scholarly journals School Administrators’ Perceptions of Critical Teacher Skills

2021 ◽  
Vol 13 (3) ◽  
Author(s):  
Vance Austin ◽  
Stephen Caldas ◽  
Micheline Malow ◽  
Andrew Ecker
Keyword(s):  
New York ◽  
Students With Disabilities ◽  
Student Teaching ◽  
Teacher Candidates ◽  
Behavior Management ◽  
School Administrators ◽  
New York State ◽  
Language Education ◽  
Hudson Valley ◽  
Teacher Skills

Forty school administrators in the Lower Hudson Valley of New York State were surveyed about the characteristics of preservice and novice teachers believed most critical. These administrators represented a broad and socio-demographically diverse cross-section of rural, suburban and urban school districts. The administrators collectively rated establishing rapport with students and behavior management as the most critical skills for preservice and new teachers to possess. Examining roles separately, assistant principals valued rapport with students and creating effective lessons as most important, whereas principals rated effectively communicating with parents and guardians, and reflecting on teaching performance as being most important. The most frequently cited reason for not hiring or reappointing a candidate was lack of engagement with students. An ability to collaborate with colleagues as well as competence in working with students with disabilities and ELLS represent skills administrators also valued in teacher candidates. Furthermore, administrators identified authentic classroom experiences prior to student teaching as invaluable preparation for the classroom and a “difference-maker” in the quality and effectiveness of preservice teacher candidates. Finally, administrators noted areas of current and future job demand; need and growth areas for teachers were reported to be STEM and STEAM, Special Education, Bilingual/Language Education, and Dual Certification.

The Politics of Discipline: Balancing School Safety and Rights of Students with Disabilities

2007 ◽  
Vol 73 (4) ◽  
pp. 456-474 ◽  
Author(s):  
Mary Rose McCarthy ◽  
Leslie C. Soodak
Keyword(s):  
New York ◽  
Students With Disabilities ◽  
School Safety ◽  
Common Good ◽  
School Administrators ◽  
New York State ◽  
The Common Good ◽  
Educational Rights ◽  
State Administrators ◽  
The Common

The present study examined how public school administrators negotiate discipline policies that are intended to protect the common good and the educational rights of students with disabilities. We investigated the political nature of these decisions and the strategies used in reaching them through interviews with administrators in 9 public high schools in New York State. Administrators were aware of a tension between individual rights and the common good when resolving discipline issues. The degree of tension was affected by a variety of factors including the way in which discipline hearings were conducted and the availability of resources. Finally, we found that administrators rely heavily on negotiating skills and processes as they implement policies that sometimes reflect competing democratic values.

A Disability Studies in Education Analysis of the edTPA Through Teacher Candidate Perspectives

2017 ◽  
Vol 40 (4) ◽  
pp. 278-286 ◽  
Author(s):  
Jessica Bacon ◽  
Sheila Blachman
Keyword(s):  
New York ◽  
Special Education ◽  
Student Teaching ◽  
Disability Studies ◽  
Teacher Candidates ◽  
New York State ◽  
Teacher Candidate ◽  
Student Surveys ◽  
Disability Studies In Education ◽  
Student Journals

This analysis of the Special Education edTPA is written by two professors who co-taught a student teaching seminar at one institution and supported the first groups of teacher candidates required to submit the edTPA for certification in New York State. Data were gathered over three semesters and included open-ended student surveys, student journals, and public documents. Findings describe (a) how the edTPA requirements impacted teacher candidate learning, (b) the emphasis on one focus learner in the exam, (c) the discourse and language demands in the edTPA, and (d) how the edTPA and videotaping impacted fieldwork. We describe these findings and discuss their implications for inclusive and Special Education as understood through a disability studies in education perspective.

Preparing Paraprofessionals to Become Teachers: A Study Examining the Effect of Catalytic Interventions

2021 ◽  
pp. 105678792110036
Author(s):  
Tonya Johnson ◽  
Edward Lehner
Keyword(s):  
New York ◽  
Skill Acquisition ◽  
Social Reproduction ◽  
Teacher Candidates ◽  
New York State ◽  
Student Population ◽  
School Students ◽  
Preparation Programs ◽  
Data Set ◽  
Public School Students

New York State, in all of its regions, has a growing number of diverse public-school students, including many immigrant groups, accounting for a significant change in the ethnic and racial demographics of the state’s student population. Despite the rapidly changing student population, the teaching force nonetheless remains disproportionately White and populated primarily by women. A growing body of research suggests that the ranks of paraprofessionals, many of whom are already working in schools, may be the ideal population from which to develop a more fully diversified teaching candidate pool. Informed by a theoretical lens of social reproduction and drawing from an expansive data set, this research surveys the unique barriers that paraprofessionals face in accessing information about licensure and navigating local and state requirements. Specifically, the current work examines the needs of candidates at an urban community college and presents findings from a pilot support program designed to increase paraprofessional credentialing leading to teaching licensure. The findings of this work highlight not only the need for teacher and paraprofessional preparation programs to alter recruiting and skill-acquisition practices but also the need for continued research to better understand how to support multiethnic, multilingual, and multiracial teacher candidates.

scholarly journals Trilobites from the Rickard Hill facies of the Saugerties Member of the Schoharie Formation, eastern New York (upper Emsian and Lower Devonian): a case study in taphonomy and sequence stratigraphy from glacial erratics

2017 ◽  
Vol 53 ◽  
pp. 269-284
Author(s):  
Martin A. Becker ◽  
Rebecca B. Chamberlain ◽  
Harry M. Maisch ◽  
Alex Bartholomew ◽  
John A. Chamberlain
Keyword(s):  
New York ◽  
New Jersey ◽  
Chemical Weathering ◽  
Lower Devonian ◽  
New York State ◽  
Laurentide Ice Sheet ◽  
York State ◽  
Hudson Valley ◽  
Faunal Abundance ◽  
Physical And Chemical

Glacial erratics belonging to the Rickard Hill facies (RHF) of the Saugerties Member of the Schoharie Formation (upper Emsian: Lower Devonian) occur scattered throughout the Piedmont of northern New Jersey and Lower Hudson Valley of New York. These RHF glacial erratics contain an assemblage of trilobites belonging to: Anchiopella anchiops, Burtonops cristatus, Calymene platys, Terataspis grandis, cf. Trypaulites sp. and cf. Coniproetus sp. This RHF glacial erratic trilobite assemblage consists predominately of disarticulated cephala and pygidia that were originally preserved as part of a localized, third-order eustatic sea level lag deposit in the Helderberg Mountains region of central New York State and subsequently transported in glacially plucked blocks by the Hudson-Champlain Lobe of the Laurentide Ice Sheet southward into New Jersey. Physical and chemical weathering during glacial erosion, transportation and deposition of the RHF glacial erratics has revealed some anatomical features of these trilobites in high detail along with other invertebrates. This unique sequence of weathering reveals additional characteristics that bear upon issues of bathymetric controls on upper Schoharie Formation lithology, trilobite faunal abundance and taphonomy during the upper Emsian (Lower Devonian) of eastern New York State.  

Exceptionally preserved Milankovitch cycles in Lower Devonian argillaceous limestone of the Hudson Valley, New York State (USA)

2020 ◽  
Author(s):  
Anne-Christine Da Silva ◽  
Alex Bartholomew ◽  
Carlton Brett ◽  
Frits Hilgen ◽  
Charles Ver Straeten ◽  
...  
Keyword(s):  
New York ◽  
Magnetic Susceptibility ◽  
Carbon Isotopes ◽  
Lower Devonian ◽  
New York State ◽  
Milankovitch Cycles ◽  
Geological Time ◽  
Geological Time Scale ◽  
Hudson Valley ◽  
Paleozoic Rock

<p>Uncertainties on the radiometric ages of Devonian stage boundaries are currently on the order of several millions of years. A cyclostratigraphic approach is the foremost way forward to improve the Devonian geological time scale. To do so requires well-preserved continuous records, as well as reliable paleoclimatic proxies.  The NY Route 199 section, from Kingston, in the Hudson Valley of eastern New York, is a road cut outcrop, which exposes most of the Schoharie Formation. It corresponds to the upper portion of the Emsian Stage (upper Lower Devonian, ~400 to ~394 Ma), with essentially continuous deposition. The lithology consists of a mixed siliciclastic-carbonate succession with overall increasing carbonate upsection, showing various degrees of bioturbation (traces includes primarily Zoophycos, Planolites and Chondrites); colors range from white to beige, brown or dark grey. The quality of most of the outcrop is so remarkable that the color variations by themselves permit recognition of Milankovitch cycles, with prominent bundles of light and dark beds. One type of cycle expression is represented by a succession of about six darker beds nested between lighter beds, which is interpreted as six precession cycles within a short eccentricity cycle (precession in the Devonian was ~17 kyr).</p><p>Samples were collected every 2 cm through 38 m of the section for magnetic susceptibility measurements. On top of these measurements, we provide elemental geochemistry, carbon isotopes and hysteresis measurements (every 50 cm) to constrain the depositional setting and the diagenesis. Hysteresis measurements show that despite being remagnetized (throughout the Appalachians, these Paleozoic rock sequences are all remagnetized during the Variscan-Alleghenian Orogeny), the magnetic susceptibility reflects depositional information. The geochemistry and carbon isotopes give insight into the occurrence of oxic/reducing conditions and detrital inputs. Milankovitch cycles are visible on the outcrop and in the magnetic susceptibility record, allowing a precise floating timescale framework to be constructed for this interval.</p>

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