Preparing+Teachers+to+Teach+All+Children

**Members of this sub group include the following individuals**

 * Kristy Baldwin kbaldwin@gmail.com
 * Barry Derfel bderfel@icsd.k12.ny.us
 * Kim Fontana kfontana@icsd.k12.ny.us; kfontana@syr.edu
 * Nelson Graff graff@sfsu.edu
 * Tom McCann tmccann@elmhurst.edu
 * Jeanne Smith Muzzillo jmuzzillo@bradley.edu
 * Jeanne Smith Muzzillo jmuzzillo@bradley.edu

**Plans for our Collaboration**
Our plan, developed during the three days of the 2009 CEE conference is ACTION. Specifically, we will gather enactments of teaching for social justice,creating, in Marilyn Cochran-Smith's words (2009 CEE keynote) "enhanced life chances." We believe that these examples can contribute to the important work of preparing teachers to teach ALL children. This wiki is a work space to support the development of this collection. It is not the collection per se. We plan to write a proposal to the CEE Executive Committee to ask that the website be hosted on their domain.

We imagined that we would collect work in several baskets, including references, enactments in preservice education, enactments from the teaching of Prek-12 students, enactments from inservice education, and enactments from community settings.

Find short bios of the participants here:
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 * Barry Derfel is currently the instructional specialist for educational equity in the Ithaca City School District. He will also be completing an internship in 2009-2010 as an assistant principal/professional development coordinator. To see more about his work, visit his website: []
 * Tom McCann is a visiting associate professor of English at Northern Illinois University, where he teaches classes in the teacher certification program. He has taught for four high schools and for two colleges and three universities, where he worked with preservice and practicing teachers in graduate education programs. He has supervised teachers in high school for twenty years. He served for fourteen years as English Department Chair at Community High School in West Chicago, Illinois, where he taught English and supervised other English teachers. He also worked as the Assistant Principal for Curriculum and Instruction at Community High School. He later served as the Assistant Superintendent for Curriculum and Instruction for Elmhurst, Illinois, Public Schools.He taught composition for twenty years as an adjunct in the English Department at Elmhurst College, in Elmhurst, Illinois. He has collaborated with Larry R. Johannessen and Bernard Ricca on research about the concerns of teachers during their formative years of teaching (//Supporting Beginning English Teachers//, NCTE, 2005). For this work, McCann, Johannessen, and Ricca earned NCTE’s 2006 Richard A. Meade Award for Research in English Education.He edits a column on mentoring for the //English// Journal. With Larry Johannessen, Elizabeth Kahn, and Joseph Flanagan, he has written about the quality of classroom discourse (//Talking in Class//, NCTE, 2006).
 * Tom McCann is a visiting associate professor of English at Northern Illinois University, where he teaches classes in the teacher certification program. He has taught for four high schools and for two colleges and three universities, where he worked with preservice and practicing teachers in graduate education programs. He has supervised teachers in high school for twenty years. He served for fourteen years as English Department Chair at Community High School in West Chicago, Illinois, where he taught English and supervised other English teachers. He also worked as the Assistant Principal for Curriculum and Instruction at Community High School. He later served as the Assistant Superintendent for Curriculum and Instruction for Elmhurst, Illinois, Public Schools.He taught composition for twenty years as an adjunct in the English Department at Elmhurst College, in Elmhurst, Illinois. He has collaborated with Larry R. Johannessen and Bernard Ricca on research about the concerns of teachers during their formative years of teaching (//Supporting Beginning English Teachers//, NCTE, 2005). For this work, McCann, Johannessen, and Ricca earned NCTE’s 2006 Richard A. Meade Award for Research in English Education.He edits a column on mentoring for the //English// Journal. With Larry Johannessen, Elizabeth Kahn, and Joseph Flanagan, he has written about the quality of classroom discourse (//Talking in Class//, NCTE, 2006).
 * Tom McCann is a visiting associate professor of English at Northern Illinois University, where he teaches classes in the teacher certification program. He has taught for four high schools and for two colleges and three universities, where he worked with preservice and practicing teachers in graduate education programs. He has supervised teachers in high school for twenty years. He served for fourteen years as English Department Chair at Community High School in West Chicago, Illinois, where he taught English and supervised other English teachers. He also worked as the Assistant Principal for Curriculum and Instruction at Community High School. He later served as the Assistant Superintendent for Curriculum and Instruction for Elmhurst, Illinois, Public Schools.He taught composition for twenty years as an adjunct in the English Department at Elmhurst College, in Elmhurst, Illinois. He has collaborated with Larry R. Johannessen and Bernard Ricca on research about the concerns of teachers during their formative years of teaching (//Supporting Beginning English Teachers//, NCTE, 2005). For this work, McCann, Johannessen, and Ricca earned NCTE’s 2006 Richard A. Meade Award for Research in English Education.He edits a column on mentoring for the //English// Journal. With Larry Johannessen, Elizabeth Kahn, and Joseph Flanagan, he has written about the quality of classroom discourse (//Talking in Class//, NCTE, 2006).