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How can the clinical experience be a rich learning opportunities for both teacher candidates and mentor teachers?
Our NSF-funded project is reimagining how the clinical experience can be a place in which student teachers and mentor teachers are partners who collaboratively learn (i.e., co-learn) about equity-oriented math instruction in and through their work together. We have designed protocols to help teachers collaboratively notice and make instructional decisions in order to disrupt inequitable participation patterns in their classroom.
EQUITY-ORIENTED
Preparing and supporting teachers in using “asset-based” perspectives” and “equity-oriented” practices is a critical challenge in math education. We believe that teachers’ learning to use asset-based perspectives and equity-oriented practices is an adaptive, ongoing, deliberate, and collaborative process since teachers must continually respond to the varied needs of their diverse students and ever-shifting school contexts across their teaching careers. Engaging with the diverse perspectives and experiences of colleagues and students regularly across time helps teachers notice and analyze parts of their practice that may be “invisible” to them. These interactions support teachers’ development by making their intentions explicit and the impacts of their actions (whether equitable or not) open to collective inquiry.
Equity-oriented Math teachers use an asset-based perspectives and equity-oriented practices in their work with students by
Equity-oriented Math teachers use an asset-based perspectives and equity-oriented practices in their work with each other by
Co-Noticing
Out protocols help teachers disrupt inequitable participation patterns in their classroom by having them use assets-based perspectives, identify a shared focus on equity, and engage in anti-deficit noticing and decision-making as they plan, enact, and debrief lessons collaboratively. Teachers can use each protocol repeatedly across a semester/term or school year to deepen their co-learning about equity-oriented instruction across time and develop routine ways of learning together.
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Our protocols prompt teachers to collaboratively plan, enact, and debrief lessons.
Our protocols prompt teachers to collaboratively plan, enact, and debrief lessons.
Please explore our site to learn about our protocols and think about how you might use them in your own work as a teacher candidate, mentor teacher, or teacher educator!
This material is based upon work supported by the National Science Foundation under Grant No. 2010634. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the National Science Foundation.