Byon 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.
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
Byon October 8, 2014 12:18 AM
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.
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.
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
Byon June 13, 2014 11:38 AM
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.
Byon May 27, 2014 2:13 PM
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