An Asset-Based Approach to Support Teacher Candidates’ Development of Equitable and Cross-Curricular Teaching Practices
Location
Room 124
Start Date
28-2-2025 11:35 AM
End Date
28-2-2025 12:15 PM
First Presenter's Brief Biography
Dr. Jessica Morris is an Assistant Professor of Teacher Preparation (Specializing in Reading and Literacy Education) at the College of Coastal Georgia. She earned her Doctor of Education, Curriculum and Instruction, from Columbus State University and earned her Masters of Education in Reading, Language and Literacy Education with a concentration in English for the Speakers of Other Languages (ESOL) from Georgia State University. Prior to joining the Coastal Georgia faculty, Dr. Morris spent almost a decade teaching Reading and Social Studies to K-8th grade learners in south Georgia. Currently, she teaches courses in Reading and Literacy Education in both the Elementary/SPED and middle/secondary programs in addition to mentoring teacher candidates in their field experiences.
Second Presenter's Brief Biography
Dr. Amy Sneed is the Chair of the School of Education and Teacher Preparation and Associate Professor of Middle Grades and Secondary Education at the College of Coastal Georgia. She earned her Doctor of Philosophy, Curriculum, and Instruction from the University of Virginia and her Master of Science, Science Curriculum and Instruction & Space Science from the University of Colorado-Colorado Springs. Prior to joining the Coastal Georgia faculty, Dr. Sneed served as the Academic Coordinator of the University of Virginia Curry School of Education’s K-12 Gifted Enrichment and taught middle and high school science and math in Colorado. Currently, she teaches courses in middle/secondary instructional design, assessment, and differentiated instruction, and mentors teacher candidates in field experiences.
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Presentation Type
Concurrent Session
N/A
Abstract
In this panel session, we will be exploring how to bring all students to high levels of learning through our experiences with pre-service teachers in an after-school setting. We will explore our journey to support cross-curricular (literacy and science) learning with 3rd-5th grade students and how this experience provided experiences for equitable and asset-based teaching practices for teacher candidates.
Conference Strands
Inclusive Pedagogy for Diverse Classrooms
Description
Preparing aspiring teachers to bring all students to high levels of learning is a central challenge in teacher preparation. In this panel session, we will share a powerful narrative of how our Elementary and Special Education program has partnered with the Boys and Girls Club to support literacy and science learning with 3rd-5th grade students in our community as well as the development of equitable and asset-based teaching practices with teacher candidates. Drawing from the voices of teacher candidates and our content-area expertise, we will tell the story of how pre-service teachers navigated, designed and facilitated integrated literacy and engineering lessons using asset-based and culturally responsive teaching practices in an after-school setting. An asset-based approach to education presents a goal to both eliminate thinking deficits and potentially harmful biases that can hold students back, specifically those with disabilities, students of color and English language learners (An Asset-Based Approach to Education, 2018)
Through multiple cycles of this project, we have found that facilitating candidate learning “in and from practice” within this setting and through continuous cycles of planning, teaching, and in-depth reflection has impacted candidate readiness to (a) critically reflect on and challenge the assumptions and beliefs they bring to teaching diverse learners, (b) “see” and capitalize on the diversity of assets that all students bring to learning, and (c) participate in a reflective teacher community aimed at bringing all students to high levels learning. In this panel session, we will discuss key strategies used to build and maintain meaningful experiences for not only for pre-service teachers, but for incorporating cross-curricular strategies that enhance equitable opportunities for students.
We will also share “ready to go” resources that we utilized, including the high-interest literacy-based engineering curriculum (aligned with the Science of Reading research) and a host of tools for supporting novice teacher learning and reflection on practice and student success. Participants will be invited to ask questions, offer feedback, and share their own experiences as we collaboratively explore the potential of cross-curricular community projects in bolstering pre-service teacher readiness to advocate for, support, and advance learning in various settings for students in our schools and communities.
An asset-based approach to education: What it is and why it matters. (2018, October 28). NYU: Teacher Education Reinvented: Supporting Excellence in Teacher Education. Retrieved November 21, 2024, from https://teachereducation.steinhardt.nyu.edu/an-asset-based- approach-to-education-what-it-is-and-why-it-matters/
Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 License.
An Asset-Based Approach to Support Teacher Candidates’ Development of Equitable and Cross-Curricular Teaching Practices
Room 124
In this panel session, we will be exploring how to bring all students to high levels of learning through our experiences with pre-service teachers in an after-school setting. We will explore our journey to support cross-curricular (literacy and science) learning with 3rd-5th grade students and how this experience provided experiences for equitable and asset-based teaching practices for teacher candidates.
