Accountability: Finding Our Voice
Spring 2007 Conference
New York State Association of Teacher Educators
&
New York Association of Colleges for
Teacher Education
Gideon Putman Resort & Spa
Saratoga Springs, New York
April 25-April 27, 2007
The Spring 2007 Conference is dedicated to
Dr. Lucy DiPaola
This conference is dedicated to Dr. Lucy DiPaola, a long time
member of NYACTE and NYSATE. Lucy passed away on
January 13, 2007, following a courageous battle with cancer. A
few of her significant achievements include being a NYACTE
board member and past president, receiving the Neal Appleby
Award, and teaching as a full professor and chair of the
Education Department at Mount Saint Mary College in
Newburgh, New York.
She will be missed.
New York State Association of Teacher Educators (NYSATE)
NYSATE is an individual membership organization of teacher educators from colleges and universities, elementary and
secondary schools, and teacher centers and institutes committed to the highest quality teacher education in New York State.
It is the state affiliate of the national Association of Teacher Educators (ATE).
Executive Board Officers
Jerry Rivera-Wilson, President —University at Albany, SUNY
Laura Dorow, Immediate Past President—Utica College
Nancy Dubetz, President Elect—Lehman College, CUNY
Godfrey Nwoke, Second Vice President—New York City College of Technology, CUNY
Jane Domaracki, Secretary—University at Albany, SUNY
Roy Pellicano, Treasurer—Molloy College
Executive Board Members
Julius Gregg Adams, —St John Fisher College
Alice Blake-Stalker—Medaille College
Jason Blokhuis, Student Rep.—University of Rochester
Alexandria Ross—Lehman College, CUNY
Karen Stearns—SUNY Cortland
Debra Thomas—Rockland Teacher Center Institute
Ralph Ware, Historian—Siena College
Lawrence Zoeckler—Utica College
New York Association of Colleges for Teacher Education (NYACTE)
NYACTE is a statewide organization of public and independent colleges and universities with programs in teacher
preparation. It is the state affiliate of the American Association of Colleges for Teacher Education (AACTE).
Executive Board Officers
Robert Michael, President—SUNY at New Paltz
Margaret Egan, Past President—College of Mount Saint Vincent
Lois Fisch, President Elect —Utica College
Craig Hill, Executive Secretary—Nazareth College
Annjanet Woodburn, Treasurer—Pace University
Board of Directors
Kate DaBoll-Lavoie—Nazareth College
Annette Digby—Lehman College, CUNY
Suzanne Weber—SUNY Oswego
Cynthia Lassonde, Exelsior Journal Editor—SUNY Oneonta
NSATE & NYACTE would like to thank
Tk20 Comprehensive Systems for Outcomes-Based Assessment, Accountability, and Reporting
for providing funding for the cocktail hour on Thursday afternoon.
NYSATE/NYACTE
SPRING 2007 CONFERENCE
Gideon Putnam Resort & Spa, Saratoga Springs, NY
Wednesday, April 25th
PRECONFERNCE WORKSHOP
This workshop is designed for the new TEACH Online Services user or users who
want to learn more about TEACH. Attendees will see an overview of the entire
certification process including student self-registration, application, and payment;
as well as the college recommendation process (both individual and bulk
recommendation); and how both processes relate to program registration and the
Inventory of Registered Programs. We will also demonstrate how to find
information on students’ certification and how to assist students in finding their
own information in TEACH.
We will review procedures for updating who is authorized as a TEACH college
user (adding/ deleting users for your institution) and provide a brief overview of
the Office of Teaching Initiatives’ Web site resources, including a new online
tutorial for applicants. A question and answer period will follow.
Presenters: Robert G. Bentley, Executive Director of the Office of Teaching
Initiatives; Deborah Horton, Processing Manager, Office of Teaching Initiatives;
Jenese Gaston, OTI Web Master and TEACH Trainer
9:30-10:00
Registration and Coffee
Veranda
10:00-12:00
Preconference Meeting
Orenda
12:00-1:00
LUNCH
Arches
1:00-3:00
Preconference Meeting, continued
Orenda
NYSATE and NYACTE Board Meetings
5:00 PM
Sun
NYSATE Board Meeting
Red
NYACTE Board Meeting
6:30-8:00
NYSATE & NYACTE Boards – Joint Dinner Meeting
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Estate
Thursday, April 26th
8:00-9:00
Registration and Continental Breakfast
Veranda
9:00-10:30
General Session:
Ballroom
Welcome, Opening Remarks
Jerry Rivera-Wilson, President, NYSATE
Robert Michael, President, NYACTE
Introduction to Keynote: Lois Fisch, President-Elect, NYACTE
Keynote Address: “Six Degrees of Preparation”
Brooke Haycock, The Education Trust
This performance offers an intimate look at issues of teacher preparation, support and
retention. Based on more than 300 interviews with teachers, teacher educators, teacher
leaders, and students, Six Degrees examines belief structures in schools, districts, and
schools of education, and the stunning impact they have on new teachers and the children
they serve.
10:30
10:45-11:30
Refreshment Break
Veranda
Concurrent Paper Sessions
Lessons Learned: Using Data to Improve Teacher Education Programs
Ballroom
Betsy Balzano, SUNY Brockport, Karen Bell, SUNY New Paltz, Joanne Curran,SUNY
Oneonta, Christine Givner, SUNY Fredonia, Virginia Goatley, SUNY Albany, Shawn Van
Etten, SUNY Cortland, and Suzanne Weber, SUNY Oswego
Presenters from institutions across the state will describe how they made data-driven
program improvements to address candidate performance issues based on common
evaluation instruments –- NYSTCE scores, student teaching evaluations, teacher work
samples, disposition rubrics, and graduate surveys. Participants will have opportunities to
talk one-on-one to presenters and get handouts at the follow up poster session.
The Voice of Annie Moore: A Lesson in Historical Storytelling
Mia Mercurio, Jeanne Peloso, & Abigail McNamee, Lehman College, CUNY
Teaching history in a world of high stakes, standardized testing has never been more difficult
or more necessary than it is today. School-age children in the United States, and more
specifically, in New York City are losing the very stories, traditions, and histories that have
made New York City what it is today. Recently, the authentic genealogy of Annie Moore, an
Irish teenager and the first immigrant to pass through Ellis Island in New York City, came to
light. The group will present the true story of Annie Moore as an example of historical
storytelling.
3
Estate
10:45-11:30
Thursday, April 26th ~ Concurrent Paper Sessions, continued
Planning, Coordinating, and Implementing a Two-Year, Multi-Section, On-line
Teacher Preparation Program
Sun
Linda Vereline, Jon Green, Kara Imm, Rita Silverman, & Roberta Weiner,
Pace University
Five Pace University faculty will describe the early findings from their work with a cohort of
900 Teach For America corps members who are completing a two year certificate or
Masters’ program. The program is unique in several respects. First, much of the course work
is presented on-line. Second, the content of several traditional “stand alone” courses was
integrated to expose students to essential information early in their teaching. Third, students
met with their on-line instructors for a day-long class, one Saturday a month. Additionally,
full-time and adjunct faculty teaching the on-line/Saturday courses planned the courses
collaboratively.
Red
Sustaining College/Public School Partnerships
Patricia Tempesta, Ithaca College
A successful ten year partnership between an upstate college and an urban, minority public
school in New York City will be examined to identify key factors leading to sustained
success. Specific components of this successful partnership will be examined to see how they
work together to produce quality experiences for students and faculty from both institutions.
The five most important elements of success in building college/public school partnerships
and the five key areas that must be addressed for sustained success will be discussed.
11:45-12:30
Concurrent Paper Sessions
Lessons Learned (Continued): Using Data to Improve Teacher Education
Programs (Poster Session)
Ballroom
Betsy Balzano, SUNY Brockport, Karen Bell, SUNY New Paltz, Joanne Curran,SUNY
Oneonta, Christine Givner, SUNY Fredonia, Virginia Goatley, SUNY Albany, Shawn Van
Etten, SUNY Cortland, and Suzanne Weber, SUNY Oswego
Participants will have opportunities to talk one-on-one to presenters and get handouts at this
poster session organized around common candidate performance assessment instruments –NYSTCE scores, student teaching evaluations, teacher work samples, disposition rubrics,
and graduate surveys.
Finding Our Voice: Music for Social Justice in Teacher Education
Penny Prince, Lehman College, CUNY
The challenge of integrating themes of social justice in arts education is an enormous one
today. In New York City, our students come to us from a vast range of cultural and
experiential backgrounds. How can we help build a community where sensitivity to and
acceptance of others are deeply held values? One place to begin is in pre-service education
programs, where elementary education students are routinely enrolled in music methods
classes. The purpose of this paper is to explore precisely why music offers a compelling path
toward social justice, and how college methods courses can embrace this challenge.
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Estate
11:45-12:30
12:45-1:45
Thursday, April 26th ~ Concurrent Paper Sessions, continued
Luncheon &Presentation of the Appleby Award
2007 Appleby Award Recipient: Paul Vermette, Niagara University, President
of NYSATE from 1992 to 1993
Presentation of the Award: Laura Dorow, Utica College
The Appleby Award
The R. Neal Appleby Outstanding Teacher Educator Award is given each year by the
New York State Association of Teacher Educators to one or more teacher educators
who exhibit characteristics by which Neal Appleby is remembered by his
colleagues and friends. The award is presented at the Spring Conference.
Neal Appleby was an educator of teachers for twenty years at Syracuse University,
until his untimely death in 1993. He was a Renaissance man who loved people,
ideas, activities, and teaching. He was concerned with all his students as persons,
and he strove for their whole development. Neal was a happy, warm, friendly,
caring person who took time to talk to people. Perhaps more importantly, Neal
took time to listen. His students spoke of him as a special kind of person who
deeply loved teaching and who conveyed that love to all with whom he worked.
The R. Neal Appleby Outstanding Teacher Educator Award recognizes individuals who
have worked to nurture the intellectual, personal, and professional growth and
development of teachers at various stages of their professional lives. The selection
criteria are based on the Standards for Teacher Educators published by the
Association of Teacher Educators (ATE). These seven standards, along with
suggested indicators and sources of evidence, are available on ATE’s website at
www.ate1.org.
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Arches
2:00-2:45
Thursday, April 26th ~ General Session
Environmental Education in K-12 Teacher Education
Mary Leou, New York University
Beth Shiner Klein, SUNY Cortland
Mike Zamm, Council on the Environment of New York City
Conference
Ballroom
TEEP (Teacher Environmental Education Preparation) is a statewide initiative in
support of environmental education in teacher education programs in NYS. This
session will provide an overview of efforts currently underway to increase
environmental education in K-12 pre-service programs. Participants will learn about
resources and methods that effectively foster environmental literacy as part of K-12
teacher preparation.
3:00-3:45
Concurrent Paper Sessions
Update of NYSED Report on Teacher Supply and Demand
Nancy Willie-Schiff, Special Projects Director, NYSED
Hathorne/
Coesa
A review of the New York State Education Department’s second annual report on
teacher supply and demand—which reflects NYSATE/NYACTE comments on the first
annual report—and related issues in teacher education in New York State.
“And Nothing to Lose”: Multicultural Stories for Second Language Learners:
A Resource Guide
Estate
John Travers, St. John Fisher College
“And Nothing To Lose” is a resource guide developed through an NYSED grant and is
designed to provide students with multicultural folktales and accompanying
illustrations that complement the narrative texts. This workshop will describe the
design of the guide, and share strategies for using the materials in a variety of
contexts. Currently, these narratives are being explored in educational leadership
courses, but the prospects of mining the metaphorical insights to construct and
reconstruct ideas and issues in other disciplines are near limitless. At the conclusion
of the session, a CD-Rom version of the entire collection of stories will be distributed.
Supporting Teacher Collaboration in Middle School Mathematics Inclusive
Classrooms
Janet DeSimone, Lehman College, CUNY
This paper focuses on professional collaboration, which is an integral component in
successful mathematics inclusion instruction for middle school students with special
learning needs. Collaboration between mathematics teachers, special educators, paraprofessionals, and administrators, as well as effective co-teaching models will be
discussed. Strategies for promoting team instruction, creating shared ownership in
classrooms, and negotiating instructional differences between general and special
educators co-teaching in middle school mathematics classrooms will be offered. Ways
in which both administrators and teacher education programs can support and
encourage effective co-teaching relationships will also be examined.
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Red
3:00-3:45
Thursday, April 26th ~ Concurrent Paper Sessions, continued
Why I Hate Curriculum Mapping: Comments on the Pedagogical
Tensions Created by its Use
Sun
James Carpenter, Binghamton University
The author will discuss how curriculum mapping is often misused in ways that can
limit the professional development of teachers. Using evidence obtained from district
sources and from individual teachers, he will demonstrate how in these instances
mapping is not being used in the manner espoused by advocates of the strategy. Too
often this misuse can coerce teachers to follow rigid curricular and pedagogical
decisions that rob them of their creative authority.
4:00-4:45
Concurrent Roundtable Sessions
Roundtable 1
National Board Certification and the Potential for Improving Teacher
Preparation Programs
Judy Morley,Union Graduate College
Following a short overview of the components of Charlotte Danielson's Enhancing
Professional Practice: A Framework for Teaching, roundtable participants will be
invited to complete a survey of their understanding of the domains of the teaching
profession. Using the survey results as a discussion guide, facilitators and participants
will then discuss the connection between the components of those domains and the
Five Core Propositions of the National Board for Professional Teaching Standards.
Conversation will then shift to the use of the National Board standards as a possible
framework upon which to modify teacher education programs.
Roundtable 2
Armstrong’s Best Schools Implications for Teacher Education
Paul Vermette , Niagara University, James Shuman, St. Lawrence University, Barb
Iannarelli, Niagara University, Frank Pickus, Gloversville School District, & Gary
DeBolt , Roberts Wesleyan College
This session will be slightly different from traditional roundtables; although each
panelist will stake out his or her position on the issue of what Armstrong’s new book
says to teacher education, audience participation is essential. There will be a lengthy
segment of small group discussion, led by the panelists, and whole-group debriefing.
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Orenda/
Geyser
4:00-4:45
Thursday April 26th ~ Concurrent Roundtable Sessions, continued
Orenda,
Gueyser
Roundtable 3
The Lehman College Learning Institutes: Jump Starting Learning in the
Neediest Students
Mary K. Sanford, Lehman College CUNY
The session will focus on The Lehman College Summer Institute’s individualized
model of diagnostic and prescriptive teaching. The presenters will be faculty members
who administer these mini learning clinics in three public schools, where the most
severely delayed children are targeted for intensive assistance from students in the
college’s Graduate Program in Special Education. An important feature of the
program is the daily supervision, coaching and mentoring of teachers by Graduate
School faculty. Discussion will highlight children’s progress, as well as accounts of
graduate students’ experiences over the course of the program.
Roundtable 4
Forms of On-Site Observation Assessments
Thelma Baxter & August Nicoletti, Manhattan College
This presentation will have a roundtable format that will focus on professional
practice for educators who work with pre-service teachers. The CRESS Model
(conversation, reflection, environmental analysis, site-review) developed at Manhattan
College will be presented to those instructors who are engaged in teaching
educational foundation courses and educational courses which require school
observation hours. For further dialogue participants are encouraged to present their
own assessment models.
Roundtable 5
Thoughtful Teaching
Gary DeBolt, Roberts Wesleyan College, Mark LaCelle-Peterson, Houghton
College,Ralph Ware, Sienna College, Paul Vermette, Niagara University,Cathy
Leogrande, LeMoyne College, & Mary Beth Scumaci, Medaille College
Several years ago, Christopher Clark spoke to NYSATE about his book entitled
Thoughtful Teaching. Clark urged us to consider thoughtful teaching on two levels.
The first, reminds us that teaching is an intellectual enterprise that demands a great
deal of thought, in the classical sense. The second sense of "thoughtful" is closer to our
use of the word to describe a person as being thoughtful. This means to be considerate
of others and their feelings. At this round table, a panel of teacher educators will share
some reflections about efforts to encourage ourselves and our students to be
"thoughtful teachers".
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4:00-4:45
Thursday, April 26th ~ Concurrent Roundtable Sessions, continued
Roundtable 6
Combining Voices to Advocate for Field Experience
Orenda/
Gueyser
Diane Maurer, SUNY Brockport, Linda Hefti, SUNY Oswego, Amy Guiney, SUNY
Potsdam, & Rita Rosenberg, SUNY Cortland
Field experience and student teaching placements are critical components of teacher
education programs. Yet, challenges grow each year as placement competition
continues, and regulatory mandates increase. In February 2004, the SUNY Field
Experience Administrators Consortium was formed to collaborate on issues related to
field work in teacher education. SUNYFEAC members will briefly present background
about why and how the group evolved, collaborative initiatives undertaken, and the
benefits of such collaboration.
4:00-4:45
Concurrent Paper Sessions
Negotiating Academic Freedom and Maintaining Program Distinctiveness in the
Context of Accreditation, Assessment and Accountability
Wendy Paterson, Buffalo State College
Teacher education programs are no strangers to the rigors of evaluation. Teacher
Education programs at Buffalo State College have been continuously accredited by the
National Council for the Accreditation of Teacher Education (NCATE) since its first
reviews in 1954. Though teacher educators do not fear the size or scope of the
yardstick by which we are measured, in recent years we have noticed an escalation of
external control that impacts not just what can be taught for teacher preparation, but
what must be taught. This presentation takes a critical look at the impact of standardsbased assessment, accreditation and accountability on academic freedom and
program distinctiveness.
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Sun
Thursday, April 26th Evening Schedule
NYSATE 50th Anniversary Celebration Events
5:00-5:45
NYSATE Presidential Panel
Coesa
Panelists: Jim Collins (1974-1975), Marcia Swiatek (1990-1991), Paul Vermette
(1992-1993), James Shuman (1996-1998), Gerald Mager (1998-1999), Jerusalem
Rivera-Wilson (2006-Present)
Moderator: Ralph Ware (1995-1996)
5:45-6:45
Cocktail Reception (Open Bar & Appetizers)
Veranda
Music provided by the Student/Faculty String Quartet from Saratoga Springs High School:
Brooke Leighton, group leader/teacher, Jessica LaBello, teacher, Laura Tremblay, cello,
Danielle Darrigo, violin
6:30-8:30
Dinner and Collins Address
Orenda/
Geyser
The Collins Address
Terry James, President, Association of Teacher Educators 2007-2008
Chair, Department of Leadership Studies , University of Central Arkansas
Introduction to Speaker: Annette Digby, Lehman College, CUNY
Mark Your Calendars…
Annual Fall NYSATE & NYACTE Conference
October 25-26, 2007
From Preservice to Inservice:
A Seamless Transition
Holiday Inn Turf on Wolf Road Albany, NY
(www.Holidayinnturf.com)
Visit Nys-ate.org & Nyacte.org for more information.
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Friday, April 27th
7:30
SUNY FIPSE Breakfast Meeting
Estate
8:00-9:00
Field Experience Administrators Breakfast Discussion
8:00-9:15
Conference Registration and Continental Breakfast
Main Dining
Room
Veranda
8:00-8:45
NYSATE General Membership Meeting
Red
NYACTE General Membership Meeting
Sun
BOTH MEETINGS ARE OPEN TO ALL CONFERENCE PARTCIPANTS.
9:00-10:00
General Session
Update on Changes to IDEA and Implications for Teacher Education
Barbara Nussbaum, New York State Department of Education
10:15-11:00
Hathorne/
Coesa/
Geyser
Concurrent Poster Sessions
Poster 1
Hathorne/
Finding Our Voices through Publication: Writing for Excelsior
Coesa
Cynthia Lassonde, SUNY-Oneonta & Editor or Excelsior
Strongly connected to the annual spring conference theme, this poster session seeks to
provide a venue for teacher educators to find their voices through publication. Set up as a
display of helpful resources for prospective writers, this session will not only provide specific
information but valuable guidance for teacher educators to submit manuscripts to be
considered for publication in NYACTE’s new journal Excelsior: Leadership in Teaching and
Learning.
Poster 2
Supporting the Teachers of Teachers: Working with the New York Comprehensive
Center
Susan Villani, Team Leader of the Teacher Quality Committee, New York
Comprehensive Center
The open-source on-line environment created for IHE faculty by the New York and New
England Comprehensive Centers will be shared. This confidential, on-line environment
provides faculty with the opportunity to communicate with each other about their successes
and challenges, resources, and syllabi.
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10:15-11:00
Friday, April 27 ~ Concurrent Poster Sessions, continued
Poster 3
Hathorne/
The Use of Learning Style Responsive Teacher Made Resources for Differentiating
Instruction in the Inclusive Classroom
Jennifer Lauria, Wagner College
This poster session highlights learning style responsive instructional resources designed to
enhance instruction and assessment for diverse student populations. The resources were
designed by teacher candidates in Wagner College’s undergraduate and graduate Childhood
Education 1-6: Students with Disabilities programs.
Poster 4
Cancelled
Poster 5
Making Constructivism Work: Student Understanding, Authentic Assessment, and the
NCATE Accreditation Process
Laurie Harper, M.E. Bardsley, Donna Kester-Phillips, Paul Vermette, & Haeseler, Niagara
University
This session, structured around five poster stations features the work of Niagara University
faculty and students as testimony of their knowledge, understanding, and application of the
University’s conceptual framework. At stations, presenters will engage the audience in
analysis and evaluation of constructivism, process-product, and reflection strands of Niagara
University’s conceptual framework. Faculty and student posters will spark discussion in the
fulfillment of the mission’s meaning; student cognitive skills, knowledge, and dispositions are
examined in relation to student course work.
Poster 6
Accountability and Improvement: A State-of-the-Art Placement Tracking System
Kristin Anderson & Anne Wahl, St. John Fisher College
The Ralph C. Wilson, Jr. School of Education (SoE) at St. John Fisher College developed a
central database to track and monitor program requirements related to clinical practice and
clinical faculty. This session will focus on the development and use of a state-of-the-art
Access database that is linked to the College’s Banner system to track field experience,
student teaching, internship, and practica placements for candidates in education programs.
Each stage of the placement process is tracked and reported through the database, including
matching candidates to placements, notifying candidates of placements, and monitoring their
placement histories as they progress through their programs. The database is used to provide
reports and data on placements and clinical faculty.
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Coesa
10:15-11:00
Friday, April 27th ~ Concurrent Paper Sessions
Assessing Preservice Teachers’ Reflective Thinking and Practice in Their Action
Research Projects
Geyser
Loren Weybright, Metropolitan College of New York
This study was an assessment of student teachers’ reflective thinking and practice, as
summarized in their journals and their action research projects, titled: Constructive Action
Documents (CA). The focus was on the integration of the candidates’ reflective thinking into
their practice teaching. The preliminary results revealed that these elementary M.S. in Ed.
students documented improvements in their practice, and in their reflective thinking skills,
based on their journals and term projects. One might assume from their project summaries
that they were actively learning about their own teaching, about children’s learning, and
about the role of teacher-as-researcher.
Assessment of Students’ Construction of Meaning Through Aesthetic Education
Sun
Abigail McNamee, Mia Mercurio & Andrea Zakin, Lehman College, CUNY
Three education professors from different disciplines collaborated on a study that
investigated the effect of integrating aesthetic education in three graduate teacher education
courses. The focus was on the students’ ability to construct meaning and to reflect on the
possible use of aesthetic education in their teaching. The study was evaluated using an
alternative assessment tool that measured qualitative outcomes developed by Lincoln Center
(Holtzer, 2006). Assessment products included informal and formal responses to a Lincoln
Center performance of The Snow Queen fairytale through online Blackboard discussions,
journaling, oral discussions, and “high-stakes” writing assignments specific to each course.
Integrating a Comprehensive Assessment and Curriculum Management System into a
Liberal Arts College’s Teacher Education Program
Red
Linda Pratt, Elmira College & Michael Walker, Educational Development Project
Teacher education programs today need to organize, maintain, and use a complex array of
data for both accreditation and continuous program improvement. This session describes and
explains how a small liberal arts college is beginning to incorporate the data they collected
into a single, comprehensive database management system. Data ranging from individual
candidate’s performances on the New York State Teachers examinations to aggregate fieldbased, student teaching assessments will be highlighted. The presentation will conclude with
how to go beyond and use this potentially powerful data base management system to align
and improve curriculum and instruction.
11:15-12:00
Concurrent Paper Sessions
Teaching for Democracy Through Diverse Questioning Strategies
Sonia Murrow, Brooklyn College & Laura Dull, SUNY/New Paltz
We create a framework for teachers and teacher educators to analyze classroom transcripts
of questioning strategies. After observing social studies lessons in a variety of secondary
schools in New York State, we identified three prevalent questioning patterns: Short Answer,
Seminar, and Explicit. Teachers with strong pedagogical content knowledge (Shulman 1987)
possess a synthesis of content knowledge, pedagogical knowledge, and knowledge of students
and classroom context. Such knowledge is needed for teachers to incorporate a balance of
strategies, which is necessary because over reliance on one or another is insufficient
preparation for different social practices expected of citizens in a democracy.
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Geyser
11:15-12:00
Friday, April 27th ~ Concurrent Paper Sessions, continued
Assessing Students’ Theoretical Learning through their Reflection of their Teaching
Red
Roberta Wiener, Rita Silverman, Injy Carpenter, Pace University
Annica Schroeder, MS/PS 218
In this session, two Pace University professors and two of their Alternative Certification
students will present an assessment used in an on-line Master’s level course. Students
videotaped themselves and then reflected on their own teaching, grounding their reflections in
the course readings. The professors who designed the course will describe the nature of the
course, the course goals the assessment was designed to measure, and the anticipated and
unanticipated outcomes that the assessment produced. The students will discuss their
experiences in this on-line course, their responses to the assessment, and the impact of the
assessment on their growth as teachers.
Accountability for Our Claims: Investigating Our Teacher Education Graduates’
Impact on Their Students’ Learning
Hathorne
Kate DaBoll-Lavoie & Kim Wieczorek , Nazareth College
Within this session, we will be presenting the process and products/outcomes of investigating
the impact of our graduates’ teaching on their own students’ learning. After obtaining
national accreditation from the Teacher Education Accreditation Council (TEAC) this year,
we acknowledge that we need to continue to investigate how to prove our graduates are
caring, competent, and qualified within complex classroom settings. The process of doing
research outside of our own hallways and comfort zones, and of exploring these types of
research questions, in order to become more accountable to the claims we make about our
graduates will be the key topic of this presentation and exchange.
How Open Source Software Revolutionized Accreditation and Assessment
Daniel Stuckart, Wagner College
This paper session highlights the journey of the Education Department at Wagner College to
receiving national accreditation and beyond. Specifically, it focuses on how a small, liberal
arts college leveraged scant technological resources incorporating open source software
(OSS) to achieve NCATE recognition and propel both the teacher preparation program (TPP)
and the college wide performance-based assessments forward. Coined in 1998, OSS refers to
software that is free and modifiable with a transparent source code. The paper describes the
ensuing synergy where the education department became a driving force for improving
campus technology in its quest for efficient and inexpensive assessment processes.
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Coesa
12:15-12:45
Friday, April 27th ~ NYSATE/NYACTE SPECIAL SESSION
In roundtables, participants will discuss drafts of NYSATE/NYACTE position
statements on the following issues:
Orenda
Roundtable 1:
Linking Teacher Effectiveness to Student Learning
Facilitator: Craig Hill, Nazareth College
Roundtable 2:
Alternative Routes to Certification
Facilitator: Annette Digby, Lehman College,CUNY
Roundtable 3:
Impact of Program Accreditation on College and School Educators/Teacher Preparation
Programs
Facilitator: Laura Dorow, Utica College
Roundtable 4:
Professional Development and Professional Certification
Facilitator: TBA
Lunch & General Session
1:00-2:30
Lunch
Arches
General Session: New York State Education Department Update
Robert G. Bentley, Director of Professional Licensing and Teacher Certification
Ruth L. Pagerey, Supervisor, Teacher Education Programs
Introduction to Speakers: Jerry Rivera-Wilson, President of NYSATE &
Robert Michael, President of NYACTE
HOPE YOU ENJOYED THE CONFERENCE.
PLEASE COMPLETE THE EVALUATION
FORM BEFORE YOU LEAVE. THANK YOU.
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Hotel Map
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