Focusing on African American Male Preservice Teachers

Today’s bloggers are Samantha L. Strachan and Jillian Davis, who co-authored the article Loud and Clear: The Importance of Telling the Stories of African American Male Preservice Teachers,” which appears in the latest issue of The Educational Forum.

Close your eyes for a few seconds and think about all the teachers who taught you.

How many of your teachers have been African American males?

If you thought about your past experiences as a student, and your answer was “none,” you are not alone. In fact, many students in today’s P–12 schools will never have the opportunity to be taught by an African American male teacher. While a number of programs and initiatives have been implemented across the country to place Black men in classrooms, there is still much work to be done.

The Problem

Educational leaders and researchers alike have focused on several issues that impact the teaching profession. One issue that continues to make headlines is the absence of African American male teachers in P–12 schools. Currently, around 2% of all teachers in the United States identify as Black males (U.S. Department of Education, 2016). This dire statistic means that concerted efforts must be made to understand how these men can be recruited and retained in classrooms as teachers. Neglecting to do so will continue to result in their absence from the classrooms and from the lives of the students who most need them.

In our article in the current issue of The Educational Forum, “Loud and Clear: The Importance of Telling the Stories of African American Male Preservice Teachers,” we advocate for understanding the perspectives of African American men on the pathway to the teaching profession. We make an argument for placing the stories of Black male teacher education candidates front and center in education. We encourage understanding of why they decide to become teachers, despite not always having had good experiences in P–12 schools as students. We also discuss how, even as preservice teachers, men of color can experience challenges that, if not confronted, can continue to hinder them from fully participating in the teaching profession.

Transforming the Profession, One Story at a Time

Stories can be powerful. Like all teachers, African American men have stories that need to be shared and heard. These stories can provide the impetus needed to transform how they experience the teaching profession. However, their stories must be told and highlighted in a way that does not perpetuate stereotypes and negative notions, but instead will further how the education and research community could make changes to ensure that Black men can fully engage with the teaching profession. This is especially true for men in teacher education programs.

Since the stories of Black male preservice teachers are rarely highlighted, it is important to use their perspectives as a foundation for understanding the specific changes needed in the teaching field, and how these changes could be implemented in a manner that allows men of color to thrive in the profession.

African American male preservice teachers are uniquely positioned to provide insights that could be transformative to the teaching field. They have made the decision to become educators, and their perspectives, especially during training, can serve as reflections for teacher education and the teaching profession.

If we want to know how we can engage African American males as educators, providing spaces for them to share their stories will be important.

Not doing so will continue to sideline a group of educators whose impact in classrooms could be great.

KDP is proud to partner with Routledge to share an essay from The Educational Forum with the education community. Access the article at Taylor and Francis Online, free through March 31, 2019.

References

  1. S. Department of Education. (2016). The state of racial diversity in the educator workforce. Retrieved from https://www2.ed.gov/rschstat/eval/highered/racial-diversity/state-racial-diversity-workforce.pdf

Dr. Samantha Strachan

Dr. Samantha L. Strachan is Interim Chairperson of the Department of Teacher Education and Leadership at Alabama Agricultural and Mechanical University. She also serves as Director of the M.AL.E. (Males for Alabama Education) Initiative, a state-funded program focused on recruiting and preparing minority men for P–12 classrooms. Dr. Strachan’s research is focused on improving minority students’ participation in teacher education, particularly in the STEM fields. Her work also focuses on examining creative ways to diversify the teaching workforce. This includes sharing the stories, perspectives, and experiences of African American men on the teaching pathway.

Jillian Davis

Jillian Davis is a MEd candidate in Elementary Education at Alabama Agricultural and Mechanical University. Her current research explores the stories of African American male preservice teachers, discussing their personal experiences, understanding their perspectives, and raising awareness of their impact on education. Jillian’s interests include the study of social justice in education, inequality, and poverty. Jillian serves as a graduate assistant.

Truth Talk: Conversations About Race

Khasnabis

Dr. Debi Khasnabis

Today’s bloggers are Debi Khasnabis and Simona Goldin, who co-authored with Ebony Perouse-Harvey and Margaret O. Hanna to write “Race and the Mona Lisa: Reflecting on Antiracist Teaching Practice,” which appears in the latest issue of The Educational Forum.

Race permeates every thread of the fabric of society in the United States, regardless of whether we recognize and speak to it.

Simona Goldin

Dr. Simona Goldin

This truth is stitched throughout all aspects of public schooling, from the gaps in academic learning opportunities that children of color experience relative to their White peers, to the racial marginalization of children at recess. This truth weakens the fabric of the institution of schooling.

As teacher–educators, we support beginning teachers in seeing and responding to the ways that race pervades children’s experiences in classrooms.

In doing so we help them leverage the knowledge that children of color and their families bring to their work in schools as well as repair the rips in the social compact.

Our current research, highlighted in “Race and the Mona Lisa: Reflecting on Antiracist Teaching Practice” in this issue of The Educational Forum, is inspired by our awareness that children’s full sets of knowledge are often unseen in schools. Children of color, especially, are unlikely to be seen for their knowledge. This invisibility occurs in instructional moments when that knowledge is related to students’ racial or ethnic identity.

What does it look like when children’s knowledge is made invisible? 

A common refrain heard in schools is “That’s racist!”

Digging into this, we were initially surprised to learn what young children identify as “racist.”

When children are raised to be “colorblind,” they can think that referring to people by their racial identifiers is racist.

What are the effects of this? From Black colleagues, we learned that their race-conscious children who had been raised to recognize, discuss, and analyze race and its associated qualities were silenced by their peers and teachers in discussions of race.

One colleague’s son, after referring to a Black person as “Black,” was hushed by a peer and told “That’s racist!” This also occurs in instructional interactions when children of color speak about race and racism. When they are silenced, what becomes invisible is their racial literacy and fluency, their advanced and sophisticated knowledge.

More than just students blister at direct discussions of race in classrooms. Teachers also frequently steer clear of discussions having to do with race.

A teacher candidate once consulted with Debi after two Black students in her science class critiqued a Bill Nye video as racist.

The students’ critique rested on their judgment that the film featured fewer people of color than White people. The teacher candidate expressed trepidation about how to handle this accusation, especially as she saw nothing “blatantly racist” in the film. She wondered how she could convey to the students that their critique was inappropriate.

These everyday occurrences affect the health and vibrancy of classrooms.

In addition to silencing students, they fail to leverage and mine the racial fluency and expertise that some students, especially students of color, can bring. Further, students whose racial fluency is undeveloped lose out on critical opportunities to speak directly about race and racism, to practice having substantive discussions about inequality, and to construct, together, a pluralistic society.

We argue teachers should model interest and engagement in the child’s thinking. When students use racial identifiers, teachers should perk up, as this is a sign that their students are bringing reservoirs of knowledge about race to this discussion. This knowledge is a rare and precious resource.

When students launch racialized critiques, this shows their teachers that they have reservoirs of knowledge about oppression.

Recognizing students’ reservoirs of racial knowledge for what they are—assets to be built upon for learning—is in the interest of the child and the learning community.

When we silence these discussions, we uphold normative ways of being that support White supremacy.

Simona Goldin teaches courses pertaining to the sociology, history, and policy of schooling in the U.S. She conducts research on ways to transform the preparation of beginning teachers to help them teach in more equitable ways and has elaborated the teaching practices that bridge children’s work in schools on academic content with their home and community-based experiences. 

Debi Khasnabis is a clinical associate professor of education and the chair of elementary teacher education at the University of Michigan School of Education. She teaches courses focusing on multicultural and multilingual education and conducts research on pedagogies of teacher education that support the development of culturally responsive teaching and understandings of inequality in schools.

How to Incorporate Environmental Science in Your Classroom

Rodriguez-Kaitlyn_blogHi there – it’s Kaitlyn Rodriguez again.

Sustainability and conservation are both key in helping the Earth.

Lately, more than ever, it seems that companies and organizations are moving toward more “green” practices.

Solar panels and alternative energy sources are becoming more prevalent. Recycling initiatives are seen everywhere.

Schools must now start incorporating these practices into the classroom and teaching students how to protect and help the Earth—but how?

With new curriculum standards and practices being mandated, many teachers feel overwhelmed and without enough time for “extra” activities.

What some people don’t know, however, is how simple it can be to incorporate green practices into their daily curriculum and schools. Below are suggestions of what teachers can do to learn more about being eco-friendly, teaching their students about the environment, and helping their school and community.

  1. Host environmental cleanup days. Whether scheduled weekly or monthly, having cleanups at the park, beach, or even school can be simple, fun, and family-friendly activities for all to participate.
  2. Increase the emphasis of environmental concerns in the curriculum. Environmental issues can be incorporated into any grade level and subject. Besides the obvious science lessons, English lessons can involve students writing research reports on endangered species or writing persuasive letters to local officials, urging them to increase their environmental awareness. Social Studies lessons can involve looking at the timelines and history of conservation efforts and sustainable practices, while examining local and national politics regarding the environment.
    • Some organizations offer teacher resources to teach environmental awareness in the classroom. In New York State, for example, the Department of Environmental Conservation hosts a series of educator workshops that provide all attendees with a book of resources, lessons, and curriculum suggestions (dec.ny.gov/education/2035.html).
  3. Go on a field trip! Kids love getting out of the classroom. By going to nature centers or places that deal with the conservation of a particular species, you are helping to make the world more sustainable. Show your students that some people work on these initiatives all their lives, which could be something they may want to do when they get older. If traveling to the site would pose an issue, work with your building administrators on bringing the organizations to your school. A simple Google search provides myriad results for field trip ideas in each state (e.g., Kansas: www.ifamilykc.com/blog/education-learning/field-trip-ideas).
  4. Take the classroom outside. Teach a lesson outdoors to give your students the chance to get some fresh air. Let them put what they’re learning to use in their local community. Go for a nature walk and teach your class about observations and predictions. Test a science experiment outside. Bring your class to an open field and let the nature around them provide inspiration for poetry or any form of writing.
  5. Make a STEAM project assignment that involves recycled or upcycled materials. Assign your class a project over a break that involves using recycled/recyclable materials to create something new, such as a robot. Keeping a project open-ended allows students to display their creativity and interests. Here are some suggestions of activities: https://leftbraincraftbrain.com/stem-goes-green-17-upcycled-and-earth-friendly-projects-for-kids
  6. Provide students, faculty, and staff with environmental, conservation, and sustainability resources from local organizations. Providing literature on what one can do and how one can help—and what can result from one person’s efforts—can offer the motivation to get involved and become interested in these topics. Increasing the availability of such resources in each classroom also is important. Scholastic has nonfiction articles for the younger grades, and National Geographic also makes magazines and articles that students can read. Look for ways to add more nonfiction pieces to your classroom library. Here are some books you may be interested in buying for your classroom: www.amightygirl.com/mighty-girl-picks/top-children-s-books-on-the-environment
  7. Start a Go Green initiative in your classroom and school. Set up recycling bins around the school. Have your students use both sides of their paper. If copies are made incorrectly, or you have extra paper, keep a scrap paper bin for students to use for projects, drafting ideas, and more. If you can afford it, or fundraise for it, buy your students metal water bottles to bring to class instead of plastic bottles. Model for the students what it means to Go Green and they will follow in your footsteps!

These are only seven ways to make your classroom and school a greener one.

If every classroom were to do at least one of these suggestions, just imagine the impact all those students could make on the world.

Tell us how you plan on incorporating sustainable practices in your classroom this year on the Educator Learning Network!

Sources

KDP & The United Nations

Rodriguez-Kaitlyn_blogHi, my name is Kaitlyn Rodriguez, and I’m a recent graduate of St. Joseph’s College in New York. I was the founding chapter president, now alumna, of the Alpha Theta Omega Chapter. I’m also a representative of KDP to the United Nations, as a Non-Governmental Organization (NGO).

Learn all about how Kappa Delta Pi is connected to the United Nations and how you can get involved!

WHAT ARE THE UN GOALS?

In 2015, the United Nations adopted The 2030 Agenda for Sustainable Development. This initiative is a way for nations across the globe work to together to better the world in which we live. The 17 SDGs, or Sustainable Development Goals, are the 17 categories of improvements that the UN came up with. These goals are:

  1. No Poverty
  2. Zero Hunger
  3. Good Health and Well-Being
  4. Quality Education
  5. Gender Equality
  6. Clean Water and Sanitation
  7. Affordable and Clean Energy
  8. Decent Work and Economic Growth
  9. Industry, Innovation, and Infrastructure
  10. Reduced Inequalities
  11. Sustainable Cities and Communities
  12. Responsible Consumption and Production
  13. Climate Action
  14. Life Below Water
  15. Life on Land
  16. Peace, Justice and Strong Institutions
  17. Partnerships for the Goals

WHAT DOES KDP HAVE TO DO WITH THESE GOALS?

The hope is that by the year 2030, each of these goals will be achieved, or at least progress will have been made toward each goal. So far, much work has been done on these goals by various groups and organizations, including Kappa Delta Pi. KDP is considered a non-governmental organization, of which there are 200+ involved with the UN and these SDGs.

Kappa Delta Pi has a group of dedicated members working specifically on these goals. Known as the Youth Representative of KDP, I personally have done my best to incorporate what I learned about these goals into my chapter as well as the community around me. The other members of this group are working on their campuses, in their schools, or in their fields to make an impact on those around us. Collectively, we’ve held events in support of the SDGs, including speaking with chapters and attending and presenting at conferences such as CTAUN and the 2019 American Educational Research Association Conference (Toronto, Canada), and incorporated the goals into units of study for schools. At this year’s Convocation, there also will be a presentation by members of this group, so be sure to check them out!

HOW CAN I HELP?

As Hellen Keller once said, “Alone we can do so little; together we can do so much.” With your help as a dedicated member of KDP—a member who took a vow to work toward bettering the future of your students and community and toward providing quality education for all—you can make a difference. If everyone made one small change in their lifestyle, classroom, or community, the world would be positively affected. It’s up to you to help make the world a better place. Find what you’re passionate about and work toward that goal. Incorporate the goals into your unit plans, show your students videos on the effects of living a sustainable life, and show tolerance, peace, and justice inside and outside your classroom. Expose your students to current literature and read them books about pollution, energy, and things happening in the world around them.

As an educator, you share responsibility for your students’ futures. You are the reason they know how to write. You taught them how to add and subtract. You explained how to write argumentative essays and persuasive essays in which they argue for a change that mattered to them. Show students how to do some good with these skills. Teach them real-life applications. Many times, especially as students get older, they lose touch with their purpose and don’t see the point in going to school or doing good in their community. By showing them that they can make a tangible impact in their environment, and better their lives and the ones to come, they will find their purpose, and maybe even a passion they didn’t know they had.

RESOURCES

If you want to find out more about these goals, and see what changes have been made thus far, check out this link: https://sustainabledevelopment.un.org/?menu=1300

For information regarding the 2030 Agenda, follow this link: https://sustainabledevelopment.un.org/post2015/transformingourworld.

Food Systems Education: Linking Big Ideas Across The School Community

HopeStartsHere

Farm to School (FTS) programs are cropping up around the country, connecting students to sustainability efforts in their own school communities.

The 3Cs framework of FTS puts the learner at the center of the school food system, connecting the Cafeteria, Classroom, and Community through education and action. FTS helps students access nutritious and fresh foods, provides meaningful and relevant curriculum, and connects student learning to the real world of farming and food systems. Most importantly, it highlights each student’s role within the food system, as a participant and potential agent of sustainable change.

Food systems education is where educators play a vital role in this whole-school–whole-community approach. You can bring math, literacy, social studies, and science alive when you connect students to the elegant simplicity and complexity of local to global food systems.

The Big Ideas of Sustainability (bit.ly/ SFBigIdeas) can inspire cross-disciplinary connections and school-wide engagement, as well as deepen community partnerships, campus practices, and culture. Try these suggestions.

Start with big ideas, themes and standards

The Big Idea of Change links with thematic strands (www.socialstudies.org/standards/strands) in the National Curriculum Standards for Social Studies such as People, Places, and Environments; Culture; and Time, Continuity, and Change. These standards help us develop learning outcomes—knowledge and skills we want students to gain.

Add inquiry

Learners are naturally curious. Give them a question that they can engage with and develop an understanding of over time. An essential question such as, “In what ways does the land shape culture?” invites deep crosscurricular exploration and learning.

Next, layer on food systems and your local place

By integrating food production and engaging with local farmers, historians, and the students’ families, they begin to see the connections to their place and lives. You can create learning activities to explore why people settled near rivers in your community, how human migration patterns have changed over time, and how shifting demographics have shaped the food and culture of your city.

Wrap up with an assessment:

You may have purposefully linked big ideas, standards, the local place, and food systems, but did your students get it? Create an assessment that helps you see what your students understand. For example, a class could create a museum display for their community illustrating how human migration has impacted the natural and agricultural systems in their city.

Suggested Activities

  • Write haikus about your fresh fruit and vegetable snacks.
  • Plant seeds for a school garden exploring plant life cycles.
  • Learn about food access and healthy foods in your community.
  • Start a school-run farmers’ market.
  • Run a semester-long inquiry into food justice.

No matter where you begin, a wealth of resources is available to get you started.

Resources

Image result for jen cirillo shelburne farmsMs. Cirillo is the Director of Professional Learning at Shelburne Farms in Shelburne, Vermont. She supports educators and schools to use the lens of sustainability for curriculum, campus practices and culture, and community partnerships.

Technically Speaking: Ed Tech for the Danielson Domains

Hello, friends! In this issue, I am sharing educational technology tools across the Danielson domains.

TechDanielson

The Danielson domains refer to four domains of teacher responsibility as defined within the Framework for Teaching (www.danielsongroup.org/framework). This is a curated list from preservice teachers at Grove City College, who were tasked with identifying a tech tool for each domain.

Domain 1: Planning and Preparation

Domain 1 focuses on knowing your students beyond the student interest survey, understanding the content area and how to best teach it with evidencebased practices, assessing students’ learning, and ensuring that your content is coherent in sequence and scope.

  • Share My Lesson
  • Teachers Pay Teachers – Find a library of resources created by teachers, for teachers! Edit the lessons for your students’ needs.
  • Planboard – Organize lessons, share documents, track standards, and collaborate with other educators in your district. Record attendance, grades, and observations within this easy-to-use tech tool!

Domain 2: Classroom Environment

Domain 2 is about creating a classroom of respect and rapport among students, and between students and teachers. It is a space where students feel safe to think creatively, solve problems, and collaborate.

  • Classtools – Classtools is an EdTech treasure trove with a QR code creator, random name picker, Fakebook, fake Twitter, and more.
  • Adobe Spark
  • Canva – Don’t buy a motivational poster—make your own! Or better yet, have your students make them and display their work.

Domain 3: Instruction

Domain 3 is the heart of the framework, focusing on engaging students in learning and instruction. It pulls in features of teaching such as assessment, communication, and being a flexible educator.

  • Screencast-O-Matic – Record a lesson or presentation that is easy to share and embed in your class website or LMS.
  • Padlet – Add comments, links, pictures, and videos to this virtual sticky note board.
  • EdPuzzle – Do you want to make sure that students watched the video before class? Try this tool to embed questions into videos.
  • Kahoot
  • Gimkit
  • Socrative – These tools offer fun ways to conduct formative assessments.

Domain 4: Professional Responsibilities

Domain 4 relates to the power of reflection. You don’t want to be that teacher who uses the same lessons each year. Shake it up. Ask yourself, what is best for my students? This domain also relates to professional development (PD) and growing as an educator of excellence.

How can you implement educational technology based on the domains? Share your ideas!

Image result for sam fecich grove city collegeDr. Fecich is a former special education teacher and now is Assistant Professor and Instructional Technologist at Grove City College in Pennsylvania. She enjoys connecting with other educators about teacher prep, STEM, augmented reality, and mobile learning. Please send your educational technology questions to Sfecich@gmail.com.

What do you want to be when you grow up?

Dr. Yvonne Skipper

Today’s blogger is Yvonne Skipper, who co-authored with Eloise de Carvalho to write “’I Have Seen the Opportunities That Science Brings’: Encouraging Girls to Persist in Science,” which appears in the latest issue of The Educational Forum.

This time-honored question, which children across the globe are asked with regularity, can lead to surprising responses.

Beyond the whimsical “princess” and “unicorn” to the heart-warming “happy,” children often have strong ideas even before they reach school.

However, as children get older and learn more about the world, these ideas can change.

For example, we cannot all become a real princess like Megan Markle! Sometimes these views change, not because of how children see the world, but because of how the world sees them. Society may openly or subtly suggest that certain jobs are for men and others for women.

This view can impact the subjects and careers children choose, as illustrated in this brief video.

There is currently a huge demand for STEM (Science, Technology, Engineering, and Math) graduates in the workforce. Those with a STEM background are valued not just in the science-based jobs, but also in other roles where the ability to think critically, analyze data, and evaluate evidence is prized.

However, often children are not interested in STEM subjects, seeing them as “too hard” or “boring,” and they are even less interested in scientific careers. When you look at those who do continue in science, typically you find more boys in STEM subjects, such as math and physics, and in pursuit of careers such as engineering. This difference is not seen because girls lack talent in these subjects. In fact, girls often perform better than boys, receiving higher proportions of the top grades. So why are these talented girls less likely to continue in STEM than boys?

It has been suggested that we choose our subjects and our careers based on whether we think we can succeed and our values.

Boys are more likely than girls to believe they can succeed in STEM, even though they are overall less likely to get the highest grades. Their belief might come from seeing so many famous male scientists, both in academia and in fiction. This can lead boys and girls to believe that men are more likely to succeed and also more likely to “belong” in science. Even the television show Big Bang Theory focuses more on male scientists; female scientists Amy and Bernadette do not appear until later seasons and are working in the more “female” fields of medicine and neurobiology. It is important that the media fully represent female scientists in their factual and fiction programming.

We also choose subjects and careers that we think we will enjoy and that we see as useful in our lives or in our communities.

Many girls choose careers where they can help others, such as teaching, midwifery, and social work. Girls often do not perceive STEM careers as “helpful.” This is interesting because, for example, designing a new wheelchair to manage rough terrain, creating inclusive educational technologies, and researching cures for diseases could have a positive impact and help people worldwide. Yet often girls do not make the connection between STEM subjects and the impact of associated careers, and may prefer a more interpersonal approach to helping.

Promoting how “helpful” science can be could potentially lead girls to develop an understanding about how science improves society.

In our Forum article, Eloise and I are not saying that girls should be pushed into science careers, but instead that women should not leave a subject or career path for the “wrong” reason, such as believing that they are less likely to succeed than others or that they will not belong. Instead it is important that we feel able to choose our subjects and career paths in line with our interests and goals for ourselves and our communities.

KDP is proud to partner with Routledge to share an essay from The Educational Forum with the education community. Access the article at Taylor and Francis Online, free through June 30, 2019.