FEATURED SESSION: Saturday, November 19, 2016 – 8:00 – 9:15 am (A 302)
F.01 Confronting Educator Advocacy with Preservice and Early Career Teachers
- “But what does this have to do with me?”: Supporting preservice teachers trying to advocate for culturally responsive curriculum
Dr. Ann D. David
Description: Preservice teachers face challenges advocating for culturally responsive curriculum in field placements and during student teaching and teachers educators face challenges in preparing them to be advocates. Elyse and Kaci will share their experiences advocating for culturally responsive curriculum as student teachers. Ann will share how she designs her course, Culturally Responsive Teaching, to support preservice teachers in navigating the challenges of being advocates.
- Challenging Controversy: Affiliate Support Addressing Censorship Issues
Has anyone questioned why you teach the texts you’ve chosen? This discussion offers resources and support for teachers selecting controversial materials in order to successfully prepare for and address censorship challenges, particularly The Absolutely True Diary of a Part-Time Indian and All American Boys.
- Teacher Advocacy: A Southern Dilemma
Sean P. Connors
A round table discussion with teacher educators and early career teachers on advocating both for students and for the teaching profession. The discussion will center on the unique challenges of advocacy in conservative Southern schools, including the politics of remaining apolitical and the lack of support for professionalism in teaching.
- Culturally Complex Classrooms: Teacher Advocacy for English Language Learners (ELL)
As the number of English Language Learners (ELL) continue to increase in many states across the country, mainstream teachers overwhelmingly report they are not equipped to respond to unique learning needs in culturally complex classrooms. This presentation will focus on advocacy practices with cultural and linguistic diversity at both the classroom level and the larger educational context. Session leaders will lead discussion about instructional strategies to affect learning outcomes for ELL and advocacy approaches to frame professional conversations among colleagues.
- Grassroots activism and the right the city: Preservice & early career teachers and social change
We will lead a discussion about teachers’ efforts to enact social change by contributing to education reform debates online. We explore the alternative forms of civic action and teacher leadership as we consider teachers’ use of online tools for protest.
- Speech Title: Risk and Reward in Writing for the Public
What are the risks and rewards in writing for the public? This roundtable engages English teachers in a discussion of the risks involved when educators seek the rewards available from becoming public advocates of education. Risks include job vulnerability, personal attacks, and other forms of hostile blowback.
- Building Preservice Teachers’ Racial Literacy to Foster Activism for Justice
Jill Ewing Flynn
Descriptions: Preservice teachers must reflect on how their own racial identity has shaped their education and understand how race shapes schooling outcomes/experiences. After developing this “racial literacy,” they can then form an action plan for how to address racial injustice in their classroom, schools, and/or communities. Come learn about how three professors foster this advocacy so you can adapt it to your own context!
- What Does Advocacy Look Like in the Rural and Small Town School
Drs. Rebekah Buchanan
How does advocacy work in developing collaborative partnerships among students, parents and families, teachers, schools and communities? Three English Education professors, who rely upon rural and small town school districts for teacher training and whose students come from these same constituencies, have to create networks and build relationships founded on trust and mutual respect. This roundtable examines research-based practices and strategies in promoting advocacy founded on trust and mutual respect among all stakeholders in rural settings.
- Navigating the labyrinth of first year teaching without a map
Description: In our study of first year teachers, one teacher said, “My job is 10% real teaching; 90% of the rest of my time is spent unrelated to teaching.” We studied the effects of “additional duties as assigned” on teacher autonomy, teacher dispositions, and student interactions. We will have a short video and a one-page handout highlighting our findings.
- Writing for the Public: Positive Stories, Critique, or Both
Roundtable topic description: Critique of education policies is important, but particularly in the present era of distrust of government and public programs, people also need to learn what makes schools worth supporting, why their tax dollars should be devoted to public education. So what can early career teachers say? And while we run blogs and education web discussions, how can teacher expertise and knowledge of conditions in schools get shared more widely so that teachers are not just preaching to their own choirs?
- Advocating for Disability Access: More Inclusive Approaches to Reading, Writing, and Assessing
Patricia A. Dunn
We’ll discuss ways to address hurdles pre-service and early career teachers face in questioning built-in ableist assumptions about disability. How might we address stereotypical portrayals of disability in canonical texts? How might we expand views of writing that go beyond pens or keyboards, or views of reading that go beyond eyes-on-text? Can we assess students’ knowledge in more than one way?
- Up-cycling Teacher Performance Assessments: Preparing Candidates to Advocate for their Practice through Rhetorical Argumentation
Christine M. Dawson
Anny Fritzen Case
Teaching performance assessments (e.g., edTPA), require candidates to document and analyze teaching practices and literally write their way into teaching. This roundtable explores using argumentation as a strategy and a stance, through which teachers practice identifying audience values, making claims, assembling evidence, and crafting arguments to advocate for their practice and students.