Call for JTE Manuscripts: Historical and Contemporary Issues in Teacher Education

The editors of the Journal of Teacher Education (JTE) invite manuscripts for a special issue on historical and contemporary issues in teacher education. Manuscripts are due February 1, 2017, and the editors anticipate that the issue will be published later that year.

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Custom E-mail Alerts Available Through AACTE State Policy Tracker

Custom E-mail Alerts Available Through AACTE State Policy Tracker

AACTE's State Policy Tracker now provides not only a searchable database of legislation and regulations but also state-specific e-mail alerts for any interested state chapters and member institutions.

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Explore Roles for EPPs in Solving Teacher Shortages

Explore Roles for EPPs in Solving Teacher Shortages

Join us September 29 for a special webinar offered by AACTE in partnership with the Learning Policy Institute (LPI). The webinar will highlight the latest enrollment and staffing data and promising models for programs and policies to improve educator recruitment, preparation, and retention.

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4 Institutions Win New TQP Grants for Serving Rural Communities

Congratulations to the four newest recipients of federal Teacher Quality Partnership (TQP) grants! Coppin State University (MD), North Carolina A&T State University, the University of New Hampshire, and the University of West Alabama will share more than $5 million to improve the preparation of teachers through partnerships with 13 high-need, rural school districts.

The U.S. Department of Education yesterday announced the new 5-year grants, which will be divided among two partnerships with a prebaccalaureate preparation model and two others with residency-based models:

Grantee Name

Model

FY 2016 Funding

Total Est. Funding

Coppin State University

Prebac.

$1,349,502

$3,623,307

North Carolina A&T State University

Residency

$849,681

$3,608,715

University of New Hampshire

Residency

$1,703,802

$4,337,943

University of West Alabama

Prebac.

$1,245,710

$3,049,215

Total

$5,148,695

$14,619,180

One of the few federal investments in improving teacher preparation at institutions of higher education, TQP grants have supported 64 grantees since 2009 in innovative partnerships to prepare teachers for high-need communities. AACTE advocates for the program’s continued funding through the congressional appropriations process each year.

For more information on the announcement and the institutions selected, read the Department’s announcement.

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Shaun Harper to Speak at AACTE Welcoming Session

shaun-harper

AACTE is pleased to announce that Shaun Harper of the University of Pennsylvania will headline the Welcoming Session at the 69th AACTE Annual Meeting, discussing social justice and equity issues in education and educator preparation. The session will kick off the conference at the Tampa Convention Center on March 2, 2017.

Harper is founder and executive director of the Center for the Study of Race and Equity in Education at the University of Pennsylvania, where he also is a professor in the Higher Education Division of the Graduate School of Education. His work and research center on race and gender in education, equity trends, and racial climates on college campuses.

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Time Sensitive: Action Required by Oct. 23 for TEACH Grant Eligibility

On Friday, September 23, the U.S. Department of Education sent a letter to the presidents of certain institutions that are eligible for TEACH grants, announcing a change in eligibility requirements. If you are at one of these institutions, a response must be filed with the Department within 30 days of the letter – meaning by October 23.

Previously, institutions could offer the grants if their programs held either (a) specialized accreditation awarded through a Department-recognized agency or (b) state approval plus a requirement of at least 10 weeks of full-time preservice clinical experience and pedagogical course work. The letter (see PDF) explains that effective September 22, the Department no longer recognizes any national accreditor for educator preparation programs, eliminating option (a) as a qualifier for eligibility.

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National Forum Spotlights Teacher Shortages, Threats to Equity

Tampa, Florida, is short 1,000 teachers this year. Nine out of 10 low-income schools have staffing deficits in special education. Across the United States this year, classrooms are in need of 60,000 teachers, and the number could reach 100,000 by 2018. These are among the sobering statistics presented at a national policy forum I attended September 15, sponsored by the Learning Policy Institute (LPI).

The event, “Solving Teacher Shortages: Attracting and Retaining a Talented and Diverse Teaching Workforce,” presented the latest staffing and enrollment data and what they mean for education – ranging from fewer classes and larger class sizes to the hiring of underqualified teachers. Various high-profile speakers explained that shortages are driven largely by attrition of teachers for reasons such as lack of respect and autonomy, poor working conditions, and inadequate pay and administrative support.

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JTE Author Interview: ‘Engaging and Working in Solidarity With Local Communities in Preparing the Teachers of Their Children’

JTE-new

Have you seen the JTE Insider blog managed by the Journal of Teacher Education (JTE) editorial team? Check out the latest entry below.

This interview features insights from the JTE article “Engaging and Working in Solidarity with Local Communities in Preparing the Teachers of their Children,” written by Ken Zeichner, Michael Bowman, Lorena Guillén, and Kate Napolitan. This blog highlights the experience of authors Bowman (MB), Guillén (LG), and Napolitan (KN). The article is featured in the September/October issue of JTE.

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AACTE Grant Supports N.J. Chapter Campaign to Debunk Education Myths

njacte-logo

Thanks to an AACTE State Chapter Support Grant, the New Jersey Association of Colleges for Teacher Education (NJACTE) recently completed a statewide advocacy campaign to debunk myths about teacher preparation and teacher quality.

In spring 2015, NJACTE submitted a successful proposal to AACTE for funds to expand the capacity, leadership, and relationship with the PK–12 community and the state Department of Education by collaborating on strategies to debunk myths about teacher preparation and teacher quality.

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2017 AACTE Annual Meeting to Take Over Tampa Waterfront

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AACTE’s 69th Annual Meeting will be held at the Tampa Convention Center (TCC) March 2–4, 2017. Nestled on the banks of the Hillsborough River in downtown Tampa, Florida, the TCC is an inviting and attractive venue, boasting ample and flexible space well–suited to host AACTE’s Annual Meeting.

The TCC provides the very best Florida has to offer from large meeting spaces and cafés to restaurants and waterfront gathering areas including The Sail, Tampa’s only 360° waterfront bar. For Annual Meeting attendees, the TCC will be the perfect place to enjoy dazzling sunshine and waterfront views, while learning and networking with colleagues.

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JTE Author Interview: Alastair Henry on Preservice Teachers’ Identity Development

JTE-new

Have you seen the JTE Insider blog managed by the Journal of Teacher Education (JTE) editorial team? Check out the latest entry below.

In this author interview, Alastair Henry discusses his article, “Conceptualizing Teacher Identity as a Complex Dynamic System: The Inner Dynamics of Transformations During a Practicum,” published in the September/October issue of JTE.

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Sept. Scholar of the Month Is Emily Rose Aguiló-Pérez

aguilo-perez

Congratulations to September Holmes Scholar of the Month Emily Rose Aguiló–Pérez, who just completed her Ph.D. in curriculum and instruction at Pennsylvania State University!

Aguiló–Pérez’s research interests are in children’s literature, girlhood studies, and Latino studies. The emphasis of her course of study was language, culture, and society in children’s literature, with a minor in women’s, gender, and sexuality studies. Her dissertation, Tracing Puerto Rican Girlhoods: An Intergenerational Study of Interactions with Barbie and Her Influence on Female Identities, was led by adviser Jacqueline Reid–Walsh.

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Research: Teacher Shortages Are Real and Growing, But Evidence Recommends Solutions

Today, the Learning Policy Institute released a set of reports that present the latest data on U.S. teacher supply and demand and promote comprehensive recruitment and retention strategies to alleviate persistent shortages. AACTE commends the reports’ attention to the steep cost to students of understaffed schools, particularly in low–income communities, as well as the proposed solutions centered on high-quality clinical preparation of new teachers and reducing the attrition rate among practicing teachers.

School districts across the nation are struggling to staff classrooms with adequate numbers of skilled teachers, forcing them to make tough choices that shortchange students. Many educator preparation programs have stepped up recruitment and developed innovative partnerships with districts to meet local needs. Although these efforts are seeing some success, adjustments to the production end of the educator pipeline cannot compensate for the “leaky bucket” of practicing teachers who, according to the Learning Policy Institute, leave at a rate of nearly 8% per year.

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