AMTE Webinars

Tuesday, January 18, 5:00-6:00 pm Eastern Time

Presenter: Kyle S. Whipple, University of Wisconsin Eau Claire

Description: Educational systems are dominated by white, heterosexual, cisgendered women (Gray, Bitterman, and Goldring, 2013). Given the heterosexist context of society in general and schools in particular, the transition from a university teacher preparation program to student teaching to inservice teacher can be challenging for LGBTQ+ individuals (Benson et al, 2014). Students who identify as LGBTQ+, upon becoming public-school teachers, may move from a space of relative freedom and safety to one of vulnerability (Whipple, 2018). While job protections are now in place for LGBTQ+ teachers nationwide, there continue to be policies in place, such as No Promo Homo laws, that create barriers to LGBTQ+ inservice teachers. The continued existence of these types of policies compel teachers who identify as LGBTQ+ to repeatedly navigate whether or not to be out (publicly open about one’s sexuality and/or gender identity) at a school, even though out teachers could serve as role models for LGBTQ+ students (Whipple, 2018). This webinar will discuss the details of creating the LGBTQ+ Teacher Mentors group and providing access to a social network of LGBTQ+ inservice teachers in an effort to help retention.

Wednesday, August 11, 4-5:00 pm Eastern Time

Presenters: Joanne Williams, Rocky Fork Middle School (Tennessee); Jennifer McLean, West Side Middle School (West Virginia); Melissa Castro, School District of Hillsborough County (Florida); Crystal Lancour, Colonial School District (Delaware); Matthew O’Brien, University of South Florida (Florida).

Description: Please join us for a discussion featuring a panel of educators from across the country representing different roles (1^st year teacher, in-service teacher, instructional coach, methods instructor and mathematics supervisor) and grade levels (elementary, middle grades, secondary, and higher ed) as we discuss the possible challenges that mathematics teacher educators may face in preparing teachers at all levels for post-pandemic teaching. The AMTE community will be able to use insights gained from these diverse perspectives to improve how teacher preparation programs and mathematics education leaders respond to the needs that teachers have in this unprecedented time.

Tuesday, April 13, 2021, 7-8:00 pm Eastern time

Presenter: Angela T. Barlow, Editor-in-Chief, Mathematics Teacher: Learning & Teaching PK-12

Description: Bridging research to practice is often at the forefront of our work as mathematics teacher educators (MTEs). As a result, NCTM’s practitioner journal, Mathematics Teacher: Learning & Teaching PK-12 (MTLT), represents a potential journal for disseminating our work. But when our ideas are inspired by the learning of preservice/inservice teachers, how do we write a manuscript that supports the learning of PK-12 students? In this webinar, I will provide insights into writing for MTLT, specifically giving attention to ideas drawn from MTEs’ work with teachers as the learners.

July 29, 2020, 3-4:00 pm Eastern time

Presenters: Erin Altier, University of South Florida and Wharton High School; Jaeden Ayala, University of South Florida; Dr. Michelle Cirillo, University of Delaware; Dr. Cara Haines, Vanderbilt University; Dr. Farshid Safi, University of Central Florida; Dr. John Staley, Baltimore Public Schools; Jonathan Wray, Howard County Public School System

Description: We hope you will join us for a webinar featuring a panel around Learning to Teach in the Midst of a Pandemic: Voices of Stakeholders. In the webinar we will hear the experiences and reflections of pre-service teachers, and those in the field supporting the learning of pre-service teachers, about the shifts that teacher preparation programs will need to make to continue to provide quality teacher preparation given the pandemic conditions that are pushing learning online. We anticipate the AMTE community will be able to use insights gained from these perspectives to improve how teacher preparation programs respond to the needs that pre-service teachers have in this unprecedented time.