Working Collaboratively Toward Antiracism, Equity, and Justice in EPPs

In the New York University (NYU) Teacher Residency (TR) program, faculty and staff believe that the best ideas, work, and results derive from collaboration.  The TR program undergoes collaboratively generated and consensus-driven changes and iterations each year, all in an effort to prepare diverse cohorts of residents to teach and meet their learners’ needs.

Winner of the AACTE 2024 Best Practice Award in Support of Multicultural Education and Diversity, NYU faculty Stacie Brensilver Berman, Ph.D., and Rachel Elizabeth Traxler, Ph.D. Candidate, will share their collaborative process for assessing the program relative to the AACTE award application prompts and provide participants with information on how faculty worked together to produce an application that highlights individual and collective expertise on admissions processes, curriculum design, assessment, and resident and partner support.  Speakers will also discuss how they reflected on the TR program’s impact on the communities served and teaching and learning more broadly, to present a composite view of the multicultural work they do within their program, partnering schools, and the ways in which NYU emphasizes diversity, equity, and inclusion in their values statement and actions.

Speakers:

Stacie Brensilver Berman, Ph.D.
Clinical Assistant Professor
NYU Teacher Residency Program
New York University

Stacie Brensilver Berman is a clinical assistant professor in the Steinhardt School of Culture, Education, and Human Development at New York University and a Residency Director and Content Mentor in the Teacher Residency Program. She is the author of LGBTQ+ History in High School Classes in the United States since 1990 and “Books Have Their Own Stories: LGBTQ History in High School U.S. History Textbooks.” She works extensively with high school teachers on developing curriculum and navigating the challenges around introducing controversial issues in classrooms, presenting at conferences throughout the United States and working individually with educators on topics including LGBTQ+ history, civil rights, and critical race theory. Before earning her doctorate, Brensilver Berman was a New York City Public School teacher for ten years.

Rachel Elizabeth Traxler, Ph.D. Candidate
Clinical Assistant Professor
NYU Teacher Residency Program
New York University

Rachel Elizabeth Traxler (she/her) is a clinical assistant professor at New York University in the department of Teaching and Learning and former postsecondary disability service provider.  Her research and teaching focus on how dominant ideologies that communicate ableism, racism, and English language dominance impact students’ experiences in schools. Recently, Rachel has sought to understand transition across the lifespan, inquiring into barriers and facilitators of success for disabled youth and their teachers. Rachel’s research informs her understanding of teaching and learning for disabled youth, families, and educational stakeholders, informed by multiple perspectives, including those drawn from special education and disability studies in education.

Her work has appeared in Race, Ethnicity, and Education, Journal of Diversity in Higher Education, Career Development and Transition for Exceptional Children, TEACHING Exceptional Children, and Language Teaching Research.