Disrupting the Deficit Gaze: Equity Work with University Supervisors

Teacher candidates commonly experience tensions within their clinical field placement classroom. Recently, candidates have brought forward tensions around the use of a deficit gaze (Dudley-Marling, 2007) on students and their families by their mentor teachers. Where candidates of the past would ignore negative framing, current candidates want to disrupt the status quo. This conceptual article describes one EPPs attempt to support teacher candidates “disruption” of instances where a mentor teacher used a deficit-lens toward students and/or their families. Clinical supervisors were offered professional development to support teacher candidates and guide them to disrupt in ways that maintained the professional relationship with the mentor teacher

Inquiry at the Heart of Teacher Preparation

This essay describes the action research projects and culminating conference for a Graduate Teacher Education Program. Teacher candidates conduct year-long research projects with the dual-goal of building a reflective inquiry stance and improving instructional practice

Disrupting the Deficit Gaze: Equity Work with University Supervisors

Teacher candidates commonly experience tensions within their clinical field placement classroom. Recently, candidates have brought forward tensions around the use of a deficit gaze (Dudley-Marling, 2007) on students and their families by their mentor teachers. Where candidates of the past would ignore negative framing, current candidates want to disrupt the status quo. This conceptual article describes one EPPs attempt to support teacher candidates “disruption” of instances where a mentor teacher used a deficit-lens toward students and/or their families. Clinical supervisors were offered professional development to support teacher candidates and guide them to disrupt in ways that maintained the professional relationship with the mentor teacher

Confronting Curriculum Epistemicide: A Conversation with Editors Dan Ness & Rick Sawyer

As an entree into the Special Issue Confronting Curriculum Epistemicide , NWJTE co-editor Maika Yeigh talk with editors Daniel Ness and Richard Sawyer to learn about their inspiration and goals of the Special Issue

Oregon Reading Instructional Materials and Practices Statewide Survey Executive Summary

This study was conducted by a group of literacy teacher educators from across Oregon called Teachers of Teachers of Literacy (ToTL). In 2012 teacher educators in Oregon saw the need for statewide networking and a small group reached out to all of the state’s teacher educators to develop a networking group. Currently, there are 35 ToTL members that represent 15 teacher preparation institutions in the state, plus an additional two members from outside the state that contributed statistical analyses. The state has a total of 20 teacher preparation institutions, so the ToTL membership represents 75 percent of the total number of colleges and universities that prepare teachers. ToTL has members from each geographical region of the state

Oregon Reading Instructional Materials and Practices Statewide Survey Executive Summary

This study reports the results of a survey of a representative sample of 1,206 K-6 classroom and 7-12 English Language Arts teachers in Oregon to learn 1) what reading instructional materials are currently being used, 2) what reading instructional materials teachers would prefer, 3) what reading instructional materials teachers wanted to have included on the state approved materials list, and 4) what instructional practices teachers use. Results indicated that in grades K-6 basal/core reading programs were the predominant material in use, but that these teachers preferred to use trade books. The majority of grades 7-12 English Language Arts teachers reported mainly using trade books for reading instruction. Teachers wanted to use their professional judgment to make decisions about materials. When asked about revisions to the Oregon Statute 337 and the Oregon Administrative Rule 581 Division 11, only 4.5% of Oregon K-12 teachers wanted their choice limited to basal/core reading programs. All others wanted flexibility in selecting instructional materials. Overall teacher preferences for the approved instructional materials were not associated with teacher type, grade level, school context, or school Title I status

Using Problems of Practice to Leverage Clinical Learning

Teacher preparation is a complex endeavor. Preparation programs are designed to transform regular humans into adept teachers through carefully constructed coursework and clinical experiences. University programs and the K-12 school systems both play important roles in the process; however, tensions have persisted between university coursework and clinical field work—a divide between theoretical and clinical . The 2010 NCATE Blue Ribbon Panel Report issued a call to action, and asked teacher preparation programs to reconceptualize approaches to pre-service teacher learning by placing clinical experiences at the heart of the work in an effort to bridge traditional theoretical and clinical divides. This article details one teacher preparation program’s attempt to answer the NCATE call to action through the use of instructional rounds during clinical field experiences. In a pilot study, teacher candidates developed problems of practice to investigate through the instructional rounds process. In tandem with bridging the aforementioned divide, the pilot study also sought to leverage clinical experiences to improve and accelerate teacher candidate learning

Inquiry at the Heart of Teacher Preparation

This essay describes the action research projects and culminating conference for a Graduate Teacher Education Program. Teacher candidates conduct year-long research projects with the dual-goal of building a reflective inquiry stance and improving instructional practice

Publishing During the Pandemic: Strengthening Relationships, Removing Barriers, Reaching New Heights

Library-supported open access journal publishing has been flourishing amidst the pandemic, but we recognize that our work is rapidly evolving and will never be “business as usual” as we extend our services to meet new needs and challenges. PSU Library has always been empathetic and service-oriented, but now we find ourselves going the extra mile for editors and authors whose lives have been disrupted ‒ doing whatever it takes to maintain sustainable publishing and highlight social justice. Our focus is directly aimed at helping the underdogs and fostering change, reasserting our relationship with readers by working with authors and editors directly. Portland State University offers an online publishing platform and support for five journals and has uploaded content for two conferences during the pandemic. Readership is at an all-time high across the board. Three out of five journals released issues in May 2020, including our undergraduate journal that had been on hiatus since 2017. The other two hosted journals are publishing in summer and fall, along with a special issue from Northwest Journal of Teacher Education set for fall 2020, solely devoted to manuscripts that take a critical, social justice stance on teacher education at this time of the COVID-19 crisis. This presentation provides readership data for all PSU-published journals, highlights events/articles, and offers strategies that the Library and editors can use to serve as scaffolding and net for authors and each other in a time of unprecedented adversity

Text-to-Web: Adding Digital Connections into the Mix

The article discusses the challenge for teachers to create a process for identifying and implementing methods that integrate new communicative practices involved with texting into their instruction