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Welcome to the Spring 2022 Virtual Conference of MACTE, MAECTE, and COMTEC! The Spring Conference theme is "Building for Belonging: A Focus on Social Emotional Learning, School Climate and Equity in Education." On this section of the site, you will find an overview of the conference schedule for Friday along with descriptions of all of the breakout sessions.
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Janice Carello, Ph.D., LMSW, (she/her) is an Assistant Professor and MSW Program Director at Edinboro University. She received her Ph.D. from the University at Buffalo where she also earned her MSW degree and a Certificate in Trauma Counseling. Her scholarship focuses on retraumatization in educational settings and trauma-informed approaches in higher education. She is the co-editor of Lessons from the Pandemic: Trauma-Informed Approaches to College, Crisis, Change, Trauma and Human Rights: Integrating Approaches to Address Human Suffering, and the forthcoming Trauma-Informed Pedagogies: A Guide to Responding to Crisis and Inequality in Higher Education. She also publishes trauma-informed teaching and learning resources on her blog: traumainformedteaching.blog.
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New England Teachers Pandemic Experiences:
Changing Commitments to the Profession Zoom Break Out Room Dr. Rebekah Louis, Stonehill College
Dr. Elizabeth Stringer Keefe, Stonehill College Dr. Lisa D’Souza, Assumption University Dr. Patricia Mason, South Shore Educational Collaborative This session will present findings from a national study of New England teachers’ pandemic experiences using data mined from a national study. We’ll invite MACTE colleagues to unpack/contextualize data on participants’ preparedness to teach with technology, tensions with equity and access, and commitment/attrition and apply to future practice. |
Reshaping Course Values & Voices to Align with Equity Goals: A Critical Mixed-Methods Review of Course Syllabi
Zoom Break Out Room Dr. Andrea Bien, Boston University/Wheelock College
Dr. Jennifer Bryson, Boston University/Wheelock College Dr. Nermeen Dashoush, Boston University/Wheelock College Dr. Laura Jimenez, Boston University/Wheelock College Faculty at Boston University’s Wheelock College of Education and Human Development present their findings after a critical analysis of syllabi in their teacher education programs. The analysis was focused on diverse representation in course resource selection and commitments to EDI values evident in course topics and objectives. |
Supporting Student and Teacher
Well Being in the Face of Pressure Zoom Break Out Room Dr. Emily Lyons, Springfield College
Classrooms can be stressful places for many students and teachers. In this session, we first share findings from 3 studies that examine impacts of pressure on students and teachers. We then share strategies that teachers can use themselves and share with their students to support learning and well-being despite pressure. |
Back to Nature: The Need for Nature-Based Educational Approaches in Teacher Training and Professional Development
Zoom Break Out Room Janna Aldrich, Mount Holyoke College
Interest in nature-based programs has increased in recent years, and with it the need for pre-service and in-service teacher training. We will examine how a focus on nature and the use of open-ended activities and natural loose parts materials can foster children’s development, especially their social/emotional needs, and promote equity in programs. |
Using Social, Emotional, and Academic Learning to Improve Student Perceptions of Engagement, Support, and Climate
Zoom Break Out Room Dr. Kaitlyn Angulo, Nashoba Regional School District
SEL programs can have a profoundly positive impact on students' social, emotional, and academic development, including their perception of school climate. This workshop will explore how middle school students experience an advisory program and what teachers can do to improve students' experiences at school. |
Increasing Collaborative Success with Families through Virtual Simulations in Teacher Education
Zoom Break Out Room Dr. Rebekah Louis, Stonehill College
This session will highlight a study of special education teacher candidates and how virtual simulations were used to provide additional practice for candidates in collaboration with families. The session will provide time for session participants to discuss strategies for providing teacher candidates with increased responsibility in collaborative situations and the use of simulations to augment field experiences. |
The SCARF Model - SEL Essentials!
Zoom Break Out Room Dr. Christopher Clinton
University of Massachusetts Dartmouth This presentation will introduce faculty and teacher candidates to the SCARF domains of human social experience. Attendees will have fun examining classroom routines and pedagogical practices in context of the SCARF model. Building classroom strategies supporting SCARF integration, and discussing how these practices can support candidate interactions supporting student SEL. |
Purposeful Play: A Discussion on Play
Zoom Break Out Room Donna Traynham
MA Department of Elementary and Secondary Education In this workshop, participants will network on the topic of play as an instructional strategy in the early grades, PK-3 and how playful learning can facilitate growth in the areas of language, literacy, math, science and social-emotional development. |
Belonging Together: Modeling and Learning from/with/by Co-teaching in Teacher Preparation
Zoom Break Out Room Dr. Sara Scribner, Springfield College
Mark D. McCarthy, Springfield College Collaboration amongst professionals across distinct professional fields has become essential. This session will share experiences across two teacher educators’ co-planning process and model a co-taught lesson. We will then discuss the structures, dispositions, and pedagogical commitments that have been central to create cohesive, collaborative instruction. |
Essex County Learning Community: Co-Creating Relational and Inclusive School Cultures for Our Present & Future
Zoom Break Out Room Dr. Emily J. Wilson, Essex County Learning Community
Jane Feinberg, Full Frame Communications This session will provide a dynamic introduction to the Essex County Learning Community (ECLC), a network of educators challenging bias and disrupting inequitable systems to drive sustainable change in public schools. Participants will learn about our theory of change - that in order for students’ needs to be met, educators must have what they need, including opportunities to learn in developmentally-rich and judgment-free spaces, which center relationships, trust, and collaboration. Drawing upon stories, artifacts, and testimonials, we will invite participants into the professional development experiences that we co-design with our members. We will also highlight innovation and thought partnership examples that have developed from our members’ ECLC experiences, which have led to sustainable changes, including districts holding themselves accountable for creating space for planning, reflection, and experimentation. This session will conclude with Q&A and resources for learning more about ECLC. |
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Emerging Pedagogies: De(Re)Constructing Practice through Multimodal Teaching Journals in K-12 Preservice Teacher Education
Zoom Break Out Room |
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Dr. Maria José Botelho, University of Massachusetts Amherst
Cathy Swift, University of Massachusetts Amherst Dr. Bev Bell, University of Massachusetts Amherst Moving teacher candidates beyond their learning experiences and “nuts-and-bolts” expectations for courses are two significant challenges in preservice teacher education. This session considers the ways teacher candidates name and question what they know, what they are coming to know, and what they need to know through keeping multimodal teaching journals. |