Just Like Me: Teachers of Color in Action
An important consideration in teacher preparation is the need for teacher candidates of color to experience mentor teachers and see highly qualified teachers in practice who also come from similar racial, ethnic, and linguistic backgrounds. Thus, BranchED has proudly developed a video library comprised of highly qualified teachers of color teaching content specific lessons in varied educational settings.
This workshop will proudly showcase our Teacher Video Library. We will discuss the use of videos as instructional tools within coursework/professional development with pre- and in-service teachers to promote evidence-based practices modeled by highly effective Teachers of Color. Our diverse team, comprised of higher education faculty, district partners, and highly effective teachers, will walk participants through the numerous decisions that were made throughout this project. From the creation of our Highly Effective Teacher Indictor document to how our teacher made their instructional decision throughout their lesson.
Objectives: Participants will
- be introduced to our Resource Portal and gain access to the teacher video library;
- engage in discussion on how these videos were created and the thought process behind these instructional decisions;
- examine where these teacher videos may be implemented throughout their curriculum.
Speakers
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Dr. Eugenia Vomvoridi-IvanovicAssociate Professor of Mathematics Education, University of South FloridaDr. Eugenia (Ev-yeh-NEE-uh) Vomvoridi-Ivanovic is an Associate Professor of Mathematics Education at the University of South Florida and program coordinator for the STEM Middle School Teacher Residency Program, which was honored with the 2020 USF Student Success – Academic Excellence Award. She is also a motherscholar with two children in elementary school. Dr. Vomvoridi-Ivanovic is bicultural and multilingual and she is mathematically biliterate in Greek and English. She infuses and models culturally responsive and social justice pedagogy throughout her instructional practices. Her research investigates teacher education that is responsive to the funds of knowledge of culturally diverse mathematics teachers and seeks to prepare mathematics teachers who promote equity and social justice in mathematics education, particularly at the middle level. Dr. Vomvoridi-Ivanovic is also interested in addressing inequities and reframing the discourse around academic motherhood in the mathematics education professoriate by confronting motherhood bias and unearthing academic mothers’ unique insights and contributions in reimagining forms of equitable mathematics education. Her research has been funded by federal agencies such as the National Science Foundation and NASA and pursues interdisciplinary collaborations at the local, national, and international levels that produce high-impact and innovative research in STEM education. Dr. Vomvoridi-Ivanovic is also an editorial board member for Research in Middle Level Education Online and associate editor for Teaching for Excellence and Equity in Mathematics.
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Dr. Shannon GuerreroProfessor of Mathematics Education in the Department of Mathematics & Statistics, Northern Arizona UniversityShannon Guerrero received a Bachelor of Art in Mathematics from Northwestern University, a Masters of Art in Advanced Mathematics from Oregon State University, and a PhD in Mathematics Education from the University of California, Davis. She is a Professor of Mathematics Education in the Department of Mathematics & Statistics and President’s Distinguished Teaching Fellow at Northern Arizona University. She is a Project NExT national fellow and currently serves as the Associate Chair in the Department of Mathematics and Statistics and the Co-Director of the NAUTeach mathematics and science secondary preservice program at NAU. She is a recognized leader in applying research-based approaches in teaching and learning mathematics and has received more than $5.5 million in state and federal grants to support her work. Her research interests include K-12 pre-service / in-service professional development, supporting undergraduate student success in mathematics, and the process of teacher change.
