Inspiring, Supporting, and Propelling Urban Educators: Understanding the Effectiveness of a University-based Induction Support Program
by Pettaway, Hagan, Griffin, Belden, Tanguay, Many, and Bhatnagar,
The award will be presented at the AAPE SIG business meeting on Thursday, April 13, from 8:00 to 9:30 am (CDT) in the InterContinental Chicago Magnificent Mile, Lobby level, Avenue East.
The paper is being presented at the Using Research to Inform Program Evaluation session on Thursday, April 13, from 11:40 am to 1:10 pm (CDT) in the Chicago Marriott Downtown Magnificent Mile, 4th Floor, Belmont-Avenue Ballroom.
More information about each author is presented below.
Candice C. Pettaway, MLA
Doctoral Student in Educational Policy Studies at Georgia State University
Candice C. Pettaway (she/her) is a native of historic Selma, an educator, a scholar, and an advocate. Candice serves as the Program Coordinator for GEAR UP Georgia at Georgia State University and an Adjunct Instructor at Selma University. Additionally, she works as a curriculum consultant and an accessibility examiner of standardized assessments. Candice is a second-year doctoral student studying Educational Policy Studies at Georgia State University and served as the GSU Induction Support Program Director. Her research interests center on community-engaged research ethics for vulnerable populations, induction and retention for educators, and Black feminism.
Claudia E. Hagan, MAT
Doctoral Student in Teaching and Learning at Georgia State University
Director, GSU CEHD Induction Support Program
Department of Middle and Secondary Education
Tilifayea L. Griffin, MAT
Tilifayea L. Griffin is a fourth-year doctoral scholar activist in the Educational Policy Studies department at Georgia State University and a mentor/researcher in GSU’s Induction Support Program. She has a wide range of experiences as an educator from working with elementary and middle school grades to facilitating courageous conversations about race and equity for adult learners. Her research interests center on the cultural and historical legacy of Black education, supporting and developing teachers of color, and promoting education through a community cultural wealth lens.
Jocelyn E. Belden, M.Ed.
Doctoral Student in Students with Exceptionalities at Georgia State University
Jocelyn Belden is a fourth-year graduate Ph.D. student in the Learning Sciences Department at Georgia State University. She has taught in education for 14 years, and at Georgia State, she has supervised students in their student teaching practicum. She has served as a mentor for GSU's Induction Support Program and as a member of the participatory action research team evaluating the effectiveness of that program. Her research interest involves equitable teaching, teacher qualifications, and professional development practices to teach culturally and linguistically diverse learners in special education.
Carla Lynn Tanguay, Ph.D.
Assistant Dean for Educator Preparation & Accreditation at Georgia State University
Dr. Carla Tanguay is the Assistant Dean for Educator Preparation and Accreditation and a Clinical Associate Professor in the College of Education & Human Development at Georgia State University. Her scholarly interests include teacher development, induction, retention, assessment, program evaluation and educational policy. Aligned to these interests, Tanguay has served in roles preparing teacher candidates and teacher leaders. She has coordinated and assessed teacher education programs, including the implementation of teacher performance assessments and a university-led induction program.
Joyce E. Many, Ph.D.
Professor of Teaching and Teacher Education at Georgia State University
Joyce Many’s research explores teacher education program effectiveness including factors impacting faculty and candidate perceptions and concerns and candidates’ performance and retention in the classroom. Many serves as editor for the series, Contemporary Issues in Accreditation, Assessment and Program Evaluation in Educator Preparation with Information Age Publishing. She has published more than 85 journal articles and authored and contributed to multiple books on teacher education, including “Implementing and Analyzing Performance Assessments in Teacher Education” and “Clinical Teacher Education: Reflections from an Urban Professional Development School Network.”
Ruchi Bhatnagar, Ph.D.
Unit Assessment Coordinator at Georgia State University
Ruchi Bhatnagar is a clinical associate professor in the College of Education & Human Development at Georgia State University. She received her Ph.D. in teacher education from the University of Michigan, Ann Arbor and started working at Georgia State in spring 2010. She serves as the assessment coordinator for the unit of teacher education and coordinates all efforts around assessment and accreditation in the college. At the state level, she represents Georgia State at the Georgia Assessment Directors Association and networks with colleagues at the Georgia Department of Education, Board of Regents and the Georgia Professional Standards Commission (GaPSC).