Michelle B. Goodwin

Let Faculty Members Do Your Marketing

Michelle B. Goodwin et al. — Mon, 16 Nov 2009 08:21:50 PST

This presesntation provides a Power Point and a corresponding handout to assist local chapters of Kappa Delta Pi in utilizing faculty professors to publicize the benefits of membership and active participation in KDP.

Perceptions of Exemplary Teachers in Urban Schools

Michelle B. Goodwin — Mon, 16 Nov 2009 08:17:15 PST

Regardless of increased standards created by policymakers, urban schools which serve higher populations of diverse and / or at risk students have continued to achieve at lower levels than national norms. The purpose of this study was to solicit the wisdom of exemplary teachers, recognized for their success in urban settings, to assess their perceptions of what teachers should know and do in order to positively impact student achievement within urban schools. The fundamental questions which guided this study were: 1.) What do exemplary teachers perceive teachers should know and be able to do in order to provide instruction in urban elementary classrooms? And, 2.) What curricula and practices do exemplary teachers perceive teacher preparation programs should employ in order to prepare teachers for service in urban elementary classrooms?

Ten exemplary teachers, identified as recipients of prestigious teaching awards, were interviewed for the study. According to the findings, factors that are widely known to be important for good teaching are absolutely critical for effective urban teaching.

Successful urban teachers are competent in the content they teach and utilize current educational literature, especially research relating to diversity in culture and learning theory, to improve their practice. Because urban children are more diverse in their ethnicity, race, wealth, life experiences, and other learning needs, urban teachers must be able to assess their students and differentiate instruction accordingly. Successful urban teachers possess extraordinary managerial skills because they do not solely rely on direct instruction; they have articulate procedures and routines in place so students can be working on different engaging tasks at the same time.

Successful urban teachers have the ability to seek support systems for themselves and their students. They collaborate with colleagues and ascertain community resources to form a network of support, consistency, and safety for their students.

Preparation for the complex work of serving in urban schools must begin the first year of college with candidates receiving numerous dissimilar field experiences supervised by master teachers. They must be able to reflect on their own personal values and, in turn, how to work with people who hold very different values.

Have No FEAR: Developing a Field Experience Assessment Rubric that Really Works!

Michelle B. Goodwin et al. — Wed, 09 Sep 2009 08:24:39 PDT

This presentation summarized the efforts of teacher education faculty collaborating to create a unified field experience tool for candidates seeking initial teaching licensure. The tool was configured to accurately assess and track progress of teacher candidates in their various field placements throughout their program.

Strategies for At-Promise Students

Michelle B. Goodwin et al. — Tue, 08 Sep 2009 09:34:04 PDT

Presentation addresses what award-winning urban teachers have to say about effective teaching, teacher preparation for urban schools, and differentiation strategies.

An Action Plan: Your ACE in the Hole!

Michelle B. Goodwin et al. — Tue, 20 Nov 2007 19:02:54 PST

This presesntation provides a Power Point and corresponding handouts to assist local chapters of Kappa Delta Pi to win the distinguished ACE Award.

Tips to Start the New Year

Michelle B. Goodwin — Tue, 06 Nov 2007 07:16:15 PST

This article is addressed to classroom teachers. It summaries effective strategies to organize the classroom for the upcoming academic school year.

Improving Instruction for Teacher Candidates in Classroom Management and Discipline Issues

Scott Watson et al. — Fri, 24 Aug 2007 14:14:31 PDT

The effective teaching of classroom management and discipline skills remains a major challenge for teacher educators in the 21st century. In some ways, instruction and experience with these issues should be the priority for all education programs. Why is this? The answer is simple. If teachers cannot manage their own classroom and control their students, they cannot effectively teach. All of the subject matter knowledge that teachers expect to impart on their students is useless if their students cannot or do not listen and participate in learning activities. The major purpose for this presentation is to provide research-based suggestions on how to effectively prepare pre-service teachers for the realities of today’s classrooms.