The 2018 American Association for Colleges of Teacher Education (AACTE) Annual Meeting will take place March 1-3 in Baltimore, Maryland. In this year’s AACTE Preparing Teachers for Practice strand, we will continue our close focus on teaching practice that advances equity and justice. We seek to articulate and extend how we as teacher educators work with our candidates to ensure that they are equipped not only to enact equitable practice but also to disrupt patterns of inequity in our classrooms. We are asking our presenters to bring their perspectives to bear on this theme by selecting one high-leverage practice of teaching from the TeachingWorks list. Each speaker will investigate and illuminate the enactment of that particular practice of teaching, and expose the nuanced ways in which issues of equity and inclusion are fundamental to just practice. Further, our speakers will sketch the ways in which these practices are powerful levers for disrupting persistent patterns of inequality that exclude children and disenfranchise students in schools.
Major Panel Discussion
Moderated by TeachingWorks Director Deborah Ball, we will ask our speakers to illustrate how they work with beginning teachers to ensure that these new educators are prepared with ways of relating and of acting in their practice to ensure that each of the young people in their classes thrives and grows as human beings. Starting with a concrete description of the practice and what it looks like in real action, each speaker would examine core issues or imperatives inherent in the deliberate work of enacting the practice toward justice with students and different kinds of content. The presentations will include concrete examples of our speakers’ teacher education practice – including lesson plans, video, details of assignments and units of their work to illustrate how we can teach novices to enact teaching that is disruptive, humanizing, and equitable.
In the following two concurrent sessions, Victoria Tinder and Jamaal Matthews will engage participants in an extended consideration and elaboration of the equity implications of two high leverage teaching practices, as well as detailed analysis of how to teach candidates to enact these practices well and responsibly. These sessions will be deeply interactive and probing, and will engage participants in active learning with each other about equity in teaching practice and in teacher education practice.
Clinical Assistant Professor, University of Illinois at Chicago
“Dispositions of Disruption: the Critical Teaching Work of Modeling Critical Content in Teacher Learning and Unlearning”
High-leverage practice: diagnosing particular common patterns of student thinking and development in a subject-matter domain
Associate Professor, Montclair State University
“On Mindset and Practices for Integrating “Belonging” into Mathematics Instruction”
High-leverage practice: coordinating and adjusting instruction during a lesson, and analyzing instruction for the purpose of improving it
Lisa D. Delpit
- Professor of Education
Currently the Felton G. Clark Distinguished Professor of Education at Southern University in Baton Rouge, Louisiana, Lisa D. Delpit is the former Executive Director/Eminent Scholar for the Center for Urban Education & Innovation at Florida International University, Miami, Florida. She is also the former holder of the Benjamin E. Mays Chair of Urban Educational Excellence at Georgia State University, Atlanta, Georgia. Originally from Baton Rouge, Louisiana, she is a nationally and internationally-known speaker and writer whose work has focused on the education of children of color and the perspectives, aspirations, and pedagogy of teachers of color. Delpit's work on school-community relations and cross-cultural communication was cited as a contributor to her receiving a MacArthur “Genius” Award in 1990. Dr. Delpit describes her strongest focus as "...finding ways and means to best educate marginalized students, particularly African-American, and other students of color." She has used her training in ethnographic research to spark dialogues between educators on issues that have impact on students typically least well-served by our educational system. Dr. Delpit is particularly interested in teaching and learning in multicultural societies, having spent time studying these issues in Alaska, Papua New Guinea, Fiji and in various urban and rural sites in the continental United States. She received a B.S. degree from Antioch College and an M.Ed. and Ed.D. from Harvard University. Her background is in elementary education with an emphasis on language and literacy development.
David E. Kirkland
- Executive Director of The NYU Metropolitan Center for Research on Equity and The Transformation of Schools
Dr. David E. Kirkland is the Executive Director of The NYU Metropolitan Center for Research on Equity and The Transformation of Schools. He has also been described as an activist, educator, cultural critic and author. A leading national scholar and advocate for educational justice, Dr. Kirkland hold a PhD from Michigan State University.
A Detroit native, his transdisciplinary scholarship explores a variety of equity and education justice-related topics, including the following: school climate and discipline; school integration and choice; culture and education; vulnerable learners; and intersections among race, gender, and education. With many groundbreaking publications to his credit, he has analyzed the cultures, languages, and texts of urban youth, using quantitative, critical literary, ethnographic, and sociolinguistic research methods to answer complex questions at the center of equity and social justice in education. Dr. Kirkland taught middle and high school for several years in Michigan. He’s also organized youth empowerment and youth mentoring programs for over a decade in major U.S. cities such as Detroit, Chicago and New York. He currently leads efforts to enhance education options for vulnerable youth throughout New York City, and beyond.
Dr. J. Sharif Matthews
- Associate professor of educational psychology
Dr. J. Sharif Matthews is an associate professor of educational psychology at Montclair State University in New Jersey. Born and raised in Harlem NYC, Dr. Matthews’ research interests are grounded in his experiences as a middle school mathematics teacher in The Bronx, NYC. His research focuses on motivation in mathematics in urban schools and how race, the socio-cultural context, and teachers shape students' beliefs about mathematics. His research also has powerful implications for counseling and out-of-school youth interventions, as evidenced through his youth mentorship program, T.H.R.E.A.D.S (Truth, Honor, Respect, Education and Development of Self) which promotes positive youth development for urban middle school boys in a fifteen week after-school format. Dr. Matthews is also a recipient of multiple national awards, including outstanding dissertation awards from the American Psychological Association and ProQuest, as well as funding from the National Science Foundation and Spencer Foundation.
- Deputy Director of The Center for Research on Equity in Teacher Education
sj Miller, Ph.D., a transdisciplinary award winning teacher/writer/activist/scholar, is Deputy Director of The Center for Research on Equity in Teacher Education at the NYU Metro Center and Research Associate Faculty in NYU’s Steinhardt School of Culture, Education, and Human Development. sj’s research is framed around trans*+disciplinary perspectives on social justice, which cut across theory, epistemology and pedagogy and links across socio-spatial justice, Urban Education, preservice and inservice secondary language arts teacher dispositions, and marginalized/undervalued student literacies and identities. Currently, sj is Academic Studies Member of the Lesbian, Gay, Bisexual, and Transgender Advisory Board for the National Council Teachers of English (NCTE); Advisor for GLSEN’s Educator Advisory Committee; consultant for the College Board providing best practices to secondary Pre- and Advanced Placement English teachers, AP Literature and Composition Table Leader and AP Grant Mentor; coeditor of two inaugural book series with Peter Lang Publishers, Social Justice Across Contexts in Education, and Queering Teacher Education Across Contexts; advisory board member for Routledge’s Critical Studies in Gender and Sexuality in Education, Journal of Adolescent and Adult Literacy, The New Educator, Taboo, and Journal of Literacy Research; UNESCO representative for the United States to develop Education for Peace and Sustainable Development in India with the Mohathma Gandhi Institute; and, senior advisor for PBS Learning Media about teaching transgender youth.
- CTA Vice President
CTA Vice President Dr. Theresa Montaño began her teaching career as a middle school paraeducator in northeast Los Angeles. She later became a middle and high school social studies classroom teacher and taught for 15 years in Los Angeles and Denver, Colorado. She helped establish a program for teachers interested in securing their National Board certification and securing a stipend and retirement bene ts for those teachers.In partnership with Los Angeles Uni ed School District (LAUSD), she developed a program and curriculum for Dial- a-Teacher, Multilingual Teacher Academies, New Teacher Academy and SB 1969/CLAD certification. As a member of United Teachers Los Angeles (UTLA), she also served on the Board of Directors, House of Representatives and CTA State Council. An active unionist, Montaño was also on the staff of UTLA, where she worked in professional development and as an area representative for nine years. She was the first coordinator of the Helen Bernstein Professional Development Center. Her years of experience as a middle and high school teacher in Los Angeles, coupled with more than a decade in higher education, gives her a special understanding of issues facing educators in California’s public schools.Today, she is a professor of Chicana/Chicano Studies with an emphasis in education at California State University, Northridge (CSUN). Montaño has served on the CTA Board of Directors representing her constituents in the California Faculty Association, Community College Association, and Student CaliforniaTeachers Association
- Clinical assistant professor and coordinator of the Urban Education: Elementary Education (BA) program
Victoria Trinder is a clinical assistant professor and coordinator of the Urban Education: Elementary Education (BA) program, where she works with undergraduate teacher candidates to critically exam the role of schooling in urban contexts, both locally and nationally. Dr. Trinder's teaching and research interests include: critical teacher education based in the historicizing of teacher learning across comparative locations; ethnic studies curricula co-generated with inclusive communities; the interrelationship between teaching, democracy, and societal participation; the development of critical professionals who name practices of disruption in hegemonically-oppressive school sites; participatory action research; and teacher resilience and advocacy. Overall, Dr. Trinder draws from a social philosophy with the intended and critical objectives of equity for young people and renewal of the public sphere, via innovative and interdisciplinary notions of learning.