Careers Archives

Education Groups to Sponsor Unprecedented Convening of California Teachers

By Pamela Van Halsema on June 8, 2015 3:17 PM

Unique partnership of California education groups assemble to celebrate teachers across the state at Better Together: California Teachers Summit
  
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On July 31, California teachers at 33 locations across the state, including Sonoma State University, will come together to share innovative strategies that empower our PreK-12 teachers and build powerful teacher communities to positively impact our students. New Teacher Center (NTC), in partnership with California State University (CSU), the Association of Independent California Colleges and Universities (AICCU) and its member institutions, will co-host Better Together: California Teachers Summit, which is designed to help teachers learn from each other, share best practices in implementing the new California Standards and celebrate their work. The events are supported by $3.5 million in grants to NTC, CSU Fullerton and Loyola Marymount University from the Bill & Melinda Gates Foundation.

"California teachers know that the time to impact the lives of students is always going to be now," said Ellen Moir, Founder and CEO of New Teacher Center. "This event will allow 20,000 teachers to celebrate in classroom successes while building a powerful and lasting support network." 

As teachers prepare for the upcoming school year, Better Together: California Teachers Summit provides a unique opportunity to hear from nationally renowned speakers and give teachers a forum to share cutting-edge strategies and proven best practices led by teachers and for teachers. Teachers will come away with concrete tools and strategies for navigating recent changes in implementing the new California Standards, and a network of colleagues from their home region to support future collaboration. 

"California's teachers work tirelessly every day to make sure our students thrive," said Kristen Soares, President of AICCU. "This gathering celebrates their achievements and brings them back to their AICCU campus community to equip them with research based practices to ensure their continued success in a changing environment."

"With roots extending back a century to its teacher college origins, the CSU is honored to host this special day of professional collaboration," said CSU Chancellor Timothy P. White. "Through peer learning and exchange, California teachers continue to be at the forefront of classroom innovation - further igniting the spark of learning in their students."

All California teachers, teacher candidates and sch
ool administrators are invited to participate in th
is
summit. Events will be held at 33 locations through
out California and registration is free. For more
information or to register online, please visit
www.cateacherssummit.com
, and follow
#CATeachersSummit for up-to-date information.

All California teachers, teacher candidates and school administrators are invited to participate in this summit. Events will be held at 33 locations throughout California and registration is free. For more information or to register online, please visit www.cateacherssummit.com, and follow #CATeachersSummit for up-to-date information.

"California teachers know that the time to impact t
he lives of students is always going to be now," sa
id
Ellen Moir, Founder and CEO of New Teacher Center.
"This event will allow 20,000 teachers to celebrate
in-classroom successes while building a powerful an
d lasting support network."

Webinars Explore Making in Schools, Features Panel of Maker-Educators

By Pamela Van Halsema on December 2, 2014 10:38 AM

Making in K-12 Schools Webinars: Part 1, Wednesday, December 3 and Part 2, Wednesday, December 10, noon PST

To join the webinars, go to http://educatorinnovator.org/webinars/

2 webinars december 3 and 10 for Making in K-12 Settings

Join School of Education Assoc. Professor Jessica Parker, along with several Bay Area maker-educators as they discuss the role of "Making" in schools.  Set up as a forum, these teachers will share stories from their own experiences in the classroom--from elementary up to high school--incorporating making into the curriculum and both creating and maintaining a culture of creativity

In Part 1 of the two part series, on December 3, the panel will focus on how to set things up to foster hands-on, interdisciplinary maker projects and events which successfully support student learning.

In Part 2, on December 10, they will discuss the kind of professional development that they themselves need as educators to implement these programs and adopt a 'maker mindset' as a teacher.

The Maker Movement

Making emphasizes learning-through-doing In a social environment. Maker culture emphasizes informal, networked, peer-led, and shared learning motivated by fun and self-fulfillment. Makers encourage taking risks and experimentation with materials from simple to high tech equipment, they set up opportunities to build and tinker and create. Robotics, woodworking, crafting, 3D printing, and machining are just a few examples of projects used in Maker Spaces all over the world top inspire through project-based learning.

The notion of tinkering and Making has become popular world-wide and is now truly a movement capturing the imagination of young and old, across cultures and disciplines. Maker Media, based here in Sonoma County, has been the hub and helped build this movement around the world with their publications and their Maker Faire events.

This global community consists of inventors, artists, engineers, and many other types of people with all kinds of backgrounds. This movement is taking many in the direction of successful independent creativity that is allowing for outside the box thinking and knowledge expansion and growth.

This kind of thinking is a great fit for project based learning and creative problem solving curriculum in schools, as well as creative and artistic development.

The Maker Educator Certificate Program

This webinar is hosted and produced by the National Writing Project's Educator Innovator initiative (educatorinnovator.org), and is affiliated with the Maker Educator Certificate Program offered by The Startup Classroom at Sonoma State University. The certificate program offers a selection of mini courses to help educators of all kinds (not just school teachers) learn how to start and maintain MakerSpaces in their own setting, and become part of a network of Maker Educators.  

To learn more about the Maker Educator Certificate Program visit www.thestartupclassroom.org/maker-course/ 

The Day in the Life of a Multiple Subject Student Teacher

By Gabrielle Cordero on October 13, 2014 11:50 AM

By Guest Author: Jared Candelaria

Editor's note: This guest blog article is one in a series written by students in the Multiple Subject Credential Program, intended to offer a glimpse into the life and work of a credential candidate in our program. Candelaria completed the program in Spring 2014.

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My day as a student teacher starts when I wake up at 6:00 a.m. Immediately, I start to think about the lesson plans I have done that prior weekend. As I drink a cup of coffee, I look over my daily lesson plans and wonder how effective they will be that day. I arrive at my teaching placement site around 7:30 a.m and about 7:45a.m. I start to feel a little nervous about the start of my day. As students trickle into the classroom, I greet them at the door with a smile; and after the bell rings, I say, "Time to begin our day, class".

In the classroom not every day is the same. Obviously, the content of the lessons are different and each student is unique. Because no two students are the same and have individual needs, everyday is filled with new challenges. Teaching multiple subjects daily is one of the many challenges I face not only because of the knowledge requirement but also because I must find ways to relay that knowledge to a variety of learning abilities. Some days these challenges are easy to overcome and other days lessons simply fail. No matter the outcome, each day is a learning experience for me and because I care, these experiences will allow me to grow as a teacher.

When the last bell rings and the students are gone, it is time to reflect. I am sure student teachers are overwhelmed by these feelings. I might feel discouraged, happy, excited, sad, or disappointed; but no matter the feeling, tomorrow is another day. A day you continue with the successes and correct the missteps with the help of your mentors. As a student teacher in the Multiple Subject Credential Program, always keep in mind the reason why you entered it. It was to help students reach their potential; and by remembering this, it will allow you to face the classroom challenges and eventually overcome them so that you can be successful.

To learn more about becoming an elementary school teacher and the Multiple Subject Credential Program at Sonoma State University, read more online or drop by and visit us on the ground floor of Stevenson Hall, Suite 1078.

Math Educator Megan W. Taylor on KQED to Discuss Innovative Professional Development Models for STEM Teachers

By Pamela Van Halsema on October 8, 2014 12:18 AM

Mentor teachers and teacher candidates working together at a table

Today's KQED public radio program Forum with Michael Krasny brought together education experts to discuss the best models and reforms in teacher preparation programs.  Sonoma State School of Education's Asst. Professor Megan W. Taylor was a featured guest on the program along with SFSU's former Dean of Education Betsy Keane, Stanford's Linda Darling-Hammond, and EdSource executive director Louis Freedberg. 

The radio discussion was prompted by a new report from EdSource entitled "Preparing World Class Teachers". This particular report is intended to highlight the most promising reforms to create a more effective teaching workforce. The article suggests that such induction programs could benefit from innovation and reform.

Listen to the Forum podcast from KQED


 Implementing Innovative Models for New Teacher Support

Megan Taylor, Asst. Prof. of Curriculum and Instruction in the School of Education at Sonoma State is a sought-after expert in mathematics education, teacher development, and curriculum design in the Bay Area and beyond. Her recent work with Sonoma Valley School District is notable.  Taylor worked with Sonoma State University teacher candidates and ElevatEd fellows (undergraduate and graduate students in Math and Science) at Adele Harrison Middle School in early September as part of a year-long pilot of a professional development school partnership between Adele Harrison and the Sonoma State University School of Education. 

Megan Taylor

Megan W. Taylor, Asst Prof. of Curriculum and Instruction in Mathematics, SSU

In the program Taylor facilitated teacher candidates and ElevatEd Fellows as they observed lessons across the classrooms of the math teachers at the school, with an eye on rich classroom discussion, then participated in structured debriefs with each other and the teachers they observed. 

Principal Mary Ann Spitzer, Director of Curriculum & Instruction Karla Conroy, and ElevatEd CEO Zach Levine observed and participated in the work as well, reflecting the belief that teacher education "takes a village." 

As discussed on KQED's Forum on October 8, this experience is part of a long-term effort by SSU to strengthen the partnership between the mentor teacher and the student teacher candidate. The strong partnership is formed through key strategies, making the clinical experience for its students more effective and the return for mentor teachers more substantial. 

Another new innovative initiative, the CalCorps program strives to be the "gold standard" in teacher education and professional learning for secondary STEM teachers in California, guiding new teachers for a full 6 years from pre-service to in-service teaching. (much longer than the standard one year credential program plus two years of induction that most teachers experience) 

CalCorps focuses on creating the first, research-based, practice-focused, long-term program for the recruitment, education, support, retention, and development of outstanding STEM teachers. CalCorps is different from other models because it provides a cohesive trajectory of professional experiences for new a teacher that spans the moment they choose the profession to their 6th full-time teaching year. Find out more at: http://calcorps.squarespace.com.

To learn more about professional, university and research based teacher credential programs visit us at www.sonoma.edu/education

Why Learn About Being an Entrepreneurial Educator--an #Edupreneur?

By Pamela Van Halsema on June 13, 2014 11:38 AM

Guest Blogger Dr. Paul Porter, SSU Professor of Educational Leadership

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Educators + Entrepreneurialism = Edupreneurialism

"Edupreneurialism?"  Just another term or something meaningful?  As an instructor in this course The Entrepreneurial Educator, of course, I lean towards the term having great meaning.  For too many years educators have avoided any ties to business, and business has criticized education's graduates.  This artificial separation has led to neither side being able to benefit from the depth and wisdom of the other.  Every business must see itself as a learning organization.  Every school and student must see themselves as a bit more like a business. 

If we are to truly move to 21st century learning and embrace the concepts of the Common Core, our students (and teachers) must begin to think of themselves not as passive recipients of knowledge but as finders and shapers of their own future.  In the course we explore the concept of every student and teacher seeing themselves as an "economic unit of one,"  not in just a financial sense, but with the belief that each student must, early in their education, begin to see themselves as responsible for developing themselves, for marketing themselves, for discovering their passions and for aligning these passions and interests with the realities of today's world.  This is not a task for a career project as a senior in High School, but a way of thinking that needs to be nurtured at an early age.

Come and join us in exploring this concept. Begin looking at yourself as an entrepreneurial educator. Our course begins on June 23 and is hosted on Canvas.net.  Enrollment is free.

FREE Summer Science and Math Foundational Level Institute for Teachers

By Lina Raffaelli on May 27, 2014 2:13 PM

Student looking through microscope If you are a credentialed teacher who wants to teach math or science, Sonoma State University has just the program for you! This summer the School of Education at Sonoma State University is offering a Foundational Level Mathematics Institute at SSU, as well as two Foundational Level Science Institutes, located in Santa Rosa and Napa. These free programs are designed for teachers who currently hold a Multiple or Single Subject Teaching Credential and provides them the opportunity to add an additional credential.

The Institutes offer both a content methods course and content review to prepare and assist teachers to pass the CSET's. Participants will earn 5 units of credit and will only need cover the cost of their own books.

For more information about the Foundational Level Mathematics Institute, please visit sonoma.edu/education/smtri/foundationalmath. Information on the Foundational Level Science Institute can be found at sonoma.edu/education/smtri/foundationalscience

Both program application deadlines have been extended to May 30th.

Napa Science Institute deadline: June 15th EXTENDED TO JUNE 30! We still have room!