September Webinar Panel: Online and Hybrid and In-Person, Oh My! Strategies for Supporting Students and Teachers Amidst Reopening Schools
Recorded September 23, 2020 at 5:30PM EDT
Description: While it may seem like doom and gloom every time we hear the news, there are amazing educators who are taking care of each other and their students and using this crisis as an opportunity to strengthen their practice. This panel spotlights some of those leaders sharing resources they have developed and utilized during the pandemic. The webinar will address multiple challenges around school reopening, including emotional connectivity to and engagement of students. Panelists’ experience spans elementary to high school teaching, STEM coaching, and teacher preparation; virtual, as well as in-person instruction; and a variety of district situations in California, Kentucky, and Connecticut. Supporting K-12 students’ academic and social and emotional learning (SEL) needs – as well as those of pre- and in-service teachers – and other effective practices will be highlighted, with emphasis and discussion around attendees’ application for use with their own students or teachers they prepare.
The STEM Teacher Leadership Network is pleased to partner with ARISE on this Webinar Panel!
The Advancing Research & Innovation in the STEM Education of Preservice Teachers in High-Need School Districts (ARISE) network, organized by the American Association for the Advancement of Science (AAAS) and funded by NSF, provides resources and a community to foster research and evidence-based innovation in STEM preservice teacher education.
Moderator:
Jennifer Carinci is Program Director for STEM Education Research at the American Association for the Advancement of Science (AAAS) where she serves as Principal Investigator of AAAS’ NSF Noyce and IUSE grants and launched the Advancing Research & Innovation in the STEM Education of Preservice Teachers in High-Need School Districts (ARISE) network and website. She most recently served as the inaugural Director of Research, Innovation, and Data Strategy at the Council for the Accreditation of Educator Preparation (CAEP) and an Institute of Education Sciences (IES) Pre-Doctoral Training Fellow at Johns Hopkins University with a background as a middle and high school art teacher in Baltimore City. Distinctions earned include Fulbright Teacher Scholar and past American Educational Research Association (AERA) Council member.
Panelists:
Michael Yeung graduated from Cal Poly Pomona as an Electrical and Computer Engineer. In 8 years working at Calabasas High School, he has taught Algebra 1, Algebra 2, Prep Calculus, Robotics, and Computer Science. Michael has always had a passion to teach new things to people and inspire the younger generation to push the limit of their imagination. He strives to bridge the gap between technology and the classroom for both the students and teacher, prompt women in engineering, and continue to learn new and innovative ways to teach.
Dario Soto has worked in the education field for over 15 years. In that time, he has served in most different roles from a special education educator to developing a STEAM school for a Title I district. Through these experiences, as well as his background in educational psychology, he has developed ideas and protocols that can help in this unique opportunity in which we find ourselves.
Melanie Ramey is an elementary school teacher with 13 years of experience. She was a 2018 recipient of the Presidential Award of Excellence in Mathematics and Science Teaching. Melanie serves as a cooperating teacher for student teachers and is a mentor in the Johnson County New Teacher Induction Process. She is a KyGoDigital Leader, former presenter at the Kentucky Center for Mathematics state conference, and was most recently named a Kentucky Math Teacher Leader. Melanie is a member of her school leadership team and Positive Behavioral Interventions and Supports (PBIS) team. Some of her most passionate work is centered upon growth mindset in the mathematics classroom and using technology as a productive tool for teaching.
Brian Foley is a Professor of Secondary Education at California State University Northridge (CSUN) focusing on science teaching and educational technology. He directs the CSUN Educational Technology Masters Program and is CoPI on the CSUN Science Learning Collaboratory (CSLC). His research looks at gaming and game building for science learning and computational thinking and applications of collaborative technology in science classes. Foley studies approaches for effective teacher professional development on the use of technology. Previous research investigated how technology can play a key role in developing students’ identities as academics and for future careers. Foley recently led the effort to identify outstanding teachers during the 2020 COVID19 Pandemic (OPT Awards).