This webinar aims to inform and inspire teacher educators to engage in ongoing conversations focused on preparing teachers to promote just, equitable and inclusive education in California’s diverse classrooms. Within this broad topic, a panel of CSU faculty (see panel BIOs b below) will share strategies and resources they use to help teacher candidates address issues related to bias and equity, both in coursework and in practice in Pre-K -12 school settings. Participants will also share ways they connect with colleagues to move this agenda forward within their own professional context.
Topic 1: Credentialing issues during campus shutdowns (clinical practice, coursework, student applications, equity issues, and more)
Dr. Marquita Grenot-Scheyer, Assistant Vice-Chancellor for Educator Preparation and Public School Programs and Mary Sandy, Executive Director of the Commission on Teacher Credentialing, provided updates from the CTC and responded to participant questions and suggestions.
We urge you to check the CTC's website for updates about credentialing matters, due dates, and COVID-19's impact on credential students.
Topic 2: "Pandemic as Trauma"
Dr. Bita Ghafoori, Professor of Counseling Psychology at CSU Long Beach and Director of the campus Trauma Recovery Center, described specific recommendations for teacher educators to support the social and emotional needs of credential students, teachers, PK-12 students, and their parents.
This webinar will share system-wide perception data from new teachers regarding how prepared they feel to teach in diverse classrooms. Dr. Simon will model ways to make sense of these data and will explore possible explanations that can lead to improvement. She will demonstrate the use of “Empathy Interviews” with several CSU credentialed and early career teachers.
This webinar will share detailed information about one teacher residency pathway, the Kern Teacher Residency-Greenfield program. Formed in 2017, this residency pathway is funded through district LCAP funds which provide resident stipends, mentor teacher stipends, a school district administrator to coordinate the program, and in-kind support from instructional specialists. Key components of the residency program will be shared including joint (university and district) resident and mentor selection, monthly mentor teacher meetings, and efforts towards course and clinical practice alignment. The district will share the value in investing district funds in the teacher residency program and the transformative nature of sharing responsibility for teacher preparation.
This webinar will begin with a brief overview of current staffing trends in California’s PK-12 public schools with a focus on the impact that teacher shortages and diversity gaps have on students. Presenters will then describe strategies, including “developmental advising,” financial aid, and campaigns targeting high school and community college students that have proven effective in increasing the enrollment and diversity of candidates applying for credential programs.
- Diversity gaps between California’s PK-12 teachers and students
- Why teacher-student diversity gaps matter
- Strategies for closing the diversity gaps
- Effective advising as a recruitment tool: what it looks like and strategies for achieving it
- Nomination campaigns and celebration of teaching events that target high school and community college students
- Brief look ahead at upcoming diversity-focused webinars