1533 research outputs found
Sort by
Sample State Application Language for Residencies in ARPA
Get PDFThis document contains sample language for state plans. Please feel free to adapt this document for use in your efforts to encourage your state education agency to include residency funding in its application for the last third of ARP dollars, which is due June 7th. For more information, contact [email protected]://educate.bankstreet.edu/pt/1025/thumbnail.jp
Aspiring for More: Deeper Partnerships for Sustainable Residencies
Get PDFAspiring for More: Deeper Partnerships for Sustainable Residencies shares lessons learned from 12 university/school district sites as they implemented teacher residency programs during the 2019-2020 school year. Sites began their programs in 2019, after a year of development and co-construction activities led by Prepared To Teach, and contributed to a national learning network. The report focuses on findings from this work in six domains: sustainability, partnership development, program redesign, supporting school improvement, mentor development, and resident learning. Learn more about the residency implementation process in different contexts and the key takeaways for universities and districts looking to establish a sustainable residency program.https://educate.bankstreet.edu/pt/1008/thumbnail.jp
Centering Values: Building an Equitable Future through the American Rescue Plan Act
Get PDFThe $1.9 trillion American Rescue Plan Act (ARPA) constitutes a significant change in our nation\u27s approach to social policy and offers a new opportunity to imagine positive change in how we value and support human development and learning with a clear focus on equity. This memo outlines Bank Street\u27s recommendations for spending to inspire communities and policymakers as they think broadly about the potential this funding offers to invest in our future.https://educate.bankstreet.edu/bsec/1005/thumbnail.jp
Shifting Skins: Becoming Multiple During Emergency Online Teaching
Get PDFIn this essay, we reflect on the emergence of our (new) teacher identities from the phenomenal space created within online learning, following the COVID-19 pandemic of 2020. Thrust from classrooms into in-between spaces mediated by digital technologies, the capricious co-inhabited new learning space functioned as a becoming-other space of identity-play, surfacing from centrifugal intra-actions among human, non-human, and inorganic entities and energies—what we have named a thinning space (authors, forthcoming). It called for becoming shapeshifters together through resisting crystallized roles and (re)claiming a multiplicity of vulnerable thin skins. We draw from the possibilities of existing virtual gaming spaces to propose that a thinning space towards freer learning could redefine current neoliberal conceptions of ‘normal’ education
Using ESSER Funds to Support Teacher Residencies
Get PDFThis document details the opportunity that Local Education Agencies (LEAs) have to leverage Elementary and Secondary Emergency Relief Funds (ESSER) to develop teacher residency programs at their school sites. It is not only allowable, but also advisable under Federal guidance that these funds can support teacher candidates working for a full year, co-teaching within classrooms with accomplished mentor teachers, helping lead to a more diverse teacher workforce, reducing teacher turnover, and improving instructional outcomes.https://educate.bankstreet.edu/pt/1029/thumbnail.jp
Whose Story Is It? Thinking Through Early Childhood with Young Children’s Photographs
Get PDFChild-centered practices and pedagogies of listening to children are part and parcel of progressive early childhood education. As critical early childhood teachers and researchers, we demonstrate that we value the voices and narratives of children by placing them at the center of our classroom and research agendas. Simultaneously, however, young children’s social position can put them at the mercy of adults’ (teachers’ and researchers’) whims, and their stories may easily be consumed in the name of provocative classroom displays or academic articles. This work explores the potential for visual participatory research, guided by critical childhood studies, to grasp the stories that young children themselves want to tell. Through interviews and group meetings wherein young children (ages 2 to 5) show, gesture, and talk about the photographs they take, the children and their peers make determinations as to how their stories take shape. The narrative I share in this work illustrates one young child’s identity work during the Collaborative Seeing process. Jaylen’s participation in the study speaks to how we can come to see and know children on their terms
Keep Yourself Alive: Welcoming the Next Generation of Queer and Trans Educators
Get PDFDear new queer/trans educator,
Welcome to the work of education. I am glad that you are here to take part in the wonderfully challenging task of supporting young people to learn more about how we might be together. I often think of classrooms and other educational spaces as something like a dance floor, where people who may not know one another gather together and learn how to interact and relate to one another in shared space
Expert Report
Get PDFPlease do not cite without permission. Contact Karen DeMoss ([email protected]) for information.
This report offers a comprehensive review of literature on teacher quality as it relates to preparation, culminating with an analysis of New York State certifications and a policy solution to improve teacher quality and retention in New York City schoolshttps://educate.bankstreet.edu/pt/1032/thumbnail.jp
The Best Children\u27s Books of the Year [2021 edition]
Get PDFIncludes more than 600 titles chosen by the Children’s Book Committee as the best of the best published in 2020. In choosing books for the annual list, committee members consider literary quality and excellence of presentation as well as the potential emotional impact of the books on young readers. Other criteria include credibility of characterization and plot, authenticity of time and place, age suitability, positive treatment of ethnic and religious differences, and the absence of stereotypes.https://educate.bankstreet.edu/ccl/1015/thumbnail.jp
Telling Tales for Justice and Equity: Storytelling as Public Nepantla Pedagogy
Get PDFAs the COVID-19 pandemic led to schools moving to online platforms, I launched Tell-a-Tale, a livestreamed, biweekly read-aloud program for children. I designed and implemented each episode to include diverse children’s literature, followed by an artistic response, and finally a discussion about issues of equity and justice. Applying public pedagogy as a theoretical construct, I used this platform to create a space of “public intellectualism and social activism” (Sandlin, O’Malley, Burdick, 2011, p. 338). In this paper I will describe how I used “the pandemic as a portal” (Roy, 2020) to make space for historically marginalized stories and voices take center-stage