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Lessons From an Encompassing Teacher Preparation/Diversification Project
Sun, April 27, 9:50 to 11:20am MDT (9:50 to 11:20am MDT), The Colorado Convention Center, Floor: Terrace Level, Bluebird Ballroom Room 3ESession Type: Symposium
Abstract
The session’s five papers draw from the same federal-grant-supported, multifaceted, new teacher diversification effort being pursued by faculty and students at a public, R1, state university. The project reconceptualizes new teacher preparation as a process that begins in high school, includes recruitment and four-year scholarship support for undergraduate teacher preparation, and continues with collaboration on induction with some of the state’s hardest-to-staff and most diverse by enrollment school districts. The papers include a broad survey of the state’s teacher recruitment, quality assurance, and retention needs; a case-study about recruiting and enrolling scholarship recipients; design research on the development and revision of the university’s side of a new teacher induction support effort; and two examples of student voice about project facets.
Sub Unit
Chair
Papers
The Challenges and Possibilities of Staffing Diverse Districts in a Midwestern State - Edmund T. Hamann, University of Nebraska - Lincoln
YPAR Themes as An Index to Youth Voice About Education and Needed Change - Amanda Morales, University of Nebraska - Lincoln; Edmund T. Hamann, University of Nebraska - Lincoln
Within and Beyond a Grow-Your-Own Program - Courtney Johnson, University of Nebraska - Lincoln; Irvin Ramirez-Benavides, University of Nebraska - Lincoln
Design Research Lessons from a New Teacher Induction Program - Lauren Gatti, University of Nebraska - Lincoln; Jenelle R. Reeves, University of Nebraska - Lincoln
Reflections from ‘Near Peers’ Assisting a Summer ‘Bridge’ Course for New Preservice Teacher Scholarship Recipients - Jenny Castor, University of Nebraska - Lincoln; Amanda Morales, University of Nebraska - Lincoln; Lu Min, University of Nebraska - Lincoln; Cassandra Rodriguez, University of Nebraska - Lincoln; Isela Tercero, University of Nebraska - Lincoln