Annela Teemant, Ph.D.

Professor of Language Education

Phone:
317-274-1228
Fax:
317-274-6864
Email:
ateemant@iupui.edu
Website:
https://iupui.academia.edu/AnnelaTeemant
Department:
Urban Teacher Education
Campus:
IUPUI

Résumé/CV on Box

ES 3121
902 W New York Street
Indianapolis, Indiana
46202

Education

  • Ph.D. 1997 The Ohio State University, Foreign and Second Language Education
  • M.A. 1988 Brigham Young University, Teaching English as a Second Language
  • B.A. 1983 Brigham Young University, Speech Communications, Secondary Education

Biography

My research and teaching focus on preparing K12 teachers to work with multilingual learners.  Under this umbrella, I publish on innovative program development, urban English as a New Language teacher preparation, and pedagogical coaching. The Six Standards for Effective Pedagogy rely on both sociocultural and critical perspectives on teaching and learning. I have been awarded five U.S. Department of Education grants focused on teacher quality. My current $2.75 million dollar grant (2017-2022) supports ESL partnerships with three districts: Metropolitan School District of Pike Township, Perry Township Schools, and Avon Community Schools Corporation. More than 1000 educators in multiple sites are will benefit from individual and peer coaching, parent-family-community engagement, and tuition scholarships for ENL certification and a 9-credit Leadership Academy. These federal grant activities offer various types of professional learning opportunities to ESL specialists, leaders, and general educators (coaches and teachers) in making individual and institutional change that is radical, measurable, and replicable for improving educational outcomes for English Learners. My mixed methods research explores teacher, coach, and student learning as well as the relative importance of knowledge of language, culture, and pedagogy as teacher competencies for improving student learning. 

I have recently published in Language Teaching Research, Teaching and Teacher Education, Language and Education, Urban Education, and Teaching for Excellence and Equity in Mathematics, and Critical Education. I have also published more than 30 multimedia-based teacher preparation resources. (Available online through http://creativeworks.byu.edu/tell/) I teach undergraduate and graduate courses in such topics as inclusive learning communities, second language literacy, assessment, critical sociocultural pedagogy for content-based learning, and research design.

Courses Taught

  • EDUC-L 436 Methods and Materials for Teaching ESL
  • EDUC-L 441 Introduction to Bilingual Education
  • EDUC-L 505 Second Language Literacy Instruction
  • EDUC-L 524 Language Issues in Bilingual and Multilingual Education
  • EDUC-L 525 Practicum in Language Education
  • EDUC-L 540 Approaches to Instruction and Assessment
  • EDUC-S 503 Secondary School Curriculum
  • EDUC-Y 650 Topics in Inquiry: Theory, Design, and Methods in Literacy Research

Publications

Sample of Recent Publications:
  • Haneda, M., Sherman, B. J., Nebus Bose, F., & Teemant, A. (2019, February). Ways of interacting: What underlies instructional coaches’ discursive actions. Teaching and Teacher Education, 78, 165- 173. doi: 10.1016/j.tate.2018.11.017 advanced online version available at: https://www.sciencedirect.com/science/article/pii/S0742051X18310904
  • Viesca, K. M., & Teemant, A. (In Press). Preparing content teachers to work with multilingual students. In L. de Oliveira (Ed.), Handbook of TESOL in K-12 (under contract). Willey.
  • Haneda, M, Sherman, B., & Teemant, A. (2019, February 28). Assisted performance through instructional coaching: A critical sociocultural perspective. In M. Haneda & H. Nassaji, (Eds.), Perspectives on language as action: Essays in honour of Merrill Swain (pp. 212-227). Bristol, UK: Multilingual Matters.
  • Teemant, A. (2018). Sociocultural theory as everyday practice: The challenge of K-12 teacher preparation for multilingual and multicultural learners. In J. P. Lantolf, & M. E. Poehner (Eds.) with M. Swain (pp. 529-550), The Routledge handbook of sociocultural theory and second language development. New York, NY: Routledge.
  • Teemant, A., Sherman, B. J., Wilson, A. (2018). Differentiating mathematics instruction for multilingual students using critical sociocultural practices. Teaching for Excellence and Equity in Mathematics,9 (1), 26-36.
  • Teemant, A. (2018). Reframing the space between: Teachers and learners in context. Language Teaching Research, 1-12. doi: 10.1177/1362168818777527 Available online first: http://journals.sagepub.com/toc/ltra/0/0
  • Haneda, M., Teemant, A., Sherman, B. (2017). Instructional coaching through dialogic interaction: Helping a teacher to become agentive in her practice. Language and Education, 31(1), 46-64. http://dx.doi.org/10.1080/09500782.2016.1230127
  • Teemant, A. (2017). Six standards professional learning: Theory to practice instructional guide. Greenwood, Indiana: Teemant & Associates.
  • Teemant, A., & Tyra, S. (2016). Six standards instructional coaching: Leading pedagogical change instructional guide. Greenwood, Indiana: Teemant & Associates.
  • Teemant, A., & Tyra, S. (2016). Six standards instructional coaching: Leading pedagogical change facilitator guide. Greenwood, Indiana: Teemant & Associates.
  • Teemant, A., Hausman, C.S., Kigamwa, J. C. (2016) The effects of higher order thinking  on student achievement and English proficiency. INTESOL Journal, 13(1). Retrieved from https://journals.iupui.edu/index.php/intesol/index.
  • Teemant, A., Cen, Y., & Wilson, A. (2015). Effects of ESL Instructional Coaching on Secondary Teacher Use of Sociocultural Instructional Practices. INTESOL Journal, 12(2), 1-29. Retrieved from https://journals.iupui.edu/index.php/intesol/index.
  • Teemant, A. (2015, Fall). Living critical sociocultural theory in classroom practice. Minnesota TESOL Journal. Retrieve from http://minnetesoljournal.org/fall 2015/living-critical-sociocultural-theory-inclassroom-practice.
  • Teemant, A., Tyra, S., Borgioli, G., & Aube, P. (2015). Six Standards Instructional Coaching: Mathematics Instructional Guide. Greenwood, Indiana: Teemant & Associates.
  • Teemant, A., & Tyra, S., Borgioli, G., & Aube, P. (2015). Six Standards Instructional Coaching: Mathematics Facilitator Guide. Greenwood, Indiana: Teemant & Associates.
  • Teemant, A., Leland, C., & Berghoff, B. (2014, April). Development and validation of a measure of Critical Stance for instructional coaching. Teaching and Teacher Education, 39, 136-147. Retrieved from http://dx.doi.org/10.1016/j.tate.2013.11.008.
  • Teemant, A. (2014). A mixed methods investigation of instructional coaching for teachers of diverse learners. Urban Education, 49(5), 574-604. DOI:10.1177/0042085913481362
  • Teemant, A., & Tyra, S. (2014). Six Standards Instructional Coaching: Literacy Instructional Guide. Greenwood, Indiana: Teemant & Associates.
  • Teemant, A., & Tyra, S. (2014). Six Standards Instructional Coaching: Literacy Facilitator Guide. Greenwood, Indiana: Teemant & Associates.
  • Teemant, A. (2013). ESL university students’ testing preferences. INTESOL Journal, 10(1), 64-83. Retrieved from https://journals.iupui.edu/index.php/intesol/index.
  • Teemant, A., & Hausman, C. S. (2013, April 15). The relationship of teacher use of critical sociocultural practices with student achievement. Critical Education, 4(4). Retrieved from http://ojs.library.ubc.ca/index.php/criticaled/article/view/182434.
  • Teemant, A., & Reveles, C. (2012). Mainstream ESL instructional coaching: A repeated measures replication study. INTESOL Journal, 9(1), 17-34.
  • Harvey, L., & Teemant, A. (2012). Who does what and why: ESL administrators’ perspectives on the roles of ESL specialists and mainstream teachers. INTESOL Journal, 9(1), 35-50.
  • Teemant, A., Wink, J., Tyra, S. (2011). Effects of coaching on teacher use of sociocultural instructional practices. Teaching and Teacher Education, 27(4), 683-693. DOI: 10.1016/j.tate.2010.11.006
  • Teemant, A. (2010, November). ESL student perspectives on university classroom testing practices. Journal of the Scholarship of Teaching and Learning, 10(3), 89-105.
  • Teemant, A. (2010). Measuring the Effectiveness of an ESL coaching model. In C.J. Casteel & K.G. Ballantyne (Eds.), Professional development in action: Improving teaching for English learners, (pp. 21-23). Washington, DC: The National Clearinghouse for English Language Acquisition and Language Instruction Educational Programs at The George Washington University. (Available at https://www.ncela.ed.gov/files/uploads/3/PD_in_Action.pdf).
  • Teemant, A. (2005). Evaluating Socio-cultural pedagogy in a distance teacher education program. Teacher Education Quarterly, 32 (3), 49-62.
  • Harris, R.C., Pinnegar, S., & Teemant, A. (2005). The case for hypermedia video ethnographies: Designing a new class of case studies that challenge teaching practice. Journal of Technology and Teacher Education, 13(1), 141-161.
  • Teemant, A., Smith, M. E., Pinnegar, S. & Egan, M.W. (2005). Modeling sociocultural pedagogy in distance education. Teachers College Record, 107(8), 1675-1698.
  • Teemant, A. (2005). New Conceptual Tools for Content-Area Teachers: A Programmatic Approach to Content-Based Instruction. In J. Crandall & D. Kaufman (Eds.), Case Studies in TESOL Practice: Content- Based Language Instruction in K-12 Settings (195-210). Alexandria, VA: Teachers of English to Speakers of Other Languages.
  • Teemant, A., Bernhardt, E., Rodriguez-Muñoz, M., Aiello, M. (2005). A dialogue among teachers that benefits second language learners. In D. Kauchak, P.D. Eggen, & M.D. Burbank (Ed.), Charting a Professional Course: Issues and Controversies in Education, (pp. 37-43). Upper Saddle River, NJ: Pearson Education, Inc.
  • Smith, M.E., Teemant, A., & Pinnegar, S. (2004). Principles and practices of sociocultural assessment: Foundations for effective strategies for linguistically diverse classrooms. Multicultural Perspectives, 6(2), 38-46.
  • Pinnegar, S. & Teemant, A. (2003). Attending to inquiry in the education of teachers: Enlisting frozen and human elements of distance education. Teacher Education and Practice, 16 (1), 47-69.
  • Graham, R., Teemant, A., Cutri, R., & Harris, M. (2002).  The pedagogy and technology of distance learning for teacher education: The evolution of instructional processes and products. In L. Henrichsen (Ed.), Case Studies in TESOL Practice: Distance Learning, (pp. 141-149). Alexandria, VA: Teachers of English to Speakers of Other Languages.
  • Bernhardt, E., Hirsch, G., Teemant, A., & Rodriguez-Muñoz, M. (2001). Language diversity and science.  In Science Learning for All: Celebrating Cultural Diversity (pp. 54-57). Arlington, Virginia: National Science Teachers Association Press.
  • Teemant, A., Bernhardt, E., Rodriguez-Muñoz, M., Aiello, M. (2000).  A dialogue among teachers that benefits second language learners. Middle School Journal, 32(2), 30-38.
  • Teemant, A. & Giraldo, N. (2000). K-12 cross-disciplinary collaboration: An ESL in-service model. TESL Reporter, 33(2), 30-37.
  • Teemant, A. Bernhardt, E., & Rodriguez-Muñoz, M. (1996).  Collaborating with Content- Area Teachers: What We Need to Share. TESOL Journal, 5, 16-20.
  • Bernhardt, E., Hirsch, G., Teemant, A., & Rodriguez-Muñoz, M. (1996).  Language diversity and science. The Science Teacher, 63, 25-27.
  • Teemant, A., Bernhardt, E., & Rodriguez-Muñoz, M. (1997).  Collaborating with   Content-Area Teachers: What We Need to Share. In M.A. Snow and D.M. Brinton (Eds.), The content-based classroom: Perspectives on integrating language and content (pp. 311-318). White Plains, N.Y.: Longman

Research Interests

  • English as a New/Second Language Teacher Preparation for Urban Settings.
  • Critical Sociocultural pedagogical coaching for teachers working with English Language Learners in the regular classroom.
  • Innovative program development and evaluation, including distance education.
  • Higher education reform

Current Projects

Critical Sociocultural Instructional Coaching Interactions Using videotaped longitudinal instructional coaching sessions, I am exploring the coach-teacher and teacher-student dialogue resulting from instructional coaching interactions, when our coaching pedagogy is explicitly defined by critical sociocultural perspectives. Developing publications with Dr. Mari Haneda (Penn State University) focus on coach-teacher dialogue as inquiry and teacher agency, especially the moment-to-moment interactions that cultivate agency.

https://www.researchgate.net/project/Critical-Sociocultural-Instructional-Coaching-Interactions

Partnering for Radical School Improvement (U.S. Department of Education Grant):  Establish, refine, and scale up professional development based on the Six Standards of Effective Pedagogy and Six Standards Instructional Coaching.

https://www.researchgate.net/project/Partnering-for-Radical-School-Improvement

Observations of Pedagogical Excellence of Teachers Across Nations (OPETAN):

I am working with Dr. Kara Viesca at the University of Nebraska Lincoln and a group of international scholars to understand strong teaching practices for multilingual learners in general education content classrooms in four national contexts: The U.S., United Kingdom, Germany, and Finland. 

International Consortium for Multilingual Excellence in Education I am collaborating on the research strand of Dr. Kara Viesca’s $2.7 million from the U.S. Department of Education. Housed at the University of Nebraska Lincoln, ICMEE has three major goals: to expand the use of the eWorkshops to at least 10 new states, to continue to designWorkshops for additional groups of educators (e.g. school psychologists, administrators, special education teachers, teachers of deaf students, social studies and English language arts teachers), and to research the impact and outcomes of eWorkshop participation. In order to meet these goals, Dr. Viesca is collaborating with her colleagues as well as with faculty from around the United States at the University of Colorado Denver, Vanderbilt University, Indiana University-Purdue University Indianapolis, California State University East Bay, University of Nevada Las Vegas, Saint Anselm, Elon University, Montclair State University and Boston University. Senior personnel on the project also include measurement experts from Leuphana Universität Lüneburg in Germany. ICMEE has also developed a new collaboration with WIDA, a standards and assessment consortium composed of 39 states housed at the University of Wisconsin Madison.

http://cehs.unl.edu/icmee/

Honors & Awards

  • 2017 Trustee’s Teaching Award, IUPUI School of Education, in recognition of commitment to excellence in university teaching.
  • 2012 Trustee’s Teaching Award, IUPUI School of Education, in recognition of commitment to excellence in university teaching.
  • 2012 Burton W. Gorman Distinguished Teaching Award, Indiana University, in recognition of innovation and creativity in teaching
  • 2008 Madison’s Who’s Who, Marquis Who’s Who in American Education, Cambridge Who’s Who Among Executives and Professionals
  • 2000 Video-Based Staff Development Honorable Mention, Central Educational Network (CEN) Award in recognition of video-based staff development of the Foundations of Bilingual Education Video Segments
  • 1996 Excellence in the Teaching Profession Award, The Ohio State University (Columbus, OH) College of Education for Outstanding Service as a University Supervisor
  • 1995 Outstanding Faculty Mentor, The Ohio State University, Columbus, OH                        
  • 1993 Pro Cultura Hungarica Medal, Hungary's Minister of Culture and Education, in recognition of research contributions to Hungarian culture and education as a U.S. Information Agency ESP/ESL Fellow.
  • 1988 Graduate Internship Award, Brigham Young University, Provo, UT     
  • 1988 Outstanding Thesis, Brigham Young University, Provo, UT   
  • 1987 National Collegiate English Award Winner                
  • 1983 Magna Cum Laude, Brigham Young University, Provo, UT

Grants & Funding

  • Teemant, A. (2017). Partnering for Radical School Improvement: Preparing Every Teacher for English Language Learners. Office of English Language Acquisition: National Professional Development Program Grant, United States Department of Education. Principal Investigator; 25% Effort; $2,749,137; Funded September 1, 2017.
  • Viesca, K. (2016). International Consortium for Multilingual Excellence in Education (ICMEE). Senior Personnel: Joan Barnatt, Chris Carson, Nancy Commins, Kelly Demers, Timo Ehmke, Margaret J. Freedson, Renée Greenfield, Svenja Hammer, Bryn Harris, Kim Hutchison, Joy Johnson, Nicole Joseph, Jung-In Kim, Nancy Leech, Amy Liebermann, Christine Montecillo Leider, Sharolyn Pollard-Durodola, Kathryn Strom, and Annela Teemant. Office of English Language Acquisition: National Professional Development Program Grant, United States Department of Education (T365Z110177); $2.74 million. Co- Investigator; 10% Effort; Sub-award: $71,008; Awarded September 2016; September 1, 2016-August 31, 2021.
  • Plankis, B. Wakefield, D., Martin, P. A., & Teemant, A. Building a Sustainable Urban Environmental Education Collaborative in Indianapolis for High Needs K-8 Learners. Environmental Protection Agency (NE 00E01499). Principal Investigator; 10% Effort; $90,982.00. Funded May 28, 2015.
  • Teemant, A. (Principal Investigator). IUPUI ESL Partnerships: Building Capacity Across and Within Institutions. English Language Acquisition: National Professional Development Program Grant, United States Department of Education. September 1, 2011-2016 ($1,999,935)
  • 2007-2012 Teemant, A. (Principal Investigator) & Berghoff, B. Comprehensive Teacher Education Reform for English Language Learners. English Language Acquisition: National Professional Development Program Grant: United States Department of Education. August 1, 2007-2012 ($1,488,812).
  • 2007-2008 Teemant, A. (Principal Investigator). Sub-Award from University of California, Berkeley from the Improving Teacher Quality from Recruitment to Induction: Integrating Subject Matter, Language, and Diversity Pedagogy distributed by the U.S. Department of Education, Office of Innovation and Improvement. July 2007-2008 ($16,966).
  • 2005-2007 Doherty, W., Teemant, A. (Managing Principal Investigator, under direction of P. David Pearson), and Stoddard, P. Improving Teacher Quality from Recruitment to Induction: Integrating Subject Matter, Language, and Diversity Pedagogy (three year grant) distributed by the U.S. Department of Education, Office of Innovation and Improvement, July 2005 –July 2008 ($3,269,887.00).
  • 2004 Destino, T. and Teemant, A. (Co-Investigators). Subcontract for development of a bilingual literacy video project coordinated by Michael Kamil (Stanford University). The Mid-Atlantic Regional Laboratory for Student Success, October 2004 ($58,805.00).
  • 2002-2005 Teemant, A. and Pinnegar, S. (Co-Principal Investigators). English Language Acquisition: National Professional Development Program Grant for the Bilingual/ESL Endorsement through Distance Education Program (five-year grant) distributed through the United States Department of Education, October 1, 2002-2007 ($1,499,299.00).

Other Activities

https://www.researchgate.net/profile/Annela_Teemant

 

Expert In

  • English as a New/Second Language Teacher Preparation for Urban Settings.
  • Target-based pedagogical coaching for teachers working with English Language Learners in the regular classroom.
  • Innovative program development and evaluation, including extensive multimedia development for online and flipped classroom use.
  • Higher education reform.

Professional Associations

  • Teachers of English to Speakers of Other Languages (TESOL), Member 1987-present.
  • American Educational Research Association (AERA), Member 1997-present.
  • Institute for Language Policy and Education; 2006 to present, founding member.
  • Association for Supervision and Curriculum Development (ASCD), Member 1998-present.
  • Phi Delta Kappa (PDK), Member 1997-present.