This study explores how mainstream teachers develop understandings of multilingual learners through sustained dialogue with multilingual partners. Findings show shifts toward asset-based conceptions of identity and teaching, supported by reflective and visual data, highlighting dialogue and multimodal reflection as tools for transformative teacher learning.
This presentation outlines a conceptual framework for the "isomorphic modeling" of UDL and multimodality in teacher preparation. By philosophically restructuring coursework to integrate intentional spatial layouts, tactile elements, and flexible digital assessment pathways, faculty create a living laboratory that models authentic, inclusive design for future educators.
I am a dedicated Special Education Teacher and Adjunct Instructor with over 15 years of experience supporting students with intellectual disabilities and autism spectrum disorders. I hold a Ph.D. in Curriculum Development and Instructional Technology from SUNY Albany, where my research... Read More →
Wednesday October 21, 2026 10:30am - 11:20am EDT Estate Room
This paper examines a “grow-your-own" teacher preparation program initiative designed to address teacher shortages by supporting paraprofessionals transitioning to certified teachers. Focusing on areas such as program design, partnerships, and identity development, this study highlights how flexible, practice-based pathways can increase access to teacher preparation while strengthening it.
Game On! Exploring the Portrait of a Graduate Through Multimodal Innovation and Learning Across Generations invites participants into an immersive, gamified learning experience. Through collaborative challenges, digital engagement, and experiential learning, educator preparation faculty explore practical approaches for integrating the Portrait of a Graduate competencies into curriculum, assessment, clinical practice, and professional learning.
Director of Professional Learning & Special Programs, University at Albany
Dr. Jerry Rivera-Wilson serves as the Director of Professional Learning and Special Programs in the School of Education at the University at Albany and is the Director of the Academy for the Advancement of Teaching, Leadership, and Schools (AATLAS). She is the Co-Chair of the 2026... Read More →
Using a teacher inquiry method, we present the results of our investigation as to how candidates in teacher education integrated multimodal theory and practices into program assignments. One hundred ten candidates (N=110) participating in three sections of a graduate literacy course served as the data source for the inquiry. Our inquiry’s purpose was to investigate the candidates’ beliefs about the efficacy of multimodal compositions in classroom teaching, and the extent to which they used artificial intelligence tools when completing them. We required candidates to complete three multimodal projects using conventional and/or AI supported composition strategies. When analyzing the data, we prepared a frequency count to determine the percentage of hand-composed versus AI-produced artifacts for each multimodal project, and we conducted a thematic analysis of their written reflections and online discussion posts to identify recurring patterns and themes about the use of multimodal compositions. Results of our inquiry revealed that the candidates enthusiastically endorsed the use of multimodal compositions in classroom teaching, and they believed that such practices to be particularly effective and inclusive when teaching emergent bilingual students and students with reading difficulties. Candidates also expressed concern that multimodal compositions might foster an overemphasis on the product of student compositions rather than the processes involved when learning new concepts and skills. We conclude by asserting that by employing multimodal forms of expression in classroom teaching, our candidates will be better able to support and advance their students’ learning.
I am a Professor and Coordinator of the Literacy Education at Pace University in Pleasantville, New York, where I teach courses on literacy topics to preservice and practicing teachers. I am an active member of the Literacy Research Association, and the American Educational Reading... Read More →
Wednesday October 21, 2026 10:30am - 11:20am EDT Garden Room
This paper explores the strategies that disabled educators use to sustain their own disability identities and support disabled and nondisabled youth. Findings from semi-structured interviews suggest that despite ongoing ableism disabled educators leverage their understanding of the social, cultural, and medical aspects of disability in non-stigmatizing teaching practices.
With New York’s Science of Reading mandate reshaping educator preparation, secondary EPPs face urgent questions about disciplinary literacy — yet methods courses may not be prepared to meet them. Drawing on adolescent literacy research and a science methods and literacy collaboration this presentation examines this gap, offering a practical response model.
Emily Hayden is formerly an Association Professor in Literacy Education in the School of Education, Iowa State University; and currently a Literacy Specialist for the Strategic Education Research Partnership (serpinstitute.org). At SERP she develops curriculum and supports implementation... Read More →
Wednesday October 21, 2026 10:30am - 11:20am EDT Coesa Room
We will share examples of feedback that we have received and given as reviewers and co-editors to problematize how these services are overlooked and made invisible. Rather than treating these roles as boxes to check off of a service checklist, we envision a professional development-forward and humane, radically empathetic approach.
This study examines how 27 teacher candidates navigate and reflect on a clinical simulation that surfaces misconceptions whether children with disabilities can and should be bilingual. Preliminary findings of the simulations and written reflections suggest candidates generally challenged deficit language ideologies and encouraged families to continue using home languages.
How do we help preservice teachers make responsible decisions about AI while keeping human connection at the center? This presentation shares a cross-institution collaboration that engaged candidates from Washington and New York in exploring AI tools, examining ethical implications, and developing discipline-specific frameworks in order to build necessary AI literacy.
This presentation discusses the development of a multi-pronged multimodal literacy assignment which provides Teacher Candidates (TCs) with practice in developing and carrying out phonics assignments consistent with the Science of Reading while at the same time providing TCs with opportunities to incorporate culturally sustaining methodologies in their strategy use as well to practice the types of phonics strategies and written format TCs will encounter on the CST constructed response.
Presentation shares empirical study where veteran special education teachers (SETs) with ≤ 5 years of experience drafted letters to a novice SET. In doing so, the study sought to examine: (a) what motivated veteran SETs as they started out; (b) what continued to motivate veteran SETs to stay in the field; and (c) what motivational strategies/advice veterans tend to use.
The profession of teaching is changing at an unprecedented speed. Teachers are tasked with adapting to a changing technological and instructional landscape, increased mental health concerns of students, and politicization of their work; understanding the ways in which teachers conceptualize their professional identities can help to address persistent challenges such as teacher retention and aligning teacher education with the current context of teaching. This presentation describes findings from a mixed-methods study investigating how teachers construct and express their professional identity through Instagram posts. The methodology combines qualitative content analysis of Instagram posts with focus group discussions to provide rich, contextualized data on teacher professional identity development. Turning to Instagram as a source of information about teachers’ professional identities reflects the ubiquitous nature of social media in the lives of teachers, yet the approach and questions are novel because most social media research about teachers has focused on the ways in which they adopt tools or learn new instructional techniques.
Anne Burns Thomas is a Professor in the Foundations and Social Advocacy Department in the School of Education at SUNY College at Cortland. A former middle school teacher, her research interests include the nature of support for new teachers in urban schools, urban teacher education... Read More →
Wednesday October 21, 2026 11:30am - 12:20pm EDT Garden Room
This presentation showcases a multimedia-infused, learner-centered undergraduate course designed to prepare preservice teachers for diverse secondary classrooms. Using a mixed-methods, pretest-intervention-posttest design, it demonstrates how structured, collaborative analysis of multimodal case studies bridges the gap between abstract psychological concepts and practical, culturally responsive pedagogical lesson delivery.
Associate Professor, Educational Psychology, Queens College, CUNY
Alpana Bhattacharya is an Associate Professor of Educational Psychology in the Secondary Education and Youth Services department at Queens College and the Ph.D. Program in Educational Psychology at the Graduate Center, the City University of New York. Her research interests include lit... Read More →
Wednesday October 21, 2026 2:15pm - 3:05pm EDT Estate Room
The interconnectedness of language and mathematics is explained through linguistic and cognitive theories. Examples from a middle school textbook illustrate the opacity of mathematical language, and an interactive approach is proposed to break it down. Recommendations urge teacher preparation programs to integrate language and diversity in mathematics education curriculum.
The purpose of this presentation is to focus on the unique benefits of free play with open-ended materials in childhood. This is important given the fact that children have limited opportunities for free play in and outside of school (Gray, 2011; Yang et al., 2025). I utilize research collected through observations of free play at a nature-based early childhood program, coupled with the CASEL framework (2020), to demonstrate how free play is positioned to foster self-awareness, self-management, responsible decision making, social awareness, and relationship skills. I explain why focusing on socio-emotional wellbeing is critical in today's mental health landscape (CDC, 2024; WHO, 2025).
This session identifies ways to support development of professional dispositions that enable candidates in teacher education programs to assume leadership roles in their future work as special educators. Research will be shared and participants will discuss ways that teacher preparation programs can intentionally infuse leadership into their special education coursework.
Despite adopting science standards ten years ago, elementary educators continue to struggle to engage their students in deep science learning. Solving this persistent problem requires an innovative approach. By utilizing a community of practice we created a space for K-5 educators to develop a shared understanding of science teaching and learning and high quality lessons that center student engagement in the science practices.
This presentation will discuss the findings from a qualitative study that examined the impact of incorporating elements of creativity and choice into required coursework in order to deepen the reflective practice of teacher candidates.
