SRATE

Abstract: This article will showcase the power of collaborative relationships to transform pre-service learning and in-service practice in the area of inclusion. A middle school principal and college professor in Special Education partnered to address the need for support of inclusion students in schools and pre-service education in EPP’s. The collaboration at the middle school level focused on increasing inclusiveness of the faculty by building knowledge. A professional development framework designed to increase inclusiveness by increasing the faculty’s special education knowledge was implemented. Additionally, the education preparation programs of study were revised to integrate topics into relevant courses. Through this collaboration, a special education program of study became relevant to today’s educational climate and a middle school faculty gained knowledge to increase the inclusiveness of their school. This experience was piloted in both educational institutions and is being refined for delivery in other public schools.  

Abstract: Classroom management skills are crucial for teacher effectiveness. Classroom management instruction in the twenty-first century may increasingly benefit from technological advances in virtual reality (VR) and artificial intelligence (AI). This exploratory study of preservice secondary school teachers (n = 41) at a public university in the southeastern United States adds to a gap in the literature in this emerging field of the potential application of VR and AI to classroom management instruction as part of teacher education programs. Specifically, this study examines preservice secondary school teachers’ perceptions of VR and AI and their potential as tools for classroom management instruction.  

Abstract: There is an increasing demand for pre-service teachers to acquire the skills necessary to be proficient with the execution of teaching with technology as part of their educator preparation programs (GaPSC, 2018). This need for learning and applying technological proficiencies to enhance student performance in online classes can lead to divergent educator perceptions of self-efficacy in using technology. This study examined elementary, special education, and secondary pre-service educators' technology integration self-efficacy (TISE) before and after the completion of a comprehensive technology integration project and two semester of education courses.  

Abstract: It can be challenging to draw connections between mathematics content and elementary students’ experiences in ways that makes sense for each and every learner. Through this paper, we highlight several strategies for being a culturally responsive teacher in elementary mathematics classrooms and beyond. We critically focus on classroom based language and outline several pedagogical practices that support culturally inclusive learning. Culturally responsive teaching tips are shared for educators to use and adapt for their own classrooms.  

Abstract: It is important to examine the perceived relevance of edTPA, a nationally recognized summative performance assessment of teacher education program graduates, after those graduates enter the teaching profession. This study collected and analyzed responses from educator preparation program completers who passed edTPA as a licensure requirement and have subsequent experience as classroom teachers. Responses were gathered in relation to skills utilized in daily teaching practices and evaluation of the skills reflected in the scoring rubrics of edTPA. Retrospective experiences confirm that the skills required by the edTPA assessment do have relevance to the teaching profession and daily classroom practices.  

Abstract: Critical teacher shortages in the U. S. drove the development of the Teacher Residency model to improve recruitment, preparation, and retention of highly qualified educators within public schools. Faculty and staff involved in the Teacher Quality Partnership project, a U. S. Department of Education funded teacher preparation program at the University of Central Florida, identified parallels between the National Center for Teacher Residencies’ competencies for effective teacher residency programs and the project’s clinical internship experience. This manuscript details these parallels and discusses the potential to expand the project to meet all residency competencies as a pre-baccalaureate teacher residency program.  

Abstract: Using a qualitative approach, we explored preservice teachers’ expectations of their professor in an educational technology course. An open-ended survey was given to students who were asked to describe their expectations for the professor in the course. Based on the survey data, students expected the professor to be patient, supportive, and a clear communicator. The participants also expressed a need for a safe classroom environment and hoped to learn from their professor.

Understanding the students’ expectations of instructors can help instructors meet the needs of the learners.  

Abstract: English language learners (ELs) present the fastest growing school population in the southeastern region. Therefore teachers need to be specifically prepared to provide culturally and linguistically appropriate support to ELs using research-evidenced practices. For this purpose, a southeastern university integrated an afterschool academic EL support program into a graduate literacy course to serve ELs at a middle school. This paper shares the course characteristics, the afterschool support model, selected case scenarios with intervention content, and mixed methods impact data from various sources. Based on described benefits and challenges, suggestions for other institutions of learning are provided.  

Abstract: The Every Student Succeeds Act (2015) requires teachers to address students’ diverse learning needs to master increasingly rigorous state standards within a Multi-Tier System of Supports (MTSS). To actualize equitable learning opportunities, it is critical teachers be equipped with the knowledge and skills to provide individualized, specially designed, and responsive instruction within a decision-making framework. In response, teacher preparation programs must include professional competencies that ensure teacher candidates are prepared with the knowledge, skills, and resources necessary to effectively teach students with diverse learning needs. To accomplish this goal, teacher preparation programs can be enhanced to include resources, tools, and protocols from nationally vetted and federally funded centers (e.g., IRIS, CEEDAR, NCII) to address teachers’ knowledge and skills for differentiation through universal design for learning (UDL), individualization, and data-driven decision-making.  

Abstract: The challenges new rural teachers face often lead to stress and attrition. In response to a growing need to better prepare teachers to work in rural schools, teacher educators may consider incorporating Twitter chats into their coursework. Previous findings demonstrate Twitter chats enable preservice teachers to access new resources, direct their own professional development, and connect with other educators for support. One chat in particular, #RuralEdChat, can connect prospective rural teachers with inservice rural educators and supporters. This paper provides a theoretical basis, highlights previous research, and includes recommendations for using Twitter chats with rural preservice teachers.