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This article reports on a unique collaboration between principal and teacher preparation programs within one college of education at a rural university in southeastern United States. The collaborative project worked to meet both the need of teacher candidates to receive instructional feedback and coaching on their teaching and the need of principal candidates to gain experience giving instructional coaching to novice teachers. Feedback and coaching were provided through video capture and annotation technology (VCAT) allowing the principal candidate to provide specific feedback using evidence from the teaching candidate's teaching video to support their instructional coaching. Researchers explored quantitative and qualitative data of principal candidates' coaching experience to determine the change in their self-efficacy in providing instructional coaching over the course of a semester and their perceptions of their experience using VCAT to facilitate the coaching.

This paper presents a multi-case study of teacher candidates in a pre-service middle grades social studies methods course. The study aimed to understand how middle grades teacher candidates viewed their future as upstanders with agency in middle grades settings. The focus of the research was on heuristic representations that the teacher candidates created to illustrate how they understood their role in supporting the democratic aims of middle grades social studies. Qualitative data was collected and analyzed through chordal triad of agency theory (Emirbayer & Mische, 1998). The findings indicate that pre-service teachers best understand their future as change agents through their role of curriculum and instruction and their impact on students, additionally their conceptualizations of their intended agency were influenced by their past and present experiences as well as their projected goals for the future. This research also suggests that heuristics may be a powerful tool in the preparation of teacher candidates, helping them to think through their role in supporting the democratic aims of social studies, middle grades education and social justice education. Important constraints about teacher candidates' perceptions (or lack thereof) of oppressive structures within middle school settings are considered.

Millions of teachers regularly turn to Internet sharing sites such as Pinterest and Teachers Pay Teachers for curriculum resources and ideas. While this innovative technology poses a number of advantages for teachers who are almost never given an appropriate amount of time to engage in curriculum planning, and who can supplement their frustratingly low salaries by selling their ideas, it also presents serious disadvantages. In this article, the authors argue that seeking out curricular resources through these sites without critical literacy habits can deter the kind of active and critical reflection that is vital to meaningfully planned lessons. If teachers care about engaging students in curriculum and pedagogy that is multicultural and justice-oriented, then they must adopt a filter to help assess what resources, activities, and ideas they bring into the classroom from sharing sites. What the authors call "pinning with pause" is especially important as it relates to elementary social studies. Elementary classrooms are often the first places where children begin to construct concepts about the social world--a process they are engaged in throughout the school day whether or not their teacher is explicit about it. If teachers are not careful, they can inadvertently send problematic and mixed messages about the social world through curriculum from all different disciplines.