantedwaysofthinking andrelyonteacherengagementandreflectiontothenshiftactions.

CultivatingCulturallyRelevantTeacherIdentities:AnExplorationof TeacherResidencyIdentityDevelopment

JonathanDillensnyderandCatherineCompton-Lilly

SouthCarolinaK-12publicschoolsarefacingasignificantteacherworkforceshortage.Ruralareas faceadditionalconstraintswhenworkingtofillteachervacancies.Thispaperexploresidentity developmentofteacherresidentsmatriculatingthroughauniversityteachingresidencyprogram withafocusondevelopingculturallyrelevanteducators.UtilizingGee’s(2000)conceptofidentity, weexaminehowanearlyclinicalexperience,theSummerInstitute,supportedthedevelopmentof anaffinitygroupwhilepromotingculturallyrelevantpedagogy.Datafromsurveys,interviews,and post-graduationassessmentsrevealedthattheSummerInstituteplayedapivotalroleinresidents' initialteacheridentitydevelopment,byexploringacommitmenttoculturallyrelevantteaching practices.Findingsemphasizetheimportanceofunderstandingteacheridentitydevelopmentin teacherpreparationprogramstoaddressteacherworkforceshortages.

“WeWantedtoBeBrave”:Co-CreatingSpacesforMulti-Directional LearninginaTeacherResidency

SuzannePratt,RebeccaStanton,ShneekaCenter

Inthispresentation,weofferonecasestudyexampleofthirdspaceteachereducation,theTR@TC GlobalCitizensproject.Inthisstudy,wefocusontheprocessesandevolutionoftheteamof collaboratorswhoweretheorchestratorsofthespaceasweexplorewhateffortsofbuildingsuch partnershipsmightlooklike.Inthestudy,fourkeyfeaturesofthegroup’sworkemerged:(1) creatingacommunityoftrust;(2)incorporatingpedagogicallogisticsintoinstructionaldecision making;(3)intentionallyestablishingpracticesofmulti-directionallearning;(4)strategicand reflectivetheorizingofexperimentalactions.Thisexampleoffersinsightintopossibilitiesof transforminghowweimagineboundariesoflearningandteachingwith,across,andbetween partnersinteachereducation.

ComeInTheRoom:AnInvitationtoEducatorstoExplore

EducationalTraumasImpactingTheirClassrooms

KofiKinney

Sooften,wespendalotofourprofessionaldevelopmentscenteredon"whatteachersneedtodo" andgivelittlefocusto"whotheybe"andhowthisisimpactingtheirpracticeintheclassroom.In thissession,wediscussareflectivepracticewehaveusedwithourresidentstodeeplylookattheir studentrelationships.Participantswhohaveexperiencedthispracticehavediscussedhowithelped themtounpackbiasesthatareimpactingtheirclassroomcultureandstudentrelationships.

Session 6

DREAMingofChange:TrainingEducatorsThroughDiversity, Resilience,andTransformativePracticesinTeacherResidency

KristinPapoiandFabiolaSalasVillalobos

Thispresentationaimstocontributetothecriticalconversationswithinteacherresidency programming,focusingon:(1)IntegrationofTransformativeSEL,includinghowDREAM incorporatestransformativeSELthroughoutitsprogramandtheimpactofSELonteacher development,resilience,andefficacy;(2)AffinityCaucusesasCommunityBuilders,includingthe roleofACsinfosteringdialogicspacesforculturallysustainingteaching,andstrategiesforbuildinga senseofcommunityandcontinuityamongteacherresidents;and(3)StrategiesforDiverseTeacher Retention,includingPACEADRESSINGDiversitymodelanditsroleinsupportingdiverseteacher retention.

JoyandLiberationintheRecruitmentProcess-anAbolitionist TeacherResidency'sApproach

AshleyVierraandChenoaSmith

Traditionalrecruitmentmethodsforavarietyofprogramshavebeguntocomeunderquestionin recentyears–dotheyreallyworktogetthebestcandidates?Inredesigningtherecruitment processforCREATEin2022-2023,wesoughttoexaminebothpreviousandtraditionalmethods ofrecruitmentwiththeintentionofcombatingwhitesupremacy Weconsideredourapplication process,questions,andreview WethoughtfullycraftedanInterviewDaytheencompassed traditionalmethods(interview,collaboration),aswellasmoreliberatorymethods(ARTifact) The ARTifactwasdesignedforcandidatestobeabletosharetheirauthenticselvesinorderforusto gainabetterunderstandingofthemasawholeperson Ourhopeisthatotherresidency’smay learnfromourprocessand(re)examinetheirownpracticesfromalenseofcenteringdiversevoices.

OneCityOneGoal:PreparingTeachersAlongsideCommunity Scholars

KayFujiyoshi

AttheUniversityofChicagoUrbanTeacherEducationProgramthe“context-specific”approachto urbanteacherpreparationisdesignedtofacilitatelearningexperiencestobringteachercandidates intothehistorical,cultural,linguistic,economic,racialandgeographicknowledgeinterwoveninto thefabricofChicago,emphasizingthewealthandrichnessoflocalcommunities Contextisnot simplythesettingfornewteachers’workandtheirlearningbutcontextisthecontentforbeginning teacherstolearnastheymakethetransitionintotheirnewcareers(MatskoandHammerness, 2014,HammernessandMatsko;2013,Feiman-Nemser,Tamir&Hammerness,2014) Thispaper documentsthestructuralcomponentsthatbuiltacritical,geo-historical-socio-politicaland economicspecific,residencyprogram.

DiversifyingtheTeacherWorkforceThroughParaprofessional Pathways

DashaundaPatterson&JoeFeinberg

UtilizingfederalTeacherQualityPartnershipgrantsatGeorgiaStateUniversity(GSU),aminorityservinginstitution(MSI),showsteacherresidencyprogramscanimprovethediverseteacher pipeline Thegrant,NetworkforUrbanandRuralTeachersUnitedforResidencyEngagement (NURTURE),providedProfessionalDevelopmentSchools(PDS)supportforurbanandruralschool districts AprimarygoaloftheNURTUREprogramwastoincreasethenumberofhighlyqualified, minoritizedteacherscommittedtoteachinginminority-serving,high-needschooldistricts Teacher preparationgrantscanbeleveragedtorecruittraditionallyminoritizedteachersofcolortoincrease thediverseteacherpipelineandstrengthenPDSpartnerships

CREATE PROJECT