- Year 2019
- NSF Noyce Award # 1557358
- First Name Michelle
- Last Name Rosen
- Institution New Jersey City University
- Role/Position Associate Professor of Education, Noyce CoPI
- Workshop Category Track 1: Scholarships and Stipends
- Workshop Disciplines Audience Biological
- Target Audience Noyce Master Teachers, Noyce Teaching Fellows, Project PIs / Co-PIs / Other Faculty/Staff, School and District Administrators, Undergraduate and/or Graduate Noyce Scholars
- Topics Culturally Relevant Pedagogy
- Session Length 30 minutes
- Additional Presenter(s)
Earline Bresil, email@example.com, New Jersey City University, Noyce Scholar and Student, Biology, Secondary Education
1) Participants will learn about how Noyce Scholars take part in a multi-dimensional teacher residency program at an urban institution.
2) Participants will learn about how Noyce Scholars take part in an ongoing research study related to Culturally Responsive Teaching practices and its impact in the STEM classrooms in which they work through the residency program.
3) Participants will be able to learn how to create a similar teacher residency program with their Noyce Scholars.
The work underpinning this workshop comes from the theory of Culturally Responsive Teaching (CRT). CRT refers to a foundational way of thinking about professional practice in which educators use learning experiences that enable students to draw from their cultural and linguistic repertoires, adopt rigorous expectations for student learning of academic skills and concepts and meet these expectations with effective instructional practices, and cultivate an awareness of their own positionings around race, class and gender, and actively critique discourses of power in academic contexts and in society (Gay, 2010; Ladson-Billings, 2006). Researchers note that culturally responsive dispositions and teaching approaches are being increasingly incorporated into education programs (McGriff, 2017). However, minoritized populations are significantly underrepresented within the preservice teacher ranks, and their voices are largely absent from these conversations (Cheruvu, Souto-Manning, Lenci & Chin-Calubaquib, 2014; Haddix, 2010; Willis, 2003 ). To answer this call, Noyce Scholars who are part of a teacher residency program working as teacher interns spent time in a professional development series learning about CRT and how to incorporate it into classrooms in which they work. The work of the scholars was documented through field journals, surveys, and focus groups. Data that has been preliminary analyzed will be shared out and highlighted, noting the importance of integrating CRT practices in minoritized student populations.
This session will provide participants with a brief overview of a multi-dimensional teacher residency program where Noyce Scholars work as interns in authentic classroom settings. The overview will include how the program works and the Noyce Scholars’ experiences working and learning alongside experienced STEM teachers in an apprentice-type model. Benefits and challenges will be shared. More specifically, the session will share research findings from a study where Noyce Scholars focused on creating Culturally Relevant Teaching strategies to use in their internship experiences. Presenters will explain the process, which began in a professional development series at the university and culminated in authentic STEM lessons in underrepresented schools in which the Scholars work. Results will highlight the impact of the experience for the Noyce Scholars, cooperating teachers, and students involved in the process. Recommendations will focus on how this study can be used to improve teacher preparation programs and provide an added value to the Noyce Scholar Program. Participants will be able to learn how to create a similar teacher residency program with their Noyce Scholars.