TeachingWorks/AACTE Preparing Teachers for Practice Theme Strand

The 2019 American Association for Colleges of Teacher Education (AACTE) Annual Meeting will take place February 22-24, 2019 in Lousiville, Kentucky. In this year’s AACTE Preparing Teachers for Practice strand, we will continue our close focus on teaching practice that advances equity and justice. This year, building on the work we have done together in the seminar series over the past few years, we investigate the relationship between the special nature of knowing content in teaching and the work of seeing and hearing children’s ideas with subject matter and supporting their growth.  We seek to uncover and articulate the relationship between advancing justice and the teaching of content. We have structured this year’s strand to afford us significant opportunities to investigate how we might take up these issues in English language arts, in mathematics, social studies, and science.  We will ask our seminar speakers to speak to these questions, and to share the ways that they work with their candidates to build their capacity to interact with students around content in ways that disrupt persistent patterns of oppression.

Deeper Dive and Learning Labs

Learning Lab: “Kids, Content, Culture and other /k/ Words: The Role of Early Literacy Instruction in Disrupting Racism and Educational Inequity”
Presenter: Mikkaka Overstreet, Assistant Professor, Department of Literacy Studies, English Education, and History Education, East Carolina University
Saturday, February 23, 2019, 10:30 - 11:30 a.m. 
Location: Omni Louisville, Commonwealth Ballroom 7, Second Floor

Learning Lab: “Content as a Resource in Democratic, Justice-oriented Social Studies Education”
Presenter: HIlary Conklin, Associate Professor, College of Education, DePaul University
Saturday, February 23, 2019, 1:00 - 2:00 p.m. 
Location: Omni Louisville, Commonwealth Ballroom 7, Second Floor

Deeper Dive: (How) does knowing content matter for disrupting the persistence of oppression?
Moderator: Deborah Loewenberg Ball (University of Michigan, TeachingWorks) Presenters: Sylvia Celedón-Pattichis, University of New Mexico; Carol Lee, Northwestern University; Abby Reisman, University of Pennsylvania; Maisha Winn, University of California, Davis
Saturday, February 23, 2019, 1:00 - 2:00 p.m.
Location: Kentucky International Convention Center, Ballroom CDE, Main Concourse

Deeper Dive and Learning Lab Presenters 

Sylvia Celedón-Pattichis

  • Senior Associate Dean for Research and Community Engagement
  • Professorof bilingual and mathematics education, Department of Language, Literacy, and Sociocultural Studies, University of New Mexico

Sylvia Celedón-Pattichis is Senior Associate Dean for Research and Community Engagement and Professor of bilingual and mathematics education in the Department of Language, Literacy, and Sociocultural Studies at the University of New Mexico. She prepares elementary pre-service teachers in the bilingual/ESL Cohort to teach mathematics and teaches graduate level courses in bilingual education. She taught mathematics at Rio Grande City High School in Texas for four years. Her research interests focus on studying linguistic and cultural influences on the teaching and learning of mathematics, particularly with emergent bilinguals. She was a Co-Principal Investigator of the NSF-funded Center for the Mathematics Education of Latinos/as (CEMELA). She serves as a National Advisory Board Member of several NSF-funded projects and as an Editorial Board Member of the Bilingual Research JournalandJournal of Latinos and Education. Her most current work includes co-editing two NCTM books entitled Access and Equity: PromotingHigh-Qualityy Mathematics in Grades PreK-2 and Grades 3-5. She has also published Beyond Good Teaching: Advancing Mathematics Education for ELLs. Sheis aa Lead-PI of broadening the Participation of Latina/o Students in Engineering Using an Integrated Mathematics, Engineering, and Computing Curriculum in Authentic Out-of-School Contexts, a project funded byNSF.Dr. Celedón-Pattichis was a recipient of the Chester C. Travelstead Endowed Faculty Award. She was also a recipient of the Regents Lectureship Award, the Faculty of Color Research Award, and the Faculty of Color Mentoring Award to recognize her research, teaching, and service at the University of New Mexico. Her work has also been recognized through the Innovation in Research on Diversity in Teacher Education Award from the American Educational Research Association (AERA) and the 2011 Senior Scholar Reviewer Award from the National Association of Bilingual Education (NABE). The accomplishments she is most proud of are her two daughters, Rebecca and Antonia Pattichis.

Hilary Conklin

  • Associate Professor, College of Education, DePaul University

Hilary G. Conklinis an Associate Professor of Teacher Education at DePaul University in Chicago.Her research interests are broadly rooted in the need to provide equitable, intellectually rich, authentic learning opportunities for all students. Her current work explores the design of teacher preparation experiences, the impact of these experiences on teachers’ practices and their students’ learning, and youth learning from action civics education in high schools. Her research has been funded by the Spencer Foundation, the Brinson Foundation, and a National Academy of Education-Spencer Postdoctoral Fellowship.She has published her scholarship in journals including theAmerican Educational Research Journal,Harvard Educational Review, Teachers College Record,Elementary School Journal, andJournal of Teacher Educationand has authored chapters inStudying teacher education: The report of the American Educational Research Association Panel on Research and Teacher Educationand theHandbook of research onteacher education (3rd edition). She has also written about her research in op-eds published inThe Atlantic,Time, andThe Washington Post.

Carol Lee

  • Edwina S. Tarry Professor of Education in the School of Education and Social Policy and African-American Studies, Northwestern University

Carol D. Lee is the Edwina S. Tarry Professor of Education in the School of Education and Social Policy and African-American Studies at Northwestern University She is a past president of the American Educational Research Association (AERA), AERA’s past representative to the World Educational Research Association, past vice-president of Division G (Social Contexts of Education) of the American Educational Research Association, past president of the National Conference on Research in Language and Literacy, and past co-chair of the Research Assembly of the National Council of Teachers of English.  She is a member of the National Academy of Education in the United States, a fellow of the American Educational Research Association, a fellow of the National Conference on Research in Language and Literacy, and a former fellow at the Center for Advanced Studies in the Behavioral Sciences. She has been elected to the American Academy of Arts and Sciences.   She is a recipient of the Distinguished Service Award from theNational Council of Teachers of English, Scholars of Color Distinguished Scholar Award from the American Educational Research Association, the Walder Award for Research Excellence at Northwestern University, the Distinguished Alumni Award from the Collegeof Liberal Arts at the University of Illinois-Urbana, The President’s Pacesetters Award from the American Association of Blacks in Higher Education, the Lifetime Achievement Award from the American Association of Colleges of Teacher Education, a 2018 Presidential Citation from the American Educational Research Associationand an honorary doctorate from the University of Pretoria, South Africa.Her research focuses on cultural and ecological supports for disciplinary literacies and identity development.

Mikkaka Overstreet

  • Assistant Professor, Department of Literacy Studies, English Education, and History Education, East Carolina University

Mikkaka Overstreet is an Assistant Professor in the Department of Literacy Studies, English Education, and History Education at East Carolina University. Her research focuses on exploring intersections of literacy, identity, and learning, as well as preservice and in-service teacher learning, particularly as related to culturally responsive pedagogical practices. Recent publications include NASPA Journal About Women in Higher Education, Reading Psychology, and the Journal of Ethnographic and Qualitative Research.Dr. Overstreet previously worked at the University of Louisville’s College of Education and Human Development (CEHD) as Director of the Minority Teacher Recruitment Project (MTRP) and Instructor, Department of Early Childhood and Elementary Education. At the University of Louisville, Mikkaka became dual certified in elementary education and learning/behavior disorders and minored in Pan-African studies as an undergraduate student; she then went on to earn her Master's degree with an emphasis in literacy education. She worked for 5.5 years in Jefferson County Public Schools before moving to a contract position as a literacy consultant at the Kentucky Department of Education (KDE). At KDE, Dr. Overstreet facilitated professional learning for teachers around the state, working to strengthen implementation of the Common Core State Standards for English/Language Arts and encouraging highly effective teaching and learning. She also supported teachers across Kentucky’s 173 public school districts as the editor of the state’s monthly literacy newsletter, theKDE Literacy Link. Her work with teachers increased her interest in teacher learning, her deep love of education, particularly the teaching of reading and writing, and her passion for equity and cultural responsiveness in education. In her doctoral pursuits, Dr. Overstreet engaged in research on teacher learning and change, empowering parents (particularly parents of underrepresented populations and impoverished communities), and empowering teachers to value the rich funds of knowledge that their students bring to the classroom in ways that strengthen their instruction. She continuously seeks new challenges and looks forward to a long career of exploration in education.

Abby Reisman

  • Assistant Professor, Teaching, Learning, and Leadership Division, Stanford University

Dr. Abby Reisman is an Assistant Professor of Teacher Education in theTeaching, Learning, and Leadership Division at the University of Pennsylvania. She received her Ph.D. from Stanford University, where she directed the “Reading Like a Historian” Project San Francisco, the first extended history curriculum intervention in urban high schools.Dr. Reisman studies the teaching and learning of history, with a special focus on curriculum design and teacher learning. Through her involvement in the Core Practice Consortium, Reisman studied how pre-service teacher candidates in practice-based social studies methods courses were prepared to facilitate text-based discussions. Her recent work focuses on practice-based professional development with in-service teachers, specifically instructional coaching using online video platforms. Her work has appeared in Cognition and Instruction, Journal of Curriculum Studies, Teachers College Record, Journal of Teacher Education, and Teaching and Teacher Education.

Maisha Winn

  • Chancellor's Leadership Professor
  • Co-director, Transformative Justice in Education Center, School of Education, University of California, Davis

Maisha T. Winn is the Chancellor’s Leadership Professor and the Codirector (with Torry Winn) of the Transformative Justice in Education (TJE) Center in the School of Education at the University of California, Davis. Professor Winn’s program of research examines the ways in which teachers and/or adult allies for youth in schools and in out-of-school contexts practice “justice” in the teaching of literacy.  Professor Winn was named an American Educational Research AssociationFellow (Spring 2016) In 2014 she received the William T. Grant Foundation Distinguished Fellowship and was named the American Educational Research Association Early Career Award recipient in 2012.  Professor Winnis the author of several books including Writing in Rhythm: Spoken word poetry in urban schools(published under maiden name “Fisher”); Black literate lives: Historical and Contemporary Perspectives(published under maiden name “Fisher”); Girl Time: Literacy, Justice, and the School-to-Prison Pipeline; and co-editor of Humanizing Research: Decolonizing Qualitative Research(with Django Paris).  Her most recent book, Justice on Both Sides: Transforming Education through Restorative Justice, was recently published with Harvard Education Press. She is also the author of numerous articles in peer-reviewed journals including Review of Research in Education; Anthropology and Education Quarterly; International Journal of Qualitative Studies in Education; Race, Ethnicity and Education; Research in the Teaching of English; Race and Social Problems; and Harvard Educational Review.