REIMAGINING TEACHER INDUCTION: A FRAMEWORK FOR AN ASSET-DRIVEN, EQUITY-BASED INDUCTION PROCESS THAT CULTIVATES KNOWLEDGE OF SELF, CONTEXT, AND PROFESSIONAL PRACTICE. PDF Download
Are you looking for read ebook online? Search for your book and save it on your Kindle device, PC, phones or tablets. Download REIMAGINING TEACHER INDUCTION: A FRAMEWORK FOR AN ASSET-DRIVEN, EQUITY-BASED INDUCTION PROCESS THAT CULTIVATES KNOWLEDGE OF SELF, CONTEXT, AND PROFESSIONAL PRACTICE. PDF full book. Access full book title REIMAGINING TEACHER INDUCTION: A FRAMEWORK FOR AN ASSET-DRIVEN, EQUITY-BASED INDUCTION PROCESS THAT CULTIVATES KNOWLEDGE OF SELF, CONTEXT, AND PROFESSIONAL PRACTICE. by Kelly Anne Shelton Mudd. Download full books in PDF and EPUB format.
Author: Kelly Anne Shelton Mudd
Publisher:
ISBN:
Category :
Languages : en
Pages : 0
Get Book Here
Book Description
The induction process for new and beginning teachers has the potential to transform how teachers experience themselves and their school and ultimately the impact they have on students. Schools, like Clark Hill Academy, within rural, historically marginalized communities face challenges of recruiting and supporting new teachers. By using a collaborative approach to regular meetings, paired with structured and consistent protocols, new and beginning teachers were able to uncover beliefs and values in their teaching and learning and that of the community context. Specific to the participatory action research study, participants systematically examined Clark Hill Academy's ability to promote equitable practices among new and beginning teachers through the induction process. Using qualitative research and analysis methods, we asserted that people and places were critical components to humanizing a teacher induction process. The data supported two findings. First, that teacher induction process must acknowledge and honor the wisdom of people. Second, teacher induction must understand and harness the power of place within the school and community context. The findings led to the consideration of implications on policy, practice and research. In design, facilitation and participation, policy and practices for teacher induction should reflect the values of people and place. Future researchers should consider the connections between the findings of this study and specific culturally responsive practices within the classroom.
Author: Kelly Anne Shelton Mudd
Publisher:
ISBN:
Category :
Languages : en
Pages : 0
Get Book Here
Book Description
The induction process for new and beginning teachers has the potential to transform how teachers experience themselves and their school and ultimately the impact they have on students. Schools, like Clark Hill Academy, within rural, historically marginalized communities face challenges of recruiting and supporting new teachers. By using a collaborative approach to regular meetings, paired with structured and consistent protocols, new and beginning teachers were able to uncover beliefs and values in their teaching and learning and that of the community context. Specific to the participatory action research study, participants systematically examined Clark Hill Academy's ability to promote equitable practices among new and beginning teachers through the induction process. Using qualitative research and analysis methods, we asserted that people and places were critical components to humanizing a teacher induction process. The data supported two findings. First, that teacher induction process must acknowledge and honor the wisdom of people. Second, teacher induction must understand and harness the power of place within the school and community context. The findings led to the consideration of implications on policy, practice and research. In design, facilitation and participation, policy and practices for teacher induction should reflect the values of people and place. Future researchers should consider the connections between the findings of this study and specific culturally responsive practices within the classroom.
Author: Jennifer Jacobs
Publisher: IAP
ISBN: 1648024734
Category : Education
Languages : en
Pages : 339
Get Book Here
Book Description
Given the increasing diversity of the United States and students entering schools, the value of teacher learning in clinical contexts, and the need to elevate the profession, national organizations have been calling for a re-envisioning of teacher preparation that turns teacher education upside down. This change will require PK-12 schools and universities to partner in robust ways to create strong professional learning experiences for aspiring teachers. University faculty, in particular, will not only need to work?in?schools, but they will need to work?with?schools in the preparation of future teachers. This collaboration should promote greater equity and justice for our nation’s students. The purpose of this book is to support individuals in designing clinically based teacher preparation programs that place equity at the core. Drawing from the literature as well as our experiences in designing and coordinating award-winning teacher?education programs, we offer a vision for equity-centered, clinically based preparation that promotes powerful teacher professional learning and develops high-quality, equity-centered teachers for schools. The chapter topics include policy guidelines, partnerships, intentional clinical experiences, coherence, curriculum and coursework, university-based teacher educators, school-based teacher educators, teacher candidate supervision and evaluation, the role of research, and instructional leadership in teacher preparation. While the concepts we share are research-based and grounded in the empirical literature, our primary intention is for this book to be of practical use. We hope that by the time you finish reading, you will feel inspired and equipped to make change within your own program, your institution, and your local context. We begin each chapter with a “Before You Read” section that includes introductory activities or self-assessment questions to prompt reflection about the current state of your teacher preparation program. We also weave examples, a “Spotlight from Practice,” in the form of vignettes designed to spark your thinking for program improvement. Finally, we conclude each chapter with a section called “Exercises for Action,” which are questions or activities to help you (re)imagine and move toward action in the (re)design of your teacher preparation program. We hope that you will use the exercises by yourself, but perhaps more importantly, with others to stimulate conversations about how you can build upon what you are already doing well to make your program even better. Praise for (Re)Designing Programs: A Vision for Equity-Centered, Clinically Based Teacher Preparation: "Jennifer Jacobs and Rebecca West Burns’ book, “(Re)Designing Programs: A Vision for Equity-Centered, Clinically Based Teacher Preparation,” is a must-read for all teacher educators, especially those involved in the creation and/or direction of clinically based teacher education programs. Their text provides a roadmap for higher education and school-based teacher educators to collaboratively design a program that prepares teachers to meet the needs of future students. They not only redefine the terms and language we use within clinical practice programs but also encourage us to reflect upon how teachers should be prepared in an equity-centered, clinically based teacher education program. Their text deserves to be on the book shelves of all teacher educators." - D. John McIntyre
Author: Loy Angella Dakwa
Publisher:
ISBN:
Category : Common Core State Standards (Education)
Languages : en
Pages : 198
Get Book Here
Book Description
This qualitative, single-case study described the professional learning experiences of a group of beginning teachers who participated in a California teacher induction program. The study contributes to an understanding of factors that form the foundation of professional learning as perceived by the participants. Furthermore, the study adds to extant literature on induction, including the transition period between pre-service and in-service phases, experiential learning throughout day-to-day events, and action research undertaken during inquiry-based projects. The following themes emerged from the study: transition from pre-service to induction, context for teaching and learning, collaboration with peers, subtle shift from content standards to Common Core standards, questioning and ascertaining the merits of inquiry as professional development, learning by experimentation and from life experiences, current practice as the ultimate payoff, nurturing experiential learning, obstacles to induction, and managing the 21st century classroom. The research also found that beginning teachers perceive induction as one component that contributes to their professional learning. They deemed other factors, such as school climate, leadership, and bureaucracy as elements that could either advance or thwart their development.
Author: Carles Monereo
Publisher: IAP
ISBN: 1648028322
Category : Education
Languages : en
Pages : 331
Get Book Here
Book Description
The 21st century and its many challenges (invasion of digital technology, climate change, health crises, political crises, etc.) alert us that we need new educational responses, led by new education professionals. Research has shown that for these professionals to change in a substantial and profound way, they must change their identity, that is, the way in which they give meaning and meaning to their professional work. This book exposes, based on one of the most current and advanced theories for analyzing identity change -the theory of the dialogical self-, what changes should take place and how to promote them in eleven fundamental professional profiles in current education (teachers of student-teachers, primary & secondary teachers, inclusive teachers, inquiring teachers, mentors, school principals, university teachers, academic advisors, technologic/hybrid teachers, Learning specialists & educational researchers).
Author: Schleicher Andreas
Publisher: OECD Publishing
ISBN: 9264292691
Category :
Languages : en
Pages : 116
Get Book Here
Book Description
There is increasing recognition that teachers will play a key role in preparing students for the challenges of the future. We expect teachers to equip students with the skill set and knowledge required for success in an increasingly global, digital, complex, uncertain and volatile world.
Author: Ontario. Ministry of Education
Publisher:
ISBN: 9781424967360
Category : First year teachers
Languages : en
Pages : 29
Get Book Here
Book Description
The New Teacher Induction Program (NTIP) has been designed to support the growth and professional development of new teachers. It is the second step in a continuum of professional development for teachers to support effective teaching, learning, and assessment practices, building on and complementing the first step: pre-service education programs. It provides another full year of professional support so that new teachers can develop the requisite skills and knowledge that will enable them to achieve success as experienced teachers in Ontario. This manual is designed to be used in conjunction with resources, forms, and reports that are available in electronic format on the Internet. The manual provides information about the requirements and effective practices associated with the orientation, mentoring, and professional development and training elements of the New Teacher Induction Program.--Document.
Author: Jim Knight
Publisher: Corwin Press
ISBN: 1452293341
Category : Education
Languages : en
Pages : 301
Get Book Here
Book Description
An innovative professional development strategy that facilitates change, improves instruction, and transforms school culture! Instructional coaching is a research-based, job-embedded approach to instructional intervention that provides the assistance and encouragement necessary to implement school improvement programs. Experienced trainer and researcher Jim Knight describes the "nuts and bolts" of instructional coaching and explains the essential skills that instructional coaches need, including getting teachers on board, providing model lessons, and engaging in reflective conversations. Each user-friendly chapter includes: First-person stories from successful coaches Sidebars highlighting important information A "Going Deeper" section of suggested resources Ready-to-use forms, worksheets, checklists, logs, and reports
Author: Django Paris
Publisher: Teachers College Press
ISBN: 0807775703
Category : Education
Languages : en
Pages : 294
Get Book Here
Book Description
Culturally Sustaining Pedagogies raises fundamental questions about the purpose of schooling in changing societies. Bringing together an intergenerational group of prominent educators and researchers, this volume engages and extends the concept of culturally sustaining pedagogy (CSP)—teaching that perpetuates and fosters linguistic, literate, and cultural pluralism as part of schooling for positive social transformation. The authors propose that schooling should be a site for sustaining the cultural practices of communities of color, rather than eradicating them. Chapters present theoretically grounded examples of how educators and scholars can support Black, Indigenous, Latinx, Asian/Pacific Islander, South African, and immigrant students as part of a collective movement towards educational justice in a changing world. Book Features: A definitive resource on culturally sustaining pedagogies, including what they look like in the classroom and how they differ from deficit-model approaches.Examples of teaching that sustain the languages, literacies, and cultural practices of students and communities of color.Contributions from the founders of such lasting educational frameworks as culturally relevant pedagogy, funds of knowledge, cultural modeling, and third space. Contributors: H. Samy Alim, Mary Bucholtz, Dolores Inés Casillas, Michael Domínguez, Nelson Flores, Norma Gonzalez, Kris D. Gutiérrez, Adam Haupt, Amanda Holmes, Jason G. Irizarry, Patrick Johnson, Valerie Kinloch, Gloria Ladson-Billings, Carol D. Lee, Stacey J. Lee, Tiffany S. Lee, Jin Sook Lee, Teresa L. McCarty, Django Paris, Courtney Peña, Jonathan Rosa, Timothy J. San Pedro, Daniel Walsh, Casey Wong “All teachers committed to justice and equity in our schools and society will cherish this book.” —Sonia Nieto, professor emerita, University of Massachusetts, Amherst “This book is for educators who are unafraid of using education to make a difference in the lives of the most vulnerable.” —Pedro Noguera, University of California, Los Angeles “This book calls for deep, effective practices and understanding that centers on our youths’ assets.” —Prudence L. Carter, dean, Graduate School of Education, UC Berkeley
Author: Richard Smith
Publisher: Lulu.com
ISBN: 1445775697
Category : Education
Languages : en
Pages : 216
Get Book Here
Book Description
From the people who turned teacher education on its ear in Australia in 2001 comes a text about preparing the next generation of teachers. Richard Smith and David Lynch, two of Australia's leading teacher education researchers and the architects of the acclaimed Bachelor of Learning Management program (BLM), take their previously published ideas about teaching and teacher education further to detail a new paradigm in the preparation of teachers. Drawing on 30 years of teacher education research and their own experiences in redeveloping teacher education in Australia, Smith and Lynch explore what it means to be a teacher in the 2000s, outlining a new vision for the preparation of teachers in a Knowledge Age.
Author: Melissa Adelman
Publisher: World Bank Publications
ISBN: 1464814635
Category : Business & Economics
Languages : en
Pages : 105
Get Book Here
Book Description
How can countries make sustainable gains in student learning at scale? This is a pressing question for Latin America and the Caribbean (LAC)--and the developing world more broadly--as countries seek to build human capital to drive sustainable growth. Significant progress in access has expanded coverage such that nearly all children in the region attend primary school, but many do not gain basic skills and drop out before completing secondary school, in part due to low-quality service delivery. The preponderance of evidence shows that it is learning--and not schooling in and of itself--that contributes to individual earnings, economic growth, and reduced inequality. For LAC in particular, low levels of human capital are a critical factor in explaining the region’s relatively weak growth performance over the last half century. The easily measurable inputs are well-known, and the end goal is relatively clear, but raising student achievement at scale remains a challenge. Why? Part of the answer lies in management--the managers, structures, and practices that guide how inputs into the education system are translated into outputs, and ultimately outcomes. While management is often mentioned as an important factor in education policy discussions, relatively little quantitative research has been done to define and measure it. And even less has been done to unpack how and how much management matters for education quality. This study presents new conceptual and empirical contributions that can be synthesized in four key messages: 1. Student learning is unlikely to improve at scale without better management. 2. Management quality can be measured and should be measured as a catalyst for improvement. 3. Management affects how well every level of an education system functions, from individual schools to central technical units, and how well they work together. 4. Several pathways to strengthening management are open to LAC countries now, with the potential for significant results. The study elaborates on each of these messages, synthesizing recent data and research and presenting the results of several new research initiatives from across the region.
