Pending Acceptance and Subject to Change
This session will focus on preparing educators to be effective and confident in facilitating learning in innovative settings. School leaders have indicated a challenge in finding and retaining effective educators in innovative settings, whether it is project-based learning, virtual, hybrid, outdoor, or international. Traditional teacher education programs are not necessarily providing the skills and dispositions needed for innovative settings. Our study created and is now implementing a teacher education curriculum that supports innovative schools by developing teachers who can facilitate learning in a variety of settings using inquiry, creativity, critical thinking, and collaboration. The session goal is to share and identify pedagogical practices that can enhance traditional teacher education programs in hopes that we can create educators who can be consistently successful in innovative schools.
Guy Trainin, Professor, University of Nebraska-Lincoln, email@example.com
Dr. Trainin is the Professor of Education at the Department of Teaching, Learning, and Teacher Education at the University of Nebraska-Lincoln (UNL). He focuses his research on the areas of Literacy, Innovative Learning Technologies, and Integrated Arts Education.
Laurie Friedrich, Professor of Practice, Concordia University-St. Paul
Dr. Friedrich is currently implementing the Triarchic Model of Teacher Preparation at the University of Nebraska Lincoln arising from her line of research, supporting preservice teachers and their cooperating teachers with technology coaching. Her research interests include the role of new literacies in elementary literacy education, coaching to extend professional development, and technology integration in literacy methods courses for preservice and in-service teachers.
What are the emerging trends in society, education, and/or school planning, design, construction, supply, and operation that should be informing our conversation today?
Primary Core Competency
Educational Visioning: Exhibits an understanding of best and next practices related to educational leadership, programming, teaching, learning, planning and facility design. Establishes credibility with educators, community members and design professionals while conceiving and leading a community-based visioning process. Demonstrates the ability to articulate the impact of learning environments on teaching and learning and uses that ability to facilitate a dialogue that uncovers the unique needs and long-range goals of an educational institution and its stakeholders – translating that into an actionable written/graphic program of requirements for the design practitioner.