Educational Renaissance <p>Welcome to&nbsp;<em>Educational Renaissance</em>, the journal of The Renaissance Group,&nbsp;a national consortium of colleges and universities with a major commitment to the preparation of educational professionals and to the promotion of exemplary practices, partnerships, and leadership that ensure high levels of teaching and learning in all of America's schools.</p> California State University, Fresno en-US Educational Renaissance 2161-1602 <div>Authors who publish with this journal agree to the following terms:<br /><br /><ol type="a"><ol type="a"><li>Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a <a href="" target="_new">Creative Commons Attribution License</a> that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.</li></ol></ol><br /><ol type="a"><ol type="a"><li>Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.</li></ol></ol><br /><ol type="a"><li>Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See <a href="" target="_new">The Effect of Open Access</a>).</li></ol></div> #learningtoreflect <p>Although research on teacher reflection is vast, research on preservice teachers’ (PSTs) use of social media and multimodal reflections is minimal.&nbsp; This study provides greater understanding into how PSTs used Instagram as a platform for engaging in reflection. &nbsp;Throughout an academic year, a group of fourteen PSTs used Instagram several times each week to reflect on their field experience rather than writing a reflective paper.&nbsp; I propose that the participants in this study were <em>photoreflecting, </em>which is the process of deep consideration as one transmediates images and print language.&nbsp; The participants in this study <em>photoreflected </em>by (a) photojournaling, (b) noticing, (c) noticing and extending, (d) noticing and problem solving, and (e) noticing and changing.&nbsp; Participants photojournaled the most and noticed and changed the least.&nbsp;</p> Monica Billen ##submission.copyrightStatement## 2020-10-15 2020-10-15 9 1 1 14 10.33499/edren.v9i1.161 Desperate Measures <p>Black male teachers are less than two percent of all current teachers in the United States. However, there has been an effort to recruit and retain Black men into the teaching profession for a number of reasons. All student benefit when they have a Black male teacher. Black boys, in particular, have markedly higher test scores and improved discipline when they have a Black male teacher.&nbsp;Black male adults in educational settings is essential for enhancing Black boys’ academic and social development. There is a need for Black male teachers in education. Even with nationwide recruitment efforts like My Brother's Keeper, the numbers of Black male teacher remain small. Additionally, Black male teachers leave the profession at a higher rate than other subgroups. This paper will examine one teacher preparation program's effort to increase retention of Black males in the teacher preparation program and the teaching profession.&nbsp;</p> <p><br><br></p> Ernest Black Ed Rice ##submission.copyrightStatement## 2020-10-19 2020-10-19 9 1 15 22 10.33499/edren.v9i1.145 The TCSEFP Hybrid eMentoring Model <p>This article describes a hybrid eMentoring model used to support fellows during an 11-month fellowship program, the <em>Teachers College Special Education Fellowship Program (TCSEFP). </em>The TCSEFP is a residency in teaching (RIT) induction program that leads to the completion of a high incidence special education endorsement and a master’s degree in special education. During the fellowship, each participant receives extensive, explicit mentoring from onsite and off-site mentors. This hybrid eMentoring&nbsp;model, developed as a part of the TCSEFP, is facilitated in part via distance technologies.</p> <p>&nbsp;</p> <p>&nbsp;</p> Marj Bock Mari Caballero Kelly O'Neal-Hixson ##submission.copyrightStatement## 2020-10-19 2020-10-19 9 1 23 30 10.33499/edren.v9i1.143 Supporting Teacher Candidates During COVID-19 <p>This article provides the personal account of two professors who reflect on the challenges of teacher education preparation due to COVID-19.&nbsp; They discuss the swift transition from face to face instruction to virtual learning and teaching including inequities faculty and teacher candidates faced during remote learning, obstacles surrounding state requirements for practicums and certification along with the social emotional impact. &nbsp;Suggestions for moving forward, based on the lessons learned, include additional supports for teacher candidates.&nbsp;</p> Charlene Atkins Angela Danley ##submission.copyrightStatement## 2020-10-19 2020-10-19 9 1 31 40 10.33499/edren.v9i1.153 Teacher Candidates as the Teacher of Record Assists Partner School Districts With the Teacher Shortage <p class="BodyNoIndent">This research essay examined a growing trend in a rural area of the Midwest where PK–12 school districts are partnering with a local university to hire teacher candidates (TCs) as the Teachers of Record (TORs). Many rural school districts are challenged to address the teacher shortage. As a result, many school districts are hiring TCs as the TOR during the TC’s student-teaching experience. Due to the limited research on the topic, this paper aimed to determine if appointing the TC as the TOR was an effective practice. We used three data sources to gauge the perceptions of the TC, the TC’s mentor, and the TC’s administrator. Meeting the needs of partnering districts and providing quality placements for TCs engaged in the culminating field experience can be mutually beneficial for teacher candidates, the school district, and the university.</p> Gregory Rich Linda Gray Smith Kristi Alexander ##submission.copyrightStatement## 2020-10-19 2020-10-19 9 1 41 55 10.33499/edren.v9i1.131