Teaching Ambassador Fellowship
2008 Alumni Classroom Fellow
Bio/Overview: Goodman is living in Boulder, CO after retiring in 2011 from the Anchorage School District with 30 years of service. She continues to pursue her passion for mentoring by supervising elementary student teachers with the University of Colorado-Boulder. In her year as a Fellow Goodman worked closely with the Striving Readers Initiative, which aligned with her district’s goal of implementing an intervention program for at risk middle school students. In addition, Goodman collaborated with a small group of Fellows building resources to define and promote teacher leadership. Because of Goodman’s interest in curriculum development, she helped provide feedback to the developers of the Doing What Works Clearinghouse. She ultimately used these resources in district-wide trainings she facilitated for all language arts teachers. Most importantly Goodman, along with the other Fellows, strategized ways to grow the Teaching Ambassador Fellowship program so that teacher voices could continue to shape the Department’s policy-making. Today, she observes student teachers in their classroom settings traveling to nearby districts in the Denver metro area. In addition to providing them timely face-to-face and video feedback, she facilitates ongoing seminars for her students to tackle the issues they face within their field placements. Her current educational policy focus is how well we are preparing preservice teachers for careers in education. As part of her supervision duties with the university, she coaches her teacher candidates with edTPA, “a performance-based, subject-specific assessment and support system used by teacher preparation programs throughout the United States to emphasize, measure and support the skills and knowledge that all teachers need from Day 1 in the classroom.” In addition to supervising student teachers, she has participated in peer reviews for the Department of Education’s Investing in Innovation Fund (i3) and the Teacher Quality Partnership Grant Program. In Alaska, she served as a support teacher, curriculum specialist and intern facilitator for the district. After serving as 2008 Classroom Teaching Ambassador Fellows, Goodman shifted gears from serving as a middle school literacy specialist to become the Anchorage School District’s Intern Placement Facilitator, a newly established ARRA position. This unique job afforded Goodman the opportunity to create a student teacher placement protocol for her district, which renewed and strengthened relationships with their local and statewide universities. The H.O.S.T. program (Helping Our Student Teachers) was initiated in an effort to better define the expectations of cooperating teachers and provide them resources for becoming more effective mentors. In addition to coordinating the placements of 150+ student teachers into district-wide classrooms, Goodman was responsible for designing and delivering ongoing professional development (New Teacher Institute) for early career educators.
Educational Values/Philosophy: She remembers the book she received, The Geranium on the Windowsill Just Died, but Teacher You Went Right On, after completing her undergraduate degree in elementary education at the University of Illinois. Goodman kept that book close by as she enthusiastically entered her first fulltime classroom position in 1977. Along the way earning a Master’s degree in reading and participating in the National Writing Project empowered Goodman as a teacher leader. Every new academic year brought changes and challenges no matter where she taught - a suburban classroom in Chicago, the elementary/middle schools in Anchorage, or a provincial classroom in Australia. It made no difference the curriculum she was teaching, the age of the students, the socioeconomic area, or the politics of the school board. What mattered was she believed in children and what they could achieve. Goodman then moved from a classroom position into a newly created literacy teacher support position for Anchorage middle schools. Her focus changed from direct instruction with students to coordinating and providing staff development. As a result, Goodman has had the unique opportunity to shape the journey of new teachers as well as support the experienced staff.
Achievements: Goodman has written two articles for Voices from the Middle (NCTE) and one for the Middle School Journal(NMSA). She loves to share with others, so please visit the Middle Link website (www.asdk12.org/middlelink) for additional resources.
- Facilitating professional learning communities for middle school language arts teachers through quarterly trainings
- Providing professional development in reading and writing across the curriculum to support interdisciplinary instruction in the middle schools
- Collaborating with local universities to establish strong student teacher placement protocols
- Organizing full-day New Teacher Institutes for first and second year teachers to provide practical and relevant support
- Mentoring, coaching, and supervising student teachers within their field placement classrooms
Affiliations: National Council for Teachers of English (NCTE), International Literacy Association (ILA), Association for Middle Level Education (AMLE), The American Association of Colleges for Teacher Education (AACTE), and the National Writing Project.
Education: Goodman received a BA in elementary education from the University of Illinois, and went n to earn a Master’s in reading from the University of Alaska, Anchorage.
Areas of Interest/Expertise:
- University teacher preparation programs
- Teacher mentoring
- Middle school issues