Teacher Educator Analysis

EDUC 803 001

Hyejin Yoon

Introduction

“I thank the Lord every day for I am not a teacher.”

A British linguist, David Crystal, said in response to an interview question about how busy

teachers can keep up with all changes in linguistic and pedagogy arenas. He added that he thought

the most important jobs in the world and the most difficult job in the world is teaching, especially

language teaching. The reason is because no aspect of human behavior is more complex than

language, so teaching languages could be an endless undertaking.

Teaching is not simple activity: teaching includes engaging and complex work. There is

not a moment when a person is teaching that he or she does not attempt to manage several

complex tasks at once. Good teaching is like a swan’s graceful movement on a lake. There is

constant striving that is hidden from others’ eyes—the webbed feet flapping unseen beneath the

water are doing all the work in order to propel the graceful motion. Whereas effective teaching

looks seamless, the work underneath the surface is intense, ongoing and unending. The fact that

there are various expectations for educators to accomplish from students and administrators

makes the occupation more challenging. So far, I mentioned that the challenging and difficulties

teachers have in their work places and those are already studied extensively. Then, what about

teacher educators? Who are they? What are they doing? Are their work duties the same as

teachers’?

To become successful teacher educators, they are required to develop their competencies

professionally by means of conceptualizing and enacting their own professional learning in ways

that require careful learning and thoughtful actions. Professional development entails deep

understanding of what it means to teach about teaching and active engaging in teacher education

research about educating teacher. It is important to remember that the pedagogy of teacher

educating differs from the pedagogy of teaching itself. (Goodwin et at., 2014). That is, beginning
teacher educators need to reflect on the demands and expectations of knowledge and practice

inherent within the academy as well as those that flow from the classroom.

By doing the assignment, Teacher Educator Analysis, I would like to explore the identity

of a teacher educator and what types of knowledge, skills and attitudes are needed to become an

effective teacher educator. I identified Dr. Ramos who was teaching the teacher education course,

Educating Diverse and Exceptional Learners, for preservice teachers. Because she was doing

what I would like to do in the future, teaching regarding culturally responsive teaching. I am

interested in the teachers’ intercultural competence and I hope that I can develop the teacher

training program designed to raise teachers’ cultural sensitivities so that they will be able to serve

culturally diverse students. I expected that through carefully analyzing what Dr. Ramos had done

and what she was doing, I could have an opportunity to shape my future as a teacher trainer as

well as a researcher.

Research Context

Dr. Kathleen Ann Ramos is an assistant professor in Teaching Culturally and Linguistically

Diverse and Exceptional Learners (TCLDEL). Dr. Ramos was a practicing teacher at public

schools in Pennsylvania for more than 25 years. As a reference, I offered the participants’ CV

(see Appendix A). In the schools, she had been working with culturally and linguistically diverse

students; she taught Spanish in grades 6-8 for 10 years and ESOL in grades 9-12 for 10 years. Dr.

Ramos also served schools as an Instructional Team Leader, a Clinical Resident Instructor, and a

K-12 ESL Curriculum Coach. After achieving her PhD degree in Literacy and Culture from the

University of Pittsburgh, she has been working at the level of higher education as a teacher

educator since 2012.

For this semester—Spring 2018, she is teaching three courses; EDUC 301 Educating

Diverse and Exceptional Learners, EDUC 537 Introduction to Culturally & Linguistically

Diverse Learners, and EDCI 777 Research to Practice. Among those courses, I observed the class

of EDUC 301. As a reference, I offered the participants’ syllabus (see Appendix B). This course
is offered by the Graduate school of Education and requires school-based field experience to pre-

service teachers. According to the course description, this course introduces psychological,

sociological, educational, and physical aspect of diverse populations in today’s schools for early

and middle education. Dr. Ramos designed this course to enable students to do the following:

1. Understand aspects of diverse populations regarding the educational setting including

legislation and litigation.
2. Be able to access additional information about diverse populations so they can meet the needs
of the students in their classes.
3. Examine broader issues related to diversity, inclusion, social justice, and multiculturalism in
education.
4. Engage in critical and reflective discussions related to systemic–isms in education.
5. Create a safe, challenging and enriching environment for all students.
Upon completion of this course, students will meet the In TASC Standards (The Interstate

Teacher Assessment & Support Consortium).

 Standard #2: Learning Differences. The teacher uses the understanding of individual
differences and diverse cultures and communities to ensure inclusive learning environments
that enable each learner to meet high standards.

 Standard #3: Learning Environments. The teacher works with others to create environments
that support individual and collaborative learning, that encourage positive social interaction,
active engagement in learning, and self-motivation.

This course is mostly being delivered by means of a lecture and discussion format and three

virtual online sessions were provided already. The class that I observed was 10th class of this

course for which the topics were the religious diversity, political diversity, and global

competence. Before attending, students were supposed to complete reading all articles: 1)

Religious Diversity in Schools: Addressing the Issue, 2) Politics in the Classroom: How Much is

Too Much? 3) How to Be a Global Thinker, and 4) Four Strategies for Teaching Open-

Mindedness. On that day, students had to bring annotated articles after reading three current

professional journal articles on cultural pluralism and/or culturally responsive teaching. In the

annotative article, they should provide 3 key concepts, 1 analytical paragraph showing
connections and applications, 1 quote from each source worthy of class discussion, and 3

questions to spark discussion.

Data sources

The data sources for this research were classroom observations and field memos, two interviews.

Class observations and field memos. The data collected through class observation was saved in

the form of memos. The classroom observation took 2 hours 30 minutes. While observing, I

wrote down the interactions that occurred between the faculty and the students. I wanted to see

teachers’ attitudes and skills of educating that permeated into the interactions. While observing

the classroom conversations, I sat in the corner of the classrooms as a passive observer, and

created field memos that were kept in a three-column grid. In the left-side column, I recorded the

time and in the middle column, I wrote down what got the attentions of me. The memos were

usually about different phases of the class and I wrote my interpretations regarding the intentions

of the faculty in the right-side column. For example, when I observed a jigsaw activity, I wrote

down like below;

7: 45 Jigsaw activity Learner-centered learning,

Encouraging participation

Description of the Space. The class was held in room 247 of Robinson A building at GMU’s

Fairfax Campus. When I came into the classroom, I felt that it was a common classroom. Two big

white boards were attached on the front wall and over the boards one small projector screen was

designed to move up and down from the ceiling based on the teacher’s needs. In the right-side

corner of the classroom, there was a professor’s desk and whenever she needed to operate the

technology system, she revisited the desk. There were many chairs arranged in 6 lines so that

students were facing frontward. As a reference, I offered the sketch of the space (see Appendix

C)
Interview and field memos. The intention of the interview was to probe the participant’s personal

and educational experiences regarding her professional development and identity. It was

comprised of two individual interviews which were pre- and post-observation interviews and

conducted in person. For the pre-observation interview, we met at a study room of the Fenwick

library and the interviews lasted approximately 30 minutes. For the post-observation interview,

we met at Dr. Ramos office, 2603 Thompson Hall and this lasted 25minutes. While interviewing

her, I collected data by means of audio recording and in the form of memos. The six interview

questions in the interview protocol were designed to collect data and are made up of three

categories: participants’ identity, teaching and learning theories, and instruction and planning. As

a reference, I offered the pre-observation interview questions (see Appendix D). Holly and I

created the interview protocol together in order to manage the time. In terms of the pre-interview,

we divided the 30-minutes interview into two parts; Holly was in charge of the first part with

regard to the participants’ identity and my part was about the participants’ teaching and learning

theories and instructions. It was the semi-structured interview. When it comes to the post-

interview, the form was semi-structured as well. We paid attention to her reflection on the last

class, and her professional development including her future plan. As a reference, I offered the

post-observation interview questions (see Appendix E).

Summary sheet. Immediately after the interview, a summary sheet was completed,

including an overview of the main points of the interview and initial thoughts.

Theories and Analysis

After collecting all data such as the classroom observation and two pre- and post- interviews, I

realized that it was challenging for me to differentiate and analyze the data separately. It was

because the data shared a lot of common themes together. Hence, I decided to analyze the

resources based on themes—Identity of teacher educator, learning principle, and learning

environment.
I. Identity of Teacher Educator

Theory. Even though researchers continuously suggest that in the process of becoming a teacher

educator, developing identities is core, the lecturers in the teacher education arena tend to hold on

to their existing identities as a school teacher. That is, the teacher educators’ identities seem to be

under-achieved. Boyd and Harris (2010) paid attention to the confusing and challenging

transition into higher education roles that the new employees of teacher education institutions

experienced. Murray and Male (2005) conceptualized the shift from schoolteachers to educators

of teacher education enterprises as “moving from being first-order practitioners … to being

second order practitioners” (p. 126).

Analysis. The interviewee, Dr. Ramos mentioned about the transition of her identity from a

school teacher to a doctoral student and to a teacher educator.

“That was really tough. I had been in my school district for 20 years. And I was a leader in the
union. … I was always looked upon highly by the administration. … When I went to the higher ed,
I truly felt like a kindergartener again. … Now I am seeing as a person who doesn’t know that
much perhaps or doesn’t have that much to offer in the scholarly world or the research.”
She seemed to have a culture shock in the process of becoming a teacher educator.

As another challenge, she mentioned how hard it was to make connections with people

from other universities as a beginning teacher educator. She attempted to become engaged in the

research and the scholarly world by attending conference, collaborating with people whom she

contacted, and reading the literature that she was interested in. Especially she emphasized on

reading the literature, considering it as the essential benefit that at the higher education level, she

could obtain.

“That’s another beautiful benefit, I think. That’s very hard for K-12 teachers keep up with”.

Theory. The findings of Boyed and Harris’ (2010) study suggested that in order to adopt the new

formation of identities, new lecturers should be supported through non-formal networks, which

could be realized by having “membership of strong subject discipline research networks both
within and external to the institution” (p. 21). Through the research of Izadinia (2014), we could

understand that the community support activity plays a role as facilitators in forming teacher

educators’ identities and enhancing their identity development. Also, through staffing resources

and some role models, new teacher educators develop their professional identities as academics

(Boyd & Harris, 2010).

Analysis. One of reasons why Dr. Ramos seemed to possess a relatively stable identity was that

she kept communicating with other faculty when she had questions on her work and needed some

help.

“at our division meeting, we were talking about, so just sharing with each other, with
someone that doesn’t know what our own courses are about and sharing what we’re
doing as related to social justice … as far as mentors, I could say that Dr. Mattix-Foster,
and Dr. Baily have been real mentors for me … just send her an email, just ask questions,
talk, go have a coffee … ”
Theory. In the article of Izadinia (2014), 6 pairs of real-world challenges and emotional tensions

were introduced. The challenges and tensions which emerged from the reviewed 52 research

articles were considered as major difficulties teacher educators confronted during their induction

into the profession:

Real-world challenges Emotional tensions

1. Not having proven research skills; how to engage in 1. Difficulty in acquiring an identity
research as researcher

2. Not having information and understanding of assessment 2. Doubt about self-identities as an

terminology, marking procedures; how to teach content and academic
strategies and how to deliver lectures

3. How to develop organizational knowledge; expectations to 3. Feelings of being de-skilled,

transfer skills and knowledge from school; changing support exposed, vulnerable, marginalized
networks; lack of understanding of structure of HE and new

4. Changing roles and assuming an expanded and more 4. Feeling uncertain within
visible position themselves; fighting with the inner
self

5. Teaching leads; not knowing what the expectations are; 5. Considerable levels of stress
emergent research demands
 6. How to make professional connections with other teacher 6. Sense of loneliness; failure in
educators; how to negotiate new professional relationships establishing academic credibility
with students

Analysis. Dr. Ramos recalled that the transition of her identity from a leader who was already

well accomplished to a person who had to begin her accomplishing process was difficult. Also,

she mentioned another type of challenge that she had.

“ .. that’s where I first worked as a teacher educator for three years. It was very nice
place to make that transition, but I … I remember just feeling like ‘oh my gosh, it’s 8:30,
I’m still in my kitchen. I gotta go to work. … just becoming used to the fluidity of,
flexibility of the work hours, and being able to a lot at home, and going to the office when
you need to have office hours … it was just everything… it was a complete change of
world.”
Theory. Moreover, through Izadinia’s research review, two main factors which influence on the

identity development of the teacher educators emerged; self-support activities, and community

support activities. The former activities such as self-evaluation, self-study, trial and error

techniques, and personal readings are used to understand the new professional identity and

develop skills and knowledge as teacher educators. The latter is provided with in induction

programs by means of sharing new knowledge and skills, and developing social relationship with

other members of the community. Therefore, in a high-quality induction programs, teacher

educators could belong to a supportive learning community rooted in collegial relationships.

Analysis. Dr. Ramos was very passionate to do well whatever she needed to do. Hence, even

though her position was as instructional faculty which meant she did not have any obligation to

do research, present, or write, she was still engaging in research projects, writing, and presenting.

The way that she navigated the challenges was to do what she had always been doing as a teacher

which was doing her best. She started to build new relationships and go to conferences in order to

make herself adapt to her dramatically changed world. Moreover, she felt that she was fully

supported by GMU in her professional development.

 “I think that Mason does that astonishingly well. The STERN center you know is an
amazing organization. There are actually sometimes so many choices I have been wanting
to submit one of my online courses for review and engage that process. When I first came
here I took the five-week on-line course development … we are really well supported and
professional development money .. really generous. so I think that it’s highly valued
here.”

II. Learning Principle

According to Bransford and colleagues’ (2000), there are three profound implications

corresponding to core learning principles.

1. Teachers must draw out and work with the pre-existing understanding that their students

bring with them.

Theory. According to the findings of Bransford et al.’s research (2000), the preconceptions

concerning the world that students bring into the classes could be an important foundation on

which they are able to build new knowledge that they may learn. Bransford and his colleagues

(2000) said “A critical feature of effective teaching is that it elicits from students their pre-

existing understanding of the subject matter to be taught and provides opportunities to build on—

or challenge—the initial understanding” (p. 15), even though the initial understandings are

inaccurate like stereotypes and simplifications in humanities, and misconceptions of properties in

science. Through formative assessment, provided feedback can help make students’ thinking

visible to themselves and other students. Teacher educators should prepare prospective teachers

to recognize predictable preconceptions of students, to draw out unpredictable ones, and to work

with preconceptions in order for children to build on them, challenge them, and replace them.

Analysis. In the pre-observation interview, Dr. Ramos said:

“I did do a research project there with the pre-service teachers, and investigating how they felt
that supported learning to teaching English learners when there weren’t any English learners in
these schools where they were doing their field work, … then they came together to do a reading
a bit complex text. It was a newspaper article, I knew that would be culturally distance for those
learners… we read an article called the American Dream is Immigrating.”
She demonstrated her understanding regarding students’ cultures so that she was able to prepare

teaching materials which stimulate students’ cultural sensitivity by letting them feel culturally

distance on purpose.

2. Teachers must teach some subject matter in depth, providing many examples in which the

same concept is at work and providing a firm foundation of factual knowledge.

Theory. When students have a deep understanding of factual knowledge and ideas in the context

of conceptual framework, and organize what they learned to the extent that they can retrieve and

apply it, they could be recognized to be competent. Experts have “the abilities to plan a task, to

notice patterns, to generate reasonable arguments and explanations, and to draw analogies to

other problems” (p. 16) and the abilities are closely intertwined with factual knowledge

(Bransford et al., 2000). Furthermore, the factual knowledge could be transformed into usable

information through deep understanding of subject matter (Bransford et al., 2000). The purposes

of assessment are about testing deep understanding rather than surface knowledge.

Analysis. After greeting each other, students took their seats. And then she shared her life,

especially her experiences from her business trip. She visited Mexico to attend and present at the

Comparative and International Education Society (CIES). Dr. Ramos talked about what she did

and how she felt at the conference. She also introduced a book that seemed to be connected to the

theme of the course.

3. The teaching of metacognitive skills should be integrated into the curriculum in a variety of

subject areas.

Theory. A “metacognitive” approach to instruction can support students to have ownership of

their learning by setting learning goals and monitoring their progress in achieving them

(Bransford et al., 2000). Hence, in the learning process, teachers should incorporate

metacognitive activities into their subject matter so as for students to be agent of their learning by

monitoring their own comprehension.

Analysis. In between classroom activities, she tried to retrieve former classes’ topics and

synthesize them so that students could understand what they were learning through mind-

mapping.

III. Learning Environments

In chapter 1 of the book, How People Learn: Brain, Mind, Experience, and School, four

interrelated attributes of learning environments were introduced.

1. Schools and classrooms must be learner centered.

Theory. Teachers should pay attention to the knowledge, skills, and attitudes that students bring

into the classroom and aware of students’ cultural differences, and students’ theories regarding

flexibility of intelligence. Given individual progress of each student, teachers should present

manageable challenges.

Analysis. She knew in what way the pre-service teachers would have seen non-native English

speaking (NNES) students and she tried to fix their misperceptions and misunderstandings in her

class.

“Ok, so imagine these students are from China, Brazil. They are the cream of the crop students,

ok, they’ve been elected by the universities to go and study in the United States, ok, they are just

like you, they are super smart, they have all going on, but they don’t speak English very well ok

and see how they struggled in the text. It’s not because they don’t know how to read or think or

figure things out”

2. Knowledge-centered classroom environment

Theory. Well-organized knowledge that achieved through learning with understanding is

important for the development of expertise. In order to create know-based environments, teachers

must consider students’ interest or engagement in a task. In the knowledge-centered environment,

students were encouraged to do tasks and projects with understanding rather than do with

Analysis. Three students individually presented with regards to the approved book chapters

related to student diversity. The activity—Be a Teacher was designed for students not to simply
summarize what the chapters were about but to pick key ideas from the chapters and to actively

practice those concepts. Dr. Ramos said:

“and.. they had three separate activities and then they rotated between those three groups
so, they were other students, their fellow students were engaged for a whole hour … really
meant something to them that they could see had applications for their won teaching …
you can just learn with the understanding what the theory tells us about practice”
3. Formative assessments

Theory. Formative assessments provide students opportunities to reflect their works so that the

can see their own progress over the course.

Analysis. When it comes to the course performance evaluation, there are no formal tests or

quizzes. I understood that Dr. Ramos adopted formative assessments for the course. Students are

expected to submit assignments on Blackboard. The assignments and allocated points are below:

Assignments Due Date Points

Class Participation Ongoing 140

(10 points per class)

Be A Teacher for 15 Minutes Sign Up Required 50

During first 3 weeks
(2/14, 2/21 or 3/7)
Multicultural Research Summaries (3) #1 on 2/14 75
#2 on 3/7 (25 points per summary)
#3 on 4/4
Professional Dialogue/Teacher April 18th 100
Interview

Field Experience & Reflection May 2nd 100

In the classroom, while students doing classroom activities, the faculty walked around and gave

back students’ last assignments with feedback and grades in a written form. Moreover, right after

students’ presentations, the professor offered oral feedback to the presenters, and during the

presentation, she graded students’ performances according to the criteria in the written form.

4. Community-centered approach
Theory. Teachers must design classroom activities for students to establish a community of

learners among themselves. In such a community, students collaborate on solving problems by

helping one another, asking questions, and sharing ideas.

Analysis. The faculty divided students into groups and made them discuss with their group

members regarding articles which they read. It was jigsaw activities; students were assigned their

own articles beforehand. After the jigsaw activities, the lecturer led students to discuss 3

questions which were written down on the left side of white board with their partners and then

they shared what they talked with the whole class. Dr. Ramos often invited students to answer to

her questions and to share their ideas. She listened to students’ talk and reacted in a positive

manner with summarizing what they said. Moreover, in pre-observation interview, she said:

“I tried to model the sociocultural practices that the students can learn from each other,
this means that they have to come prepare to talk and discuss and do application
activities.”

Reflection

While doing the Teacher Educator Analysis project, I had a wonderful chance to examine how a

person who used be a teaching practitioner at the K-12 education level became a teacher educator

at the higher education level. Dr. Ramos was a good example for me, because she had been

working for student teachers since 2012, which meant that she already experienced the transition

from a teacher to a teacher educator, but the experience was not too old to recall. She seemed to

remember how challenging the transition was vividly, describing the academic and scholarly field

as the “totally different world” and identifying herself as a “kindergartener”.

In the process of investigating the professional development of Dr. Ramos, I was able to

discover one hope and one challenge. When it comes to the hope, thanks to her honest and sincere

responses to the questions about difficulties that she had suffered from, I could realize that she

felt the same way as me when she became a doctoral student which was an apprenticeship:

doubting about self-identity, feeling of being de-skilled, feeling uncertain and having a sense of
loneliness. Even though she had achieved a lot in the academia and she is now an effective

teacher educator, in the past Dr. Ramos who stood on the threshold of a new arena was weak.

However, she finally overcame the challenges, saying “just little by little I tried to find the way to

become engaged in the research world”. The faculty taught me that it is doable.

Furthermore, Dr. Ramos encouraged me to be more absorbed in producing research. In

the interview, she responded to the question regarding her professional goal between taking

research responsibilities and remaining an instructional faculty.

“I do wanna remain an instructional faculty, I think it is what I am best at. Honestly, I

will just tell you straightforwardly, if I were younger, I probably feel differently”.

Considering the complexity of the professional development as a researcher, now I know that I

cannot be successful as a researcher on my own. I need a mentor, and a community. Hence, for

the next semester, I would like to endeavor more to engage in research by means of joining

research groups at Mason.

 Appendix A
Participants’ CV

Kathleen Ann Ramos, Ph.D.

George Mason University College of
Education and Human Development 2603
Thompson Hall, APTDIE Suite Fairfax, VA
22030

Cell: 412 805-1651 Email: kramos8@gmu.edu

Office: 703 993-6213 Skype: kathy.ramos355

ACADEMIC BACKGROUND
Ph.D. University of Pittsburgh, Pittsburgh, PA
Dec. 2012 School of Education, Department of Instruction & Learning
Ph.D. in Language, Literacy, and Culture
Major Field: Reading Education Minor Field: Linguistics
Dissertation: Teaching Persuasive Argument Essay Writing to Adolescent
English Language Learners through the Reading to Learn Approach
Advisor: Dr. Linda Kucan

M.A.T. University of Pittsburgh, Pittsburgh, PA

1990 Major: Foreign Language Education (Spanish)

B.A. Clarion University of Pennsylvania, Clarion, PA

1985 Major: Spanish

PROFESSIONAL EXPERIENCE

Assistant Professor 2016-Present George Mason University

Teaching Culturally and Linguistically
Diverse and Exceptional Learners

Assistant Professor 2015-2016 Chestnut Hill College

Division of Teacher Education &
Leadership (DTEL);
Coordinator for Undergraduate
Education;
Education Liaison for School of
Continuing & Professional Studies

Assistant Professor 2012-2015 Saint Vincent College

Education Department
Kathleen Ann Ramos Curriculum Vitae August 2017 Page 1
Clinical Resident Instructor & 2011–2012 Pittsburgh Public Schools
ESL Teacher

Teaching Fellow 2010-2011 University of Pittsburgh

Dept. of Instruction &
Learning

ESL K-12 Curriculum Coach 2009-2010 Pittsburgh Public Schools

ESL Teacher, grades 7-12 2003-2009 Pittsburgh Public Schools

Spanish Teacher, middle level 1992-2003 Pittsburgh Public Schools

Instructional Team Leader (gr. 8)

Spanish and ELA Teacher 1989-1991 Sacred Heart Elementary

School (K-8)

PROFESSIONAL TEACHING CERTIFICATES

Pennsylvania
Spanish (K-12), Instructional II
English as a Second Language Program Specialist Certificate (K-12)
Secondary English (7-12), Instructional II

PUBLICATIONS
Journals

Ramos, K.A. (2017). Tackling a tough task: Teaching today's teachers to teach English
learners. International Journal of Teaching & Learning in Higher Education, 29(3),
471-489.

Mattix Foster, A.A. & Ramos, K. (2017). Advocating for English learners. Association for
Childhood Education International, Early Years Bulletin, 4(4), 5-7.
http://www.acei.org/early-years-bulletin-1/

Ramos, K.A. & Mattix Foster, A. A. (2016). Connecting home and school for English language
learners. Association for Childhood Education International, Early Years Bulletin, 4(2),
11-12. http://www.acei.org/early-years-bulletin-1

Ramos, K.A. (2015). Using genre pedagogy to teach adolescent English learners to
write academic persuasive essays. Journal of Education, 195(2), 19-35.

Ramos, K. A. (2014). Teaching adolescent ELs to write academic-style persuasive essays.

Journal of Adolescent & Adult Literacy, 57(8), 655-665.

Kathleen Ann Ramos Curriculum Vitae August 2017 Page 2

 PROFESSIONAL PRESENTATIONS
Refereed

Ramos, K. (2017, April). Developing teachers’ understanding of pedagogical language

knowledge and disciplinary literacy practices. Workshop presented at the annual meeting of the
Conference on Language, Learning, and Culture (CLLC), Fairfax, VA.

Mattix Foster, A. A. & Ramos, K. (2017, March). Preparing teachers to advocate for equity for
PK-12 English learners at home and abroad. Workshop presented at the annual meeting of the
Virginia Association of College Teachers and Educators (VACTE), Williamsburg, VA.

Ramos, K. (2017, March). Teaching pre-service teachers to teach ELs in monolingual and
monocultural areas: Thinking outside the box. Workshop presented at the annual meeting of the
Virginia Association of College Teachers and Educators (VACTE), Williamsburg, VA.

Ramos, K. & Zhang, Y. (2016, April). Traversing borders: Building bridges to disciplinary
literacy practices through genre pedagogy. Workshop presented at the annual meeting of
Teaching English to Speakers of Other Languages (TESOL), Baltimore, MD.

Ramos, K. (2015, March). Teaching adolescent ELs to write academic-style persuasive essays.
Paper presented at the annual meeting of Teaching English to Speakers of Other Languages
(TESOL), Toronto, Canada.

Ramos, K. (2015, March). Teaching adolescent English learners to write academic-

style persuasive essays. Paper presented at the annual meeting of National
Association for Bilingual Education (NABE), Las Vegas, NV.

Ramos, K. (2014, October). Making it real: Creating campus connections between pre-
service teachers and their ESL peers. Workshop presented at the fall meeting of
Pennsylvania Council of Teacher Education (PAC-TE), Harrisburg, PA.

Ramos, K. & Aguilar-Francis, S. (2013, November). Employing a genre-based

approach to teaching adolescent English language learners to write persuasive
argument essays. Paper presented at the annual meeting of American Council of
Teachers of Foreign Languages (ACTFL), Orlando, FL.

Ramos, K. (2013, May). Employing a genre-based approach to teaching adolescent

English language learners to write persuasive argument essays. Workshop presented
at the annual meeting of the New Jersey Writing Alliance, Edison, NJ.

Ramos, K. (2011, May). Pre-service and in-service teachers' attitudes and beliefs regarding
language-based pedagogy. Paper presented at the annual meeting of the Center for Advanced
Research on Language Acquisition (CARLA), Minneapolis, MN.

Kathleen Ann Ramos Curriculum Vitae August 2017 Page 3

 PROFESSIONAL PRESENTATIONS
Invited

Ramos, K. (2017, March). Preparing pre-service teachers to teach English learners in

monolingual and mono-cultural areas: A self-study. Presentation for Center for International
Education Open GATE collaboration between George Mason University and Oslo and
Akershus University College, Fairfax, VA.

Ramos, K. (2017, February). How do U.S. K-12 Schools promote and improve educational
quality. Workshop presented for Changping Teachers Program, George Mason University,
Fairfax, VA.

Ramos, K. (2017, February). Using technology to enhance instruction for diverse learners.
Workshop presented for Changping Teachers Program, George Mason University, Fairfax, VA.

Ramos, K. (2015, November). PA teacher education regulations. Presentation for advisors and
staff, School of Continuing and Professional Studies, Chestnut Hill College, Philadelphia, PA.

Ramos, K. (2014, October). Reflections of my faith in my profession. Presentation on panel for

Theology department, Saint Vincent College, Latrobe, PA.

Ramos, K. (2012, February. What school nurses need to know about English language learners.
Presentation for nursing students at University of Pittsburgh, Pittsburgh, PA.

Ramos, K. (2011, October). Formative assessments in the ESL classroom. Workshop presented
for Pittsburgh Public Schools professional development day, Pittsburgh, PA.

Ramos, K. (2010, January). Connecting the dots: WIDA performance definitions, can-do
descriptors, model performance indicators, and PA ELPS. Workshop presented for Pittsburgh
Public Schools ESL Teachers’ In-Service Day, Pittsburgh, PA.

Ramos, K. (2010, May). Teaching English language learners. Presentation for So You Want to
Be a Teacher, University of Pittsburgh, Department of Instruction & Learning, Pittsburgh, PA.

Ramos, K. (2010, April). Balanced literacy instruction. Workshop presented for Pittsburgh
Public Schools ESL Teachers’ In-Service Day, Pittsburgh, PA.

Ramos, K. (2010, April). What school nurses need to know about English language learners.
Presentation for nursing students at University of Pittsburgh, Pittsburgh, PA.

Ramos, K. (2010, April). Introduction to teaching English language learners. Guest lecturer in
teacher education course at Carlow University, Pittsburgh, PA.

Ramos, K. (2010, March). Empowering effective teachers. Presentation for Pittsburgh Brashear
High School Faculty Training, Pittsburgh, PA.

Ramos, K. (2009, January). Effective reading instruction for elementary ELLs. Workshop
presented for Pittsburgh Public Schools ESL Teachers’ In-Service Day, Pittsburgh, PA.

Kathleen Ann Ramos Curriculum Vitae August 2017 Page 4

Ramos, K. (2009, October). Introduction to teaching English language learners. Guest lecturer
in teacher education course at Carlow University, Pittsburgh, PA.

Ramos, K. (2009, October). Formative assessment in action in the classroom. Workshop

presented for Pittsburgh Public Schools ESL Teachers’ In-Service Day, Pittsburgh, PA.

Ramos, K. (2007, April). Reading Instruction for ELLs. Panel presentation for 3 Rivers TESOL
Spring Conference at Duquesne University, Pittsburgh, PA.

Ramos, K. (2007, October). Putting reading research into practice. Presentation for
Allegheny County Steps to Success for ELLs professional development day, Pittsburgh, PA.

Ramos, K. (2007, September). Differentiating reading instruction for ELLs. Panel presentation
for 3 Rivers TESOL Fall Conference at Indiana University of PA, Indiana, PA.

GRANT FUNDING

Council of Graduate Students in Education Research

Grant spring 2012

Rita M. Bean Endowed Student Resource Fund

Award fall 2012

Council of Graduate Students in Education Travel Grant

spring 2011

UNIVERSITY TEACHING AND CLINICAL EXPERIENCE

George Mason University, Fairfax, VA

College of Education and Human Development
Division of Advanced Professional Teacher Development and International Education
Teaching Culturally and Linguistically Diverse and Exceptional Learners (TCLDEL) program

Graduate Courses Taught:

Introduction to Culturally and Linguistically Diverse Learners

Bilingualism and Second Language Acquisition Research
Content Area Literacy for PK-12 English Language Learners

Chestnut Hill College, Philadelphia, PA

Department of Teacher Education and Leadership (DTEL)

Graduate Courses Taught:

Teaching English Language Learners

Kathleen Ann Ramos Curriculum Vitae August 2017 Page 5
 Teaching Reading for All Learners

Undergraduate Courses Taught:

ESL Foundations and Methods

Administrative Duties:

Coordinator for Undergraduate Education

Education Liaison for School of Continuing and Professional Studies (SCPS)

o Lead undergraduate PreK-4/PreK-8 Special Education, Middle

Level, & Secondary advising team
o Serve as Advisor for all PreK-4/PreK-8 Special Education transfer students
o Assist Chairperson in addressing all issues/concerns around Education
students o Plan Education course offerings schedule each semester
o Secure adjunct instructors as needed
o Participate in Chairpersons’/Coordinators’ meetings led by college administrators
o Collaborate with transfer admissions staff to support transition of transfer students
from various community colleges into Education majors
o Monitor Education students’ transition from preliminary status to
formal admittance into DTEL
o Collaborate with field experiences supervisor to ensure students’
readiness for stage III field experiences
o Work closely with faculty and staff of SCPS to ensure program compliance
for non-traditional adult students seeking PreK-4 teaching certifications

Saint Vincent College, Latrobe, PA

Education Department

Graduate Courses Taught:

Teaching Culturally and Linguistically Diverse Learners

Undergraduate Courses Taught:

Teaching Non-Native Speaking and Culturally Diverse Learners

Academic Intervention and Differentiation in the Content Areas
Foundations of Education
Field Experience I
Field Experience III Seminar

Clinical Supervision and Leadership:

Pre-Student Teaching College Supervisor (Field Experience

III) Student Teaching College Supervisor (Field Experience IV)
Counselor for Kappa Delta Pi, Education Honors Society

Kathleen Ann Ramos Curriculum Vitae August 2017 Page 6

University of Pittsburgh, Pittsburgh, PA
School of Education, Department of Instruction and Learning

Graduate and Undergraduate Courses Taught:

Teaching English Language Learners

Clinical Supervision:

College Supervisor for M.A.T. interns in Social Studies Education

AWARDS

Open GATE Faculty Fellow (2017, October). Selected to travel to Oslo and Akershus University
College (HiOA) in Oslo, Norway for partnership between Center for International Education at
George Mason University and HiOA.

RESEARCH PROJECTS

Inviting the Voices of First-Year ESOL Teachers to Inform Our Practice

Research: Summer 2017 – present
Principal Investigators: April Mattix Foster and Kathleen Ramos, George Mason
University The purpose of this study is to examine what recent graduates of the
Teaching Culturally, Linguistically Diverse and Exceptional Learners (TCLDEL)
program at George Mason University view as successes and challenges in Key
Practices of Teaching English Learners

Strengthening Pre-Service Teachers’ Capacity to Teach English

Learners Research Conducted: fall 2014
Principal Investigator: Kathleen Ann Ramos, Saint Vincent College
A mixed-methods study aiming to contribute to current research regarding
principled ways to prepare pre-service teachers to effectively teach ELs and
increase pre-service teachers’ self-efficacy for teaching CLD learners

Teaching Persuasive Argument Essay Writing to Adolescent English Language Learners

through the Reading to Learn Approach
Research Conducted: spring 2012
Principal Investigator: Kathleen Ann Ramos, PhD Candidate, University of Pittsburgh
A mixed-methods investigation of the effect of the genre-based Reading to
Learn approach on adolescent ELs’ ability to write academically valued
persuasive argument essays

Kathleen Ann Ramos Curriculum Vitae August 2017 Page 7

Measuring Pre-service and Current Teachers' Attitudes and Beliefs Regarding the Use
of Language-based Strategies to Design Content Area Instruction for Adolescent English
Language Learners
Research Conducted: spring 2011
Principal Investigator: Kathleen Ann Ramos, doctoral student, University of Pittsburgh
A survey study measuring pre-service and in-service teachers’ responsiveness to
employing a language-based pedagogy in content area lesson design in diverse
classrooms with ELs

GRANT FUNDING

Council of Graduate Students in Education Research

Grant spring 2012

Rita M. Bean Endowed Student Resource Fund

Award fall 2012

Council of Graduate Students in Education Travel Grant

spring 2011

SERVICE

Service to the field:

External Reviewer
Greater Washington Reading Council (GWRC), summer 2017 to present

Service to the university:

College of Education and Human Development (George Mason

University) Multilingual Academic Support Committee, spring 2017 to
present Co-host Visiting Scholar from China, fall 2017
Faculty Course Lead for EDUC 537, EDCI 516, and EDRD 610, spring 2017 to
present Mentor new adjuncts for these courses in TCLDEL program
Review faculty and adjunct syllabi for these courses CAEP
Standards 1 & 2 Committee (co-chair), fall 2017 – present
Faculty member of doctoral student advisory and dissertation committees, fall 2016 to
present

Faculty Search Committees

spring 2017 and fall 2017
Teaching Culturally and Linguistically Diverse and Exceptional Learners

Department of Teacher Education and Leadership (DTEL) (Chestnut Hill College)

Kathleen Ann Ramos Curriculum Vitae August 2017 Page 8

 Martin Luther King Day Courageous Conversations about Race, January, 2016
Full day dialogue with faculty and students of color around issues of equity

Basic Skills Test Writing Workshops, March, 2016

Designed and implemented writing workshops to strengthen undergraduate and
non-traditional adult pre-service teachers’preparation for basic skills writing test.

Education Department (Saint Vincent College)

Faculty Search Committee for faculty to lead principal certification program, April, 2015
Graduate Sub-Committee on Education Policy, 2013 - 2015
SVC Wraps (Education Department) December 2013, 2014, 2015
Volunteered with faculty and undergraduate students to shop and wrap gifts for
100+ local children from needy families

Collaboration among International Students and Education Students, 2012 – 2015

Planned and facilitated opportunities for interaction among Education students
and international students in college ESL program in literacy-related activities and
in tutoring experiences

Conversa y Café, 2013 – 2015

Promoted bilingualism through facilitating informal Spanish conversation
sessions with students and faculty

Martin Luther King, Jr. Day of Service, January, 2015

Freshmen Orientation Community Service Day, August, 2013

Get Acquainted Days, 2013-2015

Interacted with potential students and families

School of Education, Department of Instruction & Learning (University of Pittsburgh)

CGSE Spring Research Conference Registration Committee, spring, 2011

Faculty Search Committee, spring, 2011

Participated as doctoral student in interviews of candidates for a new assistant
professor in Reading Specialist program.

PROFESSIONAL ACTIVITIES
Participant:

Partnering with Mason Librarians Workshop, George Mason University, spring 2017
Blackboard Collaborate Ultra training workshop, George Mason University, spring 2017
OTI 5-Week Online Course Development, PD for faculty, George Mason University, fall 2016

Kathleen Ann Ramos Curriculum Vitae August 2017 Page 9

PA Department of Education & Pearson Regional Meeting, “PECT Development and Redesign:
Feedback from the Field,” PaTTAN, King of Prussia, PA spring 2016
Mission Alive Retreat, Sisters of Saint Joseph Retreat House, Cape May, NJ spring 2016 PAC-TE
Spring Conference, Pennsylvania State University, spring 2016
Read By 3 Literacy Educators’ Workshop, Drexel University, fall 2015

TESOL Policy & Advocacy Summit, Washington DC, summer 2015

PA Middle Level Teacher Educators’ Dialogue, St. Vincent College, spring 2015 3Rivers
TESOL spring workshop, Chatham College, spring 2015 Benedictine Pedagogy Conference,
St. Vincent College, summer 2014
Westmoreland County Intermediate Unit “Student Learning Objectives Workshop,” spring 2014 Second
Language Research Forum, Carnegie Mellon University, fall 2012

The CORO Center for Civic Leadership Training, 2011 to 2012

Collaborative Conversations on Empowering Effective Teachers, 2010 to 2012
Beyond Diversity: Courageous Conversations about Racial Equity, 2009 to 2012
Leadership Qualities Training, fall 2009

Clinical Instruction Training through School District and University Collaborative, fall 2007
PA Dept. of Education Governor’s Institute for ESL Strategies for the Classroom, summer 2005
Cooperating Teacher for M.A.T. Intern from University of Pittsburgh, 2002 to 2003

Center for Latin American Studies Educational Exchange in Havana, Cuba, fall 2002 Fulbright
Educational Exchange Program in Nicaragua, summer 2002
American Federation of Teachers Institute Educational Research & Dissemination, summer 2000 Cooperating
Teacher for M.A.T. Intern from University of Pittsburgh, 1993 to 1994

PROFESSIONAL AFFILIATIONS
Washington Area Teaching English to Speakers of Other Languages Association (WATESOL)
American Association of Applied Linguistics (AAAL)
International Literacy Association (ILA)
Teachers of English to Speakers of Other Languages (TESOL)
Member of Teacher Education Interest Section
National Association of Bilingual Educators (NABE)
 Appendix B
Participants’ Syllabus

George Mason University

College of Education and Human Development
Elementary Education

EDUC 301 002- Educating Diverse and Exceptional Learners

3 credits, Spring 2018
Wednesdays 7:20-10:00, Robinson A Room 247 FAIRFAX CAMPUS

Faculty
Name: Kathleen Ann Ramos, Ph.D.
Office Hours: By appointment only (2603 Thompson Hall, APTDIE Suite)
Email Address: kramos8@gmu.edu

Prerequisites/Co-requisites None
University Catalog Course Description
Introduction to educational issues; not applicable in graduate-level teacher education programs. Introduces
psychological, sociological, educational, and physical aspects of diverse populations in today's schools for
early and middle education. Emphasizes litigation and legislation pertaining to education of diverse
populations. Notes: Requires school-based field experience during course.
Course Delivery Method This course will be delivered using a lecture and discussion format with the
potential option of a few virtual online sessions.

Learner Outcomes or Objectives

This course is designed to enable students to do the following:
1. Understand aspects of diverse populations regarding the educational setting including legislation
and litigation.

2. Be able to access additional information about diverse populations so they can meet the needs of the students
in their classes.

3. Examine broader issues related to diversity, inclusion, social justice, and multiculturalism in education.

4. Engage in critical and reflective discussions related to systemic–isms in education.

5. Create a safe, challenging and enriching environment for all students.

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Required Texts
Nora, J., & Echevarria, J. (2016). No more low expectations for English learners. Portsmouth,
NH: Heinemann. ISBN: 978-0-325-07471-9

All additional readings and media material for the course will be available through links and PDFs on
Blackboard under Course Content.

Professional Standards
Upon completion of this course, students will have met the following professional standards:

InTASC Standards (The Interstate Teacher Assessment & Support Consortium):

o Standard #2: Learning Differences. The teacher uses the understanding of individual differences
and diverse cultures and communities to ensure inclusive learning environments that enable each
learner to meet high standards.

o Standard #3: Learning Environments. The teacher works with others to create environments that
support individual and collaborative learning, and that encourage positive social interaction, active
engagement in learning, and self-motivation.

Course Performance Evaluation

Students are expected to submit all assignments on time and in the manner outlined by the instructor on the
assigned due date (Blackboard or hard copy). Late assignments will receive reduced credit. All assignments
will be posted and should be completed on Blackboard.

• Assignments and/or Examinations:

o Field experience is required

o There will be no formal tests or quizzes

Assignment Due Date Points

Class Participation: Your class participation grade will reflect the quality as
well as the quantity of your participation. Satisfactory participation requires Ongoing 140
that you are present, prepared, and engaged. In-class assignments and (10 points per
discussions will be used to engage your thinking on the day’s topic. class)

Be A Teacher for 15 Minutes: You want to be a teacher so here’s your Sign Up

chance! Create and present information to our class on one of the Required
approved topics related to student diversity. Approval and sign-up During 50
required. (List of potential topics, specific directions, and rubric on first 3
Blackboard). weeks
(2/14,
2/21 or
3/7)
Multicultural Research Summaries (3): Read three current professional #1 on 2/14
journal articles on cultural pluralism and/or culturally responsive teaching and
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 be ready to discuss them in class. (Assignment details below and on #2 on 3/7 75
Blackboard). #3 on 3/28 (25 points per
summary)
Professional Dialogue/Teacher Interview: Engage in a dialogue with a
teacher around 5 topics to learn how this educator addresses the needs of
diverse children. You will be required to share insights you have gained April 100
through your conversation, which reinforces or negates (from the teacher’s 18th
perspective) concepts learned in the course and complete a write up and
reflection of the interview. (Assignment details below and on Blackboard).

Field Experience & Reflection: Observe in a public school setting for a

minimum of 10 hours to include a special education or regular education
classroom. A reflection paper will be completed with instructions posted on May 2nd 100
Blackboard. Observations need to be done within the last 3 weeks of class.
(Assignment details below and on Blackboard).

• Major Assignment Descriptions:

Class Participation (10 points per class): Active participation in whole-group and small-group interactions is
a crucial element of this class. Your class participation grade will reflect the quality as well as the quantity of
your participation. Such participation can only occur when you are present, prepared and engaged. That is,
thorough preparation for the class through deep, critical reading and thinking is the key to fully engaged
participation in discussions and activities during class. Each week, you will complete readings, watch videos,
explore websites, and/or complete mini-activities prior to the class meeting. In this way, in-class discussions
and activities will be an opportunity for you to share your thinking on the day’s topic(s) thoughtfully and
reflectively. You must be present in class, prepared to participate, and engage actively to earn these points.

Be a Teacher for 15 Minutes (50 points): You want to be a teacher…here’s your chance! Create and present
information to our class on a topic about one of the approved topics related to student diversity. This
presentation will include involving peers in a brief, meaningful activity. Approval and sign-up required. (50
points: List of potential topics, specific directions, and rubric on Blackboard).

Multicultural Research Summaries (3 at 25 points each): Read three current professional journal articles
on cultural pluralism and/or culturally responsive teaching and be ready to discuss them in class. Provide the
following information for each source including proper references: 3 key concepts, 1 analytical paragraph
showing connections and applications, 1 quote from each source worthy of class discussion , and 3 questions
to spark discussion. Provide proper citation in APA-6 style for each article. You will need to annotate the
article as you read to note connections, critiques, and/or questions/wonderings that you have. Please bring the
annotated article in print or electronic form to class.

Professional Dialogue/Interview with a Current Public School Teacher (100 points): Engage in a
dialogue/interview around 5 topics with a current public school teacher to learn how this educator learns about and
responds to the needs of diverse children. More details about the topics and interview construction will be given in
class. Take detailed notes or record the interview. You will be required to share insights you have gained through
your conversation which reinforces or negates (from the teacher’s perspective) concepts learned in the course.
Please probe for examples to illustrate the teacher's comments. Provide the grade level and

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Last revised JAN 2018
demographics of the students with whom this teacher works, the number of years this teacher has taught, and
the scope of his/her experience.

Use the following format for each of the 5 topics of discussion. A. Write the open-ended question(s) and
summarize the teacher’s answer(s) (4 points); B. State one or two follow-up question(s) you asked and further
knowledge you gained (4 points); C. Explain the insights that you gained related to what we have studied this
semester in EDUC 301 (4 points); D. What questions did the interview generate about teaching and learning
with this diverse population? (4 points); E. In a summary paragraph, for each topic, explain, in detail, what you
think teachers must do to serve this diverse population with equity and excellence (4 points). Create a title page
for your work. Use 1” margins and Times New Roman 12-point font. Single-space your work with double-
spacing between major sections (A-E). Use consistent, bolded subheadings to organize your paper.

Field Experience & Reflection (100 points): Observe in a public school setting for a minimum of 10 hours.
Make every effort to include an observation of a Professional Learning Community meeting and a Special
Education or IEP meeting, a 504 screening meeting, or a 504 Plan meeting. Other observation hours can be in a
special education classroom and/or in an inclusive, regular education classroom. You will write a reflection
paper based on this field experience. Please see Blackboard for specific directions and the rubric for this paper.
We will discuss this assignment in class. Field Experience must be requested as described in class by
visiting https://cehd.gmu.edu/teacher/internships-field-experience. This site explains how to request
placement as well as how to document your Field Experience hours and observations. It is required that you
register by February 9th (early requests are recommended). No placements will be honored after this firm date.
Observations need to be done within the last 3 weeks of class.

• Attendance

Attendance is mandatory and required. Attendance is directly tied to the class participation grade for this
course. In the event that a class must be missed due to unavoidable extenuating circumstances, please
communicate to the professor prior to the event or as soon as possible. Students without a serious,
extenuating reason for missing a class will lose the participation points for that class session. Students who
miss a class for any reason are responsible for obtaining pertinent notes/information/hand-outs from a
classmate. Students who miss more than 2 unexcused class sessions will receive a “one letter grade”
deduction from the final grade in the course.

• Grading

A+ =100 4.00
A 94-99 4.00
A- 90-93 3.67
B+ 85-89 3.33
B 80-84 3.00
C 70-79 2.00
D 60-69 1.00
F <59 0.00

It is expected that all class assignments will be submitted on time to the correct location; therefore, late
assignments will not receive full credit. Assignments turned in late will receive an automatic deduction
of one letter grade making the highest possible score equivalent to 80% (B). All assignments must be
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Last revised JAN 2018
 submitted on the due date stated within the syllabus and must be submitted in the format outlined by
the professor.

Specific Assignments Point Values

Class Participation (10 points per class) 140 points
Be a Teacher for 15 Minutes 50 points
Multicultural Research Summaries (25 points each) 75 points
Professional Dialogue (aka: Teacher Interview) 100 points
Field Experience Reflection 100 points
____________
465 Points

Class Schedule
Note: Faculty reserve the right to alter the schedule as necessary, with notification to students.

Class Due FOR

Session Topic Readings and Resources Class

1/24 Class 1:
• Introduction
and Syllabus
Review
• Intersectionality
• Sympathy vs.
Empathy
*Sign up for Field Experience
1/31 Class 2: Complete all readings
• Brief History of Historical Timeline of Public Education in the and activities in Week 2
Education U.S.: Folder on Blackboard
(Civil Rights https://www.raceforward.org/research/reports/histori prior to Class 2
Act 1964; cal-timeline-public-education-us
Bilingual Sign up for Field
Education Act From the Elementary and Secondary Education Experience
1968; Equal Act (ESEA) 1965 to No Child Left Behind
Educational (NCLB) 2001 to the Every Student Succeeds Act
Opportunities (ESSA) 2015:
Act 1974, etc.) https://socialwelfare.library.vcu.edu/programs/e
• School ducation/elementary-and-secondary-education-
Accountability act-of-1965/
• ESEA to NCLB
to ESSA Every Student Succeeds Act (ESSA) 2015:
https://www.ed.gov/essa?src=rn

VDOE School Quality Profiles:

http://schoolquality.virginia.gov

2/7 Class 3: IDEA: https://sites.ed.gov/idea/about-idea/

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Last revised JAN 2018
 • Ableism Complete all readings
• Impact of National Center for Education Statistics: Children and activities in Week 3
IDEA and Youth with Disabilities: Folder on Blackboard
• Categories of https://nces.ed.gov/programs/coe/indicator_cgg.asp prior to Class 3
Disabilities
under IDEA National Center on Educational Outcomes: Work on Multicultural
• Other Health https://nceo.info/ Research Summary #1
Impairment – due next week.
(OHI) Special Education Guide:
https://www.specialeducationguide.com/disability-
profiles/other-health-impairment/

Reading(s) (on Blackboard):

• The Legal History of Special Education
• Categories of Disabilities under IDEA
(NICHCY 2012)

2/14 Class 4: LD online – Educators’ guide to learning Complete all readings

• Special disabilities and ADHD: http://www.ldonline.org and activities in Week 4
Education Folder on Blackboard
Eligibility National Institute of Mental Health (NIMH): prior to Class 4
• Overview of https://www.nimh.nih.gov/health/topics/autism-
IEP/504 spectrum-disorders-asd/index.shtml Complete
• Autism Multicultural Research
Spectrum Multi-Tiered System of Support (MTSS) & Summary #1 – Print &
Disorder Positive Behavioral Interventions & Supports bring to Class 4.
• MTSS & (PBIS): Please also bring the
PBIS https://www.pbis.org/school/mtss annotated article in
print or electronic form
Reading(s) (on Blackboard): to Class 4.
• VDOE Special Education Process
• Understanding the Differences: IEP vs. 504 Be a Teacher for 15
Plan minutes – 5
• Creating Culturally Responsive Literacy presentations
Programs in Inclusive Classrooms

2/21 Class 5: National Association for Gifted Education: Complete all readings
• Gifted https://www.nagc.org/resources-publications/gifted- and activities in Week 5
Education education-practices Folder on Blackboard
• Discriminatio prior to Class 5
n and Reading(s) (on Blackboard):
Disparities in • Culturally and Linguistically Diverse Be a Teacher for 15
Gifted Students in Gifted Education: Recruitment minutes – 5
Identification and Retention Issues presentations
• 6 Myths of Gifted Education that Lead to
Overlooking Talented Minority Students
• Meeting Linguistic Needs of High-Potential
ELs

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 Online Assignment/Discussion Board – Dr. Ramos
2/28 Class 6: Virtual in Baltimore Complete all readings
Class and activities in Week 6
Center on Technology and Disability (CTD): Folder on Blackboard
https://www.ctdinstitute.org/?utm_campaign=weta&
utm_source=ldonline&utm_medium=sitepromo Work on Multicultural
Research Summary #2
TTAC Online: A community sharing resources to – due next week.
educate students with disabilities:
http://ttaconline.org/

Reading(s):
• Sections 1 & 2 (pp. 1-35) of No more low
expectations for English learners (required
text).
• Culturally Responsive Early Childhood
Classrooms

3/7 Class 7: Complete all readings

• Multicultural Definitions of Multicultural Education: and activities in Week 7
Education http://www.nameorg.org/definitions_of_multicultural Folder on Blackboard
• Culture, _e.php prior to Class 7
Language, &
Identity Reading(s) (on Blackboard): Complete
• Cultural • Re Imagining Multicultural Education Multicultural Research
Pluralism • Recap of Luis Moll’s Research on Funds of Summary #2 – Print &
Knowledge bring to Class 7.
• Fostering Family-School Connections with Please also bring the
Diverse Populations annotated article in
print or electronic form
NEXT WEEK MARCH 14 = NO CLASS: to Class 7.
SPRING BREAK
Be a Teacher for 15
minutes – 5
presentations

3/21 Class 8: Lau v. Nichols Complete all readings

• Bilingual https://www.oyez.org/cases/1973/72-6520 and activities in Week 8
Education Folder on Blackboard
• Serving ELs Plyler v. Doe prior to Class 8
• Dually https://www.americanimmigrationcouncil.org/researc
Identified h/plyler-v-doe-public-education-immigrant-students
Students
Castañeda v. Pickard
https://study.com/academy/lesson/castaneda-v-
pickard-decision-impacts.html

Colorin Colorado – A Bilingual Site for Educators

and Families of English Language Learners:
http://www.colorincolorado.org/
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Last revised JAN 2018
 Reading(s) (on Blackboard):
• Section 3 (pp. 37-75 of No more low
expectations for English learners (required
text)
• WIDA Standards (skim)
• The Teachers ELs Need

3/28 Class 9: Virtual Online Assignment/Discussion Board Complete all readings

Class – Dr. Ramos at CIES in Mexico City and activities in Week 9
• Class National Center on Universal Design for Folder on Blackboard
(Socioeconom Learning:
ic Status) http://www.udlcenter.org/aboutudl
• Universal (watch video re UDL) Work on Multicultural
Design for Research Summary #3
Learning Reading(s) (on Blackboard): – due next week.
(UDL) • The Trouble with the “Culture Deficit Model”
• CREDE’S Five Standards of Effective
Pedagogy
• UDL with ELs

4/4 Class 10: Reading(s) (on Blackboard): Complete all readings

• Religious • Religious Diversity in Schools: Addressing and activities in Week
Diversity the Issues 10 Folder on Blackboard
• Political • Politics in the Classroom: How Much is Too prior to Class 10
Diversity Much?
• Global • How to Be a Global Thinker (Boix Mansilla,
Competence 2016/17) Complete
• Four Strategies for Teaching Open- Multicultural Research
Mindedness (Merryfield, 2012) Summary #3 – Print &
bring to Class 10.
Please also bring the
annotated article in
print or electronic form
to Class 10.

4/11 Class 11: LGBT Inclusive Curriculum: Complete all readings

• Gender https://www.glsen.org/educate/resources/curriculum and activities in Week
• LGBTQIA 11 Folder on Blackboard
Teaching Tolerance: prior to Class 11
https://www.tolerance.org/topics/gender-sexual-
identity (Let’s Talk! Webinars)
Work on Professional
Inspiring the Future: Redraw the Balance Dialogue/Teacher
https://www.youtube.com/watch?v=qv8VZVP5csA Interveiw—due next
week
Proposed Gender Equity in Education Act of
2017:

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 (https://www.govtrack.us/congress/bills/115/s1421)

Gender Equity in the Classroom:

https://www.edutopia.org/blog/gender-equity-
classroom-rebecca-alber

Reading(s) (on Blackboard):

• Schools Address Gender Inclusion to Ensure
All Students Can Learn
• Gender Equity in Education Data Snapshot –
USDOE & OCR 2012
*Professional Dialogue/Teacher Interview Due
4/18 Class 12: Complete all readings
• Students of Racial/Ethnic Enrollment in Schools: and activities in Week
Color https://nces.ed.gov/programs/coe/indicator_cge.asp 12 Folder on Blackboard
• Bilingual/Mul prior to Class 12
tilingual Teaching Tolerance:
learners https://www.tolerance.org/magazine/when-
• Biculturalism educators-understand-race-and-racism *Professional
Dialogue/Teacher
Reading(s) (on Blackboard): Interview Due—Print
• Disproportionality in Disciplinary Action in and bring hard copy to
Public Education (2012) Class 12.
• Teaching Tolerance – Let’s Talk! (2017)
• Social Justice Standards: The Teaching
Tolerance Anti-Bias Framework

4/25 Class 13: Complete all readings

• Trauma National Education Association (NEA) – Teaching and activities in Week
• Bullying Students to Prevent Bullying: 13 Folder on Blackboard
http://www.nea.org/tools/lessons/teaching-students- prior to Class 13
to-prevent-bullying.html
Edutopia: Students Standing Up to Bullying and
Hate:
https://www.edutopia.org/blog/standing-against- Work on Field
bullying-not-in-our-schools-suzie-boss Experience
Not in Our Town/Not in Our Schools: Reflection—due next
https://www.niot.org/nios/about week.

View in Class: Bullied Documentary

5/2 Class 14: Teaching at the Intersections: Complete all readings

• Classroom https://www.tolerance.org/magazine/summer- and activities in Week
Dynamics 2016/teaching-at-the-intersections 14 Folder on Blackboard
• Intersection- prior to Class 14
ality
• ESSA *Field Experience
Reflection Due –print
and bring in hard copy
to class.
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 35

Core Values Commitment

The College of Education and Human Development is committed to collaboration, ethical
leadership, innovation, research-based practice, and social justice. Students are expected to
adhere to these principles: http://cehd.gmu.edu/values/.

GMU Policies and Resources for Students

Professional Dispositions
See https://cehd.gmu.edu/students/polices-procedures/undergraduate#profdisp
Policies

• Students must adhere to the guidelines of the Mason

Honor Code (see
https://catalog.gmu.edu/policies/honor-code-system/ ).
• Students must follow the university policy for Responsible Use of
Computing (see
http://universitypolicy.gmu.edu/policies/responsible-use-of-
computing/).
• Students are responsible for the content of university communications sent to their Mason
email account and are required to activate their account and check it regularly. All
communication from the university, college, school, and program will be sent to students
solely through their Mason email account.
• Students with disabilities who seek accommodations in a course must be registered with
George Mason University Disability Services. Approved accommodations will begin at
the time the written letter from Disability Services is received by the instructor (see
http://ods.gmu.edu/).
• Students must follow the university policy stating that all sound emitting devices
shall be silenced during class unless otherwise authorized by the instructor.
Campus Resources

• Support for submission of assignments to Tk20 should be directed to

tk20help@gmu.edu or https://cehd.gmu.edu/aero/tk20. Questions or concerns regarding
use of Blackboard should be directed to http://coursessupport.gmu.edu/.
• For information on student support resources on campus, see
https://ctfe.gmu.edu/teaching/student-support-resources-on-campus
For additional information on the College of Education and Human Development,
please visit our website https://cehd.gmu.edu/students/ .

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Last revised JAN 2018
 36

Appendix C
Sketch of the Space

W
h
C B A i
t
∂
e
b
F D
E P
r
o
o a
j r
e
c d
t
L H G Proje
o
r
S
ctor
Teacher’s c
r
W
Desk e h
e
M n
i
t
∂
e
b
P O N o
a
r
Comp- d
uter
T S R Q Desk

Appendix D
Pre-observation Interview Questions

1. What prompted you to pursue a doctoral degree in education?

2. Describe the transition from doctoral student to university faculty member.

a. What challenges did you experience when making this transition?
b. What advice or suggestions would you give to beginning teacher educators?

3. Please tell us about your current role as a teacher educator.

 37

a. As a teacher educator, how do you balance teaching and research

responsibilities?
i. Which of those roles has been more difficult or challenging for you to
take on, and why?
ii. How did you deal/are you dealing with those difficulties to overcome?
b. What factors have been influencing your professional development?
i. How do you make decisions about which professional development
opportunities to pursue?

4. How does teaching at the university level compare to teaching in a K-12 classroom?
a. How do you use theories about learning to guide your planning and teaching?
b. In what ways does your planning look similar or different?
c. In what ways does your instruction look similar or different?

5. Tell us about a little more about EDUC 301.

a. What is in place that helped you prepare for and teach this class?
i. IF TIME: What are some aspects of the course that you feel particularly
comfortable teaching? Why?
ii. IF TIME: What are some aspects of the course that you feel less
comfortable teaching, if any?
1. For these aspects in which you feel less comfortable, what do you
do to prepare yourself?

6. IF TIME: Tell us about the class we will be observing this evening.

a. What do you anticipate us seeing?
b. Are there any aspects of the class tonight to which you think we should pay
particular attention?
 38

Appendix E

Post-observation Interview Questions

1. With which method of instruction do you feel most comfortable - online or face-to-face?
Why?
2. Tell us more about the class session that we watched.
a. Did it go as you expected?
b. What were some things you felt went well?
c. Were there any things you might change?
3. What experiences have you had in developing the courses you teach?
a. Have you designed any new courses? If so, what was that like?
4. How do you seek professional development?
a. What factors have influenced your professional development?
b. How do you make decisions about which professional development
opportunities to pursue?
5. What are your next steps for enhancing your professional development as a teacher
educator?
 39

References

Boyd, P., & Harris, K. (2010). Becoming a university lecturer in teacher education: expert school

teachers reconstructing their pedagogy and identity. Professional development in

education, 36(1-2), 9-24.

Davey, R. (2013). The professional identity of teacher educators: Career on the cusp?.

Routledge.

Goodwin, A. L., Smith, L., Souto-Manning, M., Cheruvu, R., Tan, M. Y., Reed, R., & Taveras,

L. (2014). What should teacher educators know and be able to do? Perspectives from

practicing teacher educators. Journal of Teacher Education, 65(4), 284-302.

Izadinia, M. (2014). Teacher educators’ identity: A review of literature. European Journal of

Teacher Education, 37(4), 426-441.

Loughran, J. (2014). Professionally developing as a teacher educator. Journal of Teacher

Education, 65(4), 271-283.

Murray, J., & Male, T. (2005). Becoming a teacher educator: Evidence from the field. Teaching

and teacher education, 21(2), 125-142.