Invested Stayers: Portraits of Teachers who Thrive in Challenging Times
University of Kansas- Heidi L. Hallman, Professor of Curriculum and Teaching, University of Kansas
- Terri L. Rodriguez, Professor of Education, College of St. Benedict and St. John’s University
- Kristen Pastore-Capuana, Assistant Professor of English, Buffalo State College
Project Description
“Invested Stayers: Portraits of Teachers who Thrive in Challenging Times” features stories of K-12 teachers in U.S. schools who we call invested stayers, or those who have persisted and thrived in the teaching profession. A digital archive of the stories of the teachers presents how particular catalysts, or landmark changes in education and our world, have been productive sites for growth, agency, and even resistance across the arc of contributors’ professional lives. In a world where we often hear about the challenges educators face, we do not often hear from educators themselves about how they have responded to these challenges. Reframing teacher persistence by paying attention to what sustains educators is essential to imagining what is possible. The 21st century education system, which largely remains a traditional, one-size-fits-all model, is poised for rapid change and innovation within the context of our modern knowledge society; teachers are potentially the most important asset in the notion of a learning society. Invested stayers are educators who demonstrate persistence while not only embracing change but inviting it through inquiry, creativity, and innovation. As education in our nation’s schools continues to change in order to meet the needs of a diverse range of students, the stories of staying teachers emphasize the importance of educators’ commitment to the teaching profession.
Partner Details
Heidi L. Hallman
Professor of Curriculum and Teaching, University of Kansas
Bio
Heidi L. Hallman is Professor in the Department of Curriculum and Teaching at the University of Kansas. Her research interests include how prospective teachers are prepared to teach in diverse school contexts. Hallman is author/ co-author of several academic books, including Secondary English Teacher Education in the United States (2018, Bloomsbury), winner of the 2018 Richard A. Meade award for research in English education. Hallman’s work has been published in leading journals in the fields of teacher education and English education.
Terri L. Rodriguez
Professor of Education, College of St. Benedict and St. John’s University
Bio
Terri L. Rodriguez is Professor of Education at the College of St. Benedict and St. John’s University. Her research focuses on teacher preparation for diversity, equity, and social justice. She is co-author of Supporting Muslim Students: A Guide to Understanding the Diverse Issues of Today’s Classrooms (2017) published by Rowman & Littlefield. Her work has been published in English Education, Literacy Research and Instruction, Multicultural Perspectives, The New Educator, and Teaching and Teacher Education.
Kristen Pastore-Capuana
Assistant Professor of English, Buffalo State College
Bio
Kristen Pastore-Capuana is Assistant Professor of English Education at Buffalo State College. Her research interests include critical literacy pedagogy, inquiry-based instructional practices, and teacher agency. She is also the assistant director of the Western New York Network of English Teachers (WNYNET), a non-profit organization focused on regional teacher communities of practice.
