 | Association of Teacher Educators |
2022 Summer Conference Pre-Conference Workshops
Registration is now open for the workshops below.
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| Getting Off to A Good Start: Essentials of Instructional Coaching and Mentoring |
Half Day Workshop Descriptions
CAEP Accreditation: The 2022 Revised Standards, Updates, and Guidance
Workshop #1 is being presented on Friday, July 29th, 2022 from 1:00pm-4:00pm Central Time, $50.
Description: This workshop will provide an overview of the revised Initial-Licensure Level and Advanced-Level Standards, updates on CAEP's continuous improvement efforts, and guidance for EPPs preparing for your accreditation review.
Presenter: Vince O’Neill, Accreditation Director at the Council for the Accreditation of Educator Preparation (CAEP). He manages the accreditation council meetings, the decision process, and supports the review process as a case manager and conference presenter. He works collaboratively with other members of Accreditation team at CAEP to ensure the quality and integrity of the accreditation process. Dr. O’Neill is also currently teaching Elementary Mathematics Methods at American University as an adjunct professorial lecturer. Previously, Dr. O’Neill was a professor in the areas of secondary mathematics education, assessment, and elementary education at The George Washington University and Johns Hopkins University. He recently worked as a curriculum designer for Opportunity Education Foundation and taught mathematics to high school students in Alexandria, Virginia. He graduated from The George Washington University with a Doctorate in Curriculum and Instruction and holds a Masters in Mathematics Instruction from Drexel University, and a Bachelors in Business Management from Chestnut Hill College.
Workshop #2 is being presented on Saturday, July 30th, 2022 from 9:00am-12:00pm Central Time, $50.
Register Early - This workshop is limited to 15 participants.
Description:
Are you faculty in higher education in years two to five of your academic journey? And, are you seeking guidance and support with your writing for publication as you advance toward tenure and promotion? If you answered YES to both of these questions, then this Writing for Publication Workshop is for you.
Facilitated by the editors of the Action in Teacher Education journal and the coordinators of the ATE Emerging Scholars Program, this workshop offers you the unique opportunity to receive enriched feedback from multiple experienced readers. Participants will submit written papers by June 1, and receive written feedback at the workshop. During the workshop in Nashville, the facilitators will discuss recurring themes with the whole group and provide specific feedback with each author. This workshop is limited to 15 participants so register early.
Presenters: For more information, contact Dr. Amanda Rudolph or Dr. Nancy P. Gallavan.
Getting Off to A Good Start: Essentials of Instructional Coaching and Mentoring
Workshop #3 is being presented on Saturday, July 30th, 2022 from 1:00pm-4:00pm Central Time, $50.
Description:
This workshop draws on how instructional mentors/coaches can build positive relationships which includes culturally responsive understanding. How does a mentor/coach lay the groundwork for a productive relationship making sure that communication is open and respectful?
Mentoring/coaching to foster professional growth begins with a productive professional relationship between coach and mentee. The challenges faced by student teachers and early career educators make this particularly important. So, how can we build that crucial connection - grounded in respectfulness, openness, trust, and sensitivity to culture and individual needs - a connection that leads to professional success?
When educators try to unpack the complexities of supervision/mentoring it all comes down to RELATIONSHIPS! How teacher educators develop productive relationships with their teacher candidate/mentee is the focus of the workshop. What "strategies" do mentors/coaches need for developing productive relationships with their novice teachers? A vision of establishing positive, trusting, and respectful relationships requires attending to developmental needs of the novice teacher:
- Teachers need to acquire an increasingly complex level of cognitive functioning as they learn teaching.
- Teachers need to possess self-knowledge and the ability to recognize their own implicit biases that can influence their teaching and interactions with others.
- Teachers need to examine their beliefs about teaching and learning through research-based knowledge that connect content and pedagogy.
Mentors/Coaches can attend to a novice teacher's needs through intentional practices to: uncover developmental needs; set up communication processes that engage individuals in reflection and introspection on their practice; and connect their beliefs about teaching and learning to their practices. Participants will be engaged in defining what a productive relationship with a teacher mentee entails and will be engaged in trying out protocols and strategies to nurture productive relationships.