Development and validation of a measure of Critical Stance for instructional coaching

A Framework for Improving the Teaching of Mathematics to Bi/Multilingual Learners

“…Critical sociocultural theory and related instructional practices (e.g. Teemant, Leland, & Berghoff, 2014;Tharp, Estrada, Dalton, & Yamauchi, 2000) provide a major foundation for our work. described five Standards for Effective Pedagogy based on sociocultural theory as capable of transforming teaching for excellence, fairness, inclusion and harmony.…”

“…For instance, Hilberg, Tharp, and DeGeest (2000) found that students instructed with the Standards for Effective Pedagogy had greater achievement on standardized tests than those who were not and also had an increase in their positive attitude towards mathematics as well as their enjoyment of it. More recently, Teemant et al (2014) added an additional standard to these five that they termed "critical stance." While the original five Standards for Effective Pedagogy tacitly included elements of critical pedagogy (e.g.…”

The value of collaborative rounds for teacher professional learning in Australia

“…Similarly, networks with teachers in other schools may provide critical friends to help reflect, and examine practice, exploring alternative possibilities for problem solving outside the dynamic of their own school (Darling-Hammond and McLaughlin, 2011). Particular approaches to PL have gained popularity over the last decade including lesson study (Lewis and Takahashi, 2013) and coaching/mentoring based models (see for example, Teemant et al, 2014). Professional Learning Communities (PLCs) (Hord, 2009) encourage teachers to discuss educational issues, learn by participating in a contextually driven community of practice (Pella, 2011) and reflect on practice supported by various (usually exemplary or experienced) peers (Opfer and Pedder, 2011).…”

Online Professional Learning for Science Teachers of Multilingual Learners

“…We also emphasize the value of bilingualism and multilingualism by using the term "bilingual learners" or "multilingual learners" rather than "English language learners" as an effort to help teachers recognize the children they are working with for their assets and linguistic abilities rather than simply their perceived or real deficiencies in English (Brisk 2006;García et al 2008;Mitchell 2013). Our eWorkshops also promote critical sociocultural instructional practices as operationalized by the Standards of Effective Pedagogy (Teemant and Hausman 2013;Teemant et al 2014) and are grounded in the WIDA standards for English language development. Increasingly, our work is also grounded in the literature focused on translanguaging and the social turn in second language acquisition (i.e., García 2009;García and Wei 2014;Valdés et al 2015).…”

“…Finally, the content of our eWorkshops has been deeply impacted by the literature and frameworks described above (i.e. García and Wei 2014;Lucas and Villegas 2011;Teemant et al 2014) as well as various conceptual frameworks suggesting what content teachers of multilingual learners should know and be able to do (see Viesca et al 2016).…”