THE MACTE/COMTEC/MAECTE FALL 2017 CONFERENCE
Was Held on FRIDAY, October 27, 2017
At The College of the Holy Cross, Worcester, MA
Best Practices in Teacher Education:
Enhancing Diversity in Teaching
Find powerpoints and handouts as they become available below.
Click here for the powerpoint from the DESE Update……
Breakout Sessions — Click here for downloadable copy of the schedule……
Retaining Teachers while Building a Culture of Excellence in a High Minority/Low Socioeconomic School. Ross, G.E.,Hutchinson, E. & McCullough, L., The Academy for Leadership at Millcreek Elementary, Lexington, KY. Summary of Session: It is documented time and time again that no factor of school success affects student achievement more than the quality of teachers within the school building (Darlin-Hammond, 2000). Even though it is common knowledge amongst education professionals, low-income and minority children commonly have low-quality teachers with the likelihood of them lacking certification, or having poor scores on college licensing exams, or possibly teaching out of their field (Jerald, 2002). Truthfully, strong teachers have the power of mobility. Strong teachers that happen to also be minority can pick and choose where they want to go. So, the question becomes how do we hire and maintain these teachers for long term student success? Let’s look at how one school has made that possible.
Enhancing Global Competence: Pedagogical Insights Through the Experience of Immigrant Teachers. Bailey, E., Westfield State University. This paper presents the findings of a phenomenological study on the experience of Jamaican teachers recruited in 2001 to teach in New York City schools. It is the hope of the researcher that the issues raised in (and by) this paper, will contribute to the broader discourse on the contributions of immigrants to U.S. society. Click here for powerpoint of this session………
Increasing Racial/Diversity of the Commonwealth Teaching Force: Challenges and Opportunities. Bristol, T.J., Boston University and EPIC Grant Recipients. Summary of Session: This presentation will provide an overview of both the racial/ethnic imbalance in the teacher workforce in the U.S. and Massachusetts, as well as research that supports the myriad benefits of increasing the diversity of the teaching pool. The challenges involved in recruiting students into State teacher education programs, as well as retaining teachers of color in the workforce, will be discussed. Finally, this session will lay the groundwork for four exciting initiatives funded by the DHE EPIC Grant currently underway in Massachusetts colleges and universities. Click here for Bristol Powerpoint for this session…….
Supporting Diverse Paraprofessionals to Become Teachers: Pathways and Programs. Davis-Delano, L., Springfield College; Curran, Kelly, Holyoke Public Schools; Solomon, M., Five College Partnerships; Herrup, P. and Irving, A., Journey into Education and Teaching, Boston, MA. Summary of Session: Diverse, experienced, committed paraprofessionals are an important potential source of new teachers. What strategies work to support these paraprofessionals to become teachers? Three initiatives will share their practices and recommendations for helping these experienced educators overcome the significant obstacles on the pathway to teaching.
Click here to link to the MA Paraprofessional Teacher Preparation Grant description on the MA Department of Higher Education website….
Classroom Practices to Enhance Intercultural Competence in Teacher Education Programs. Dema, A & Spitzman, E., Bridgewater State University. Summary of Session: The goal of this session is to present a comprehensive model which capitalizes on the backgrounds of all learners, including international students, to create an inclusive learning community and increase intercultural competence of all students. Presenters will share applications of the model across teacher education programs.
Meeting the Needs of All Students from a Teacher/Student Perspective. Diamond, D. American International College, and Paoletta, C., Indian River State College. Summary of Session: A unique perspective on differentiated teaching and learning from a former teacher and her former student, a Teacher Candidate. The methods and strategies used in this class helped to improve student behaviors, attendance, and academic achievement. Class make-up included students identified with disabilities, ESOL needs, general education, and gifted students.
Teacher Education: Including LGBTQ+ Families and their Children, and Children with Gender Expansive Behavior. Friedland, E., Wheelock College. Summary of Session: This presentation describes how teacher educators can address LGBTQ+ topics to help prospective and experienced teachers create environments in which LGBTQ+ families and staff are respected and included, and in which children with gender expansive behavior are protected and respected; how to include LGBTQ+ topics in the curriculum; and how to address heterosexism and LGBTQ+ stereotypes. Click here for the handout for this session……
Every Child that is a Foster Child is Marked from the Beginning: The Home-School Communication Experiences of Foster Parents of Children with Disabilities. Mires, C., Bridgewater State University. Summary of Session: Research has shown the positive impact of home-school partnerships on children achieving successful adult outcomes. The limited research to date on foster family home school communication provides some evidence that foster parents often struggle with the many challenges associated with being a foster parent. Foster parents are less likely to be involved in the child’s education when compared with parents raising their biological children, and are often more concerned with the management of behavioral issues than with the provision of educational support. This presentation will focus on a recent study that delved into this issue.
Reconceptualizing Culturally Responsive Teaching as a Pathway to Teacher Education. Muzeta, B. & Accurso, K, University of Massachusetts Amherst. Summary of Session: This presentation draws from multiple sources of data: high school students, pre-service teachers and in-service teachers. The findings of the study present possible implications for teacher education and classroom practices. The “Culturally Responsive Teaching” approach is used as a theoretical framework through which teachers can build cultural competency and address the needs of ethnically and culturally diverse students. Click here for the Powerpoint from this session…….
Building Critical Literacies for Pre-Service Teachers of English Language Learners: Critical Texts in Sheltered English Immersion Courses. Ortiz-Marrero, W & Habana Hafner, A., Westfield State University). Summary of Session: We share on-going praxis research on integrating frameworks and texts in the SEI course for pre-service teachers at Westfield State University. Our findings share shifts in student thinking about ELLs that both transforms and reproduces inequitable discourses and practices, thereby problematizing and retelling equity in SEI.
AND SAVE THE DATE FOR
THE MACTE/COMTEC/MAECTE SPRING 2018 CONFERENCE
Which Will be Held on FRIDAY, April 13, 2018
At the Publick House, Sturbridge, MA