We report on a small scale study examining how teacher candidates and recent graduates make instructional decisions about the use of technology in their lessons and how they perceive the impact of these instructional choices on student engagement.
The panel presents a 10-year longitudinal study evaluating teacher preparedness and hiring trends across the Mid-Hudson region. Presenters share how K-12 and higher education institutions leverage regional employer data to adjust curriculum, apply resources, enhance teacher induction programs, and develop innovative partnerships to address localized educator shortages.
This presentation shares how a cross-disciplinary team designed and implemented multimodal 5th grade lessons analyzing films about Haudenosaunee histories and stories. Findings suggest instruction influenced student awareness of Indigenous representation (e.g. noticing absence of Indigenous culture) and development of critical multimodal literacy skills (e.g. considering a storyteller’s identity).
Using qualitative interviews and grounded theory analysis of community asset and needs assessments, this presentation examines how the perspectives of students, families, and educators can inform reading instruction and educator preparation. Findings demonstrate the value of intergenerational collaboration in strengthening school-university partnerships and preparing responsive literacy educators.
Emily Hoeh is an Assistant Professor in the Department of Education at the State University of New York, Plattsburgh. She earned her doctorate (PhD) in Special Education from the University at Buffalo, as an Office of Special Education Programs research fellow. Her professional experience... Read More →
Wednesday October 21, 2026 2:15pm - 3:05pm EDT Hathorn Room
This panel explores how the Central NY Alternative Teacher Certification Program utilizes P-20 partnerships to provide flexible online programing and candidate support to enable access to teacher certification for TAs and substitute teachers. It highlights how P-20 systems are critical to creating these pathways to teacher certification for nontraditional candidates.
This panel presentation explores a partnership between Bank Street Graduate School of Education and Putnam Northern Westchester BOCES to strengthen educational leader preparation. Grounded in progressive pedagogy, authentic fieldwork, and regional context, the collaboration prepares aspiring leaders to advance equity, innovation, reflective practice, and responsive leadership in changing suburban communities.
