Teaching

My goal as a teacher educator is to support the development of elementary pre-service teachers that are knowledgeable in content and pedagogy across disciplines, committed to ongoing learning and improvement, and critically reflective of their beliefs about students, families, and instruction. Accordingly, my teaching philosophy is centered on instructional design that emphasizes each of these elements. I believe that teacher educators must provide access to robust knowledge of disciplinary content as well as model exemplary pedagogy, make visible their own efforts to learn and improve through feedback and reflection, and foster inclusive learning environments where preservice teachers (PSTs) can hone their critical lens. 

In my courses, I strive to develop learning experiences that are both engaging and inclusive by using a blend of instructor-modeled and inquiry-oriented approaches. I intentionally foreground content that challenges dominant narratives and supports teachers in developing a critical, justice-oriented stance. And I believe in the power of feedback: I prioritize ongoing formative assessment for my students and regularly gather and act on student suggestions to improve my own practice.

As a teacher educator working to develop elementary teachers with strong content and pedagogical knowledge as well as a commitment to equity, inclusion, and social justice, I am constantly reflecting on my practice, considering evidence of student learning, and working to be responsive to both PST needs and current events. My teaching practice is continually improving, and by structuring my courses with inquiry, instructor modeling, opportunities for practice, and ongoing feedback, I endeavor to ensure the same is true for my students.

A statement of critical reflection on teaching for the past three years.

Evidence (qualitative and/or quantitative) to suggest one’s development over the past three years.

 Goals for the next three years