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This paper will consider the complex challenges to current elementary undergraduate teacher education through the lens of recent (and intrusive) teacher education mandates at the higher education level and discuss the missing opportunities for faculty inclined towards critical pedagogy, curriculum studies, and foundations.

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With the implementation of the edTPA as a licensing requirement for many states, Educator Preparation Programs (EPPs) are continually looking for ways to improve their students’ performance on this assessment. By leveraging data from past edTPA ubmissions, EPPs can identify areas for improvement using simple Excel calculations and data analytics tools without a large investment of time and resources. Sharing these insights with content and clinical faculty allows instructors and supervisors to tailor instruction to the needs of their students as exemplified in the data and outcomes analyzed in this paper.

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Robertson et al detail a 5E learning cycle integrating science and mathematics challenges and engages second-grade students in designing sail cars to solve an engineering problem. Students create and use line plots to organize their data to evaluate the strengths and weakness of their design solutions. Three strategies were used to plan for successful integration in a 5E learning cycle. Integrating the STEM fields can increase student interest and learning, and our experiences with this integrated project support this finding.

We are a collaborative group of K-5 teachers, pre-service teachers, and higher education faculty. In our session we will share our work to design integrated STEM learning units aligned to Tennessee's elementary math and science standards. We will discuss strategies for planning integrated STEM learning as well as use a station format to model interactive, hands-on learning activities. Special emphasis will be placed on math and science standards that may be challenging for teachers.

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This proposed interactive panel brings together teachers and teacher educators from northern, middle, and southern states in the U.S. and Canada to explore, highlight, and value pre-service and in-service teachers and teacher educators’ reflective narratives in working with ELs. Our panel explores the often-discounted stories of our teachers. This interactive session will engage participants into discussion around how fellow researchers and teachers effectively used “narrative” as reflective and effective practice in their current and future work with English learners, including ELs with disabilities. The findings have important implications for the improvement of our own and peer institutions’ teacher preparation programs.