In this latest video entitled, “I am Holmes Too,” Holmes coordinators and students discuss the value of the AACTE Holmes Program, which focuses on recruiting educators of color into the teaching profession. They share how the program supports their work, research, and advocacy efforts in educator preparation.
Here’s what a few of the participants had to say:
“I would like to say thank you to Holmes for being a great support system throughout my academic journey.” – Jerraco Johnson, Auburn University
“One thing I appreciate about being part of Holmes is it provides the opportunity to learn and grow from others as well as provide me with research opportunities.” – Talisa Jackson, George Mason University
Bowling Green State University’s innovated Inclusive Early Childhood Education program seeks to address the need for teacher candidates to be well prepared to enter the classroom. BGSU recognized the importance of shifting their program to assist their teacher candidates in garnering the necessary teaching practices for a changing classroom environment. “We certainly have a wide array of learners with very diverse needs and one the things that this program helps us do is to ensure that we are graduating teachers that are ready to meet the needs of all those learners,” says Dawn Shinew, dean of the College of Education and Human Development at Bowling Green State University.
Every year, BGSU places over 900 teachers through 88 different partnerships with school districts throughout Ohio, which include both urban and rural districts and social service agencies. Teachers are expected to continue taking coursework during their clinical placements to ensure there is a connection among their coursework and their teacher training in the field. More importantly, BGSU believes teacher candidates should be exposed to the fieldwork earlier than what more traditional programs prescribe. Whereas other, more traditional programs place teacher candidates as student-teachers in their senior year of undergraduate studies, BGSU starts placing juniors in clinical settings with the hope to increase their exposure to their career and receive additional training in a variety of education settings, including special education and inclusive classrooms.
This article originally appeared on the University of Arkansas website and is reprinted with permission.
Three University of Arkansas teacher candidates recently surprised their public school mentor teachers with banners lauding them as a Mentor Teacher of the Year for 2018-19.
U of A students in the teacher-education program spend either a full semester or year as interns in public schools across Northwest Arkansas for hands-on training before they have their own classrooms to manage.
“The internship is the most crucial aspect of our teacher preparation programs and mentor teachers are the lifeblood of the experience,” said Jake Ayo, director of field placement for the Office of Teacher Education in the College of Education and Health Professions. “They go above and beyond in an already demanding profession as they pour their time and energy into crafting our interns into teacher leaders.”
Being paired with a great mentor educator in local schools is vital to a student teacher’s success. Every year, public school teachers are named Mentor Teacher of the Year and are chosen based on their U of A intern’s nomination. The university recognizes the teachers who demonstrate a positive impact on teacher candidates’ development and P-12 student learning and development.
This article originally appeared on the Georgia Southern University website and is reprinted with permission.
Georgia Southern University and Haven Elementary School are partnering to offer teachers a Gratifying Problem-Solving (GPS) program, which will provide educators unique monthly professional development based on the school’s current need for improved mathematics instruction.
The College of Education’s Jackie Kim, associate professor of elementary and special education, serves as director for the project, totaling $74,976, which is funded by a Community Partnership Grant from the Governor’s Office of Student Achievement.
The GPS program uses a bottom-up approach, allowing the participants at Haven Elementary to help shape its development, workshop activities and directive.
“We go to find out what their inquiries and needs are and create a workshop based on the assessment,” said Kim. “We want to start with what they are currently doing in the classroom and change their practice to make instruction stronger yet doable.”
The Department of Education is seeking Hispanic-Serving Institutions (HSIs) applicants to apply for a portion of a new $24 million developmental grant created to address low completion rates among Hispanic postsecondary students.
This new grant is open to all HSIs that demonstrate a commitment to developing ways to identify and address the strengths and weaknesses of their institution’s enrollment, retention, and support for Hispanic and low-income students. The Department of Education will support projects designed to expand the number of Hispanic students at the undergraduate, graduate, and professional level and that help to facilitate their rates of graduation. HSI programs hoping to use the grant to expand and enhance the academic offerings, program quality, faculty quality, and institutional stability of colleges and universities that serve a majority of Hispanic students are encouraged to apply.
Awards will not exceed $600,000 for a single budget period of 12 months. The deadline for applying for these FY19 awards is July 15, 2019.
Those institutions interested in applying are encourages to visit grants.gov.
Do you have questions about this announcement? Please contact me at firstname.lastname@example.org.
Academic leaders from across the country are preparing to gather in Pittsburgh, PA, for AACTE’s annual Leadership Academy. In one month, attendees will experience an interactive and engaging professional development opportunity designed to advance their leadership skills while exploring a wide range of topics. And even if you have attended in the past, you should consider returning this year, June 23-27, as the program has once again integrated new content into the curriculum (view the full schedule).
Academy faculty first redesigned the content of the popular “Managing Conflict” sessions in 2017 by incorporating avatars into the program. Faced with difficult conversations and topics likely to occur in an academic environment, groups of job-alike attendees collaborate to design effective responses to the scenarios proposed. Their conflict-response plans are tested in simulated encounters, as volunteers meet with avatars, who emulate the situations attendees are likely to face when they return to their institutions.
“This training was one of the most valuable I’ve participated in,” said an attendee from the 2018 Leadership Academy about their avatar experience. “It provided an opportunity to define my objectives, take notes, and reflect upon how I could communicate more clearly.”
The views expressed in this post do not necessarily reflect the views of AACTE.
Teacher educators love to talk. We lecture, provide oral directions, read passages aloud, ask countless questions, and verbally redirect. In addition to the auditory quality of teaching, we have also mastered the visual. Anchor charts, word walls, and mnemonic device posters are endemic in teacher preparation classrooms today as we dutifully prepare the next generation of teachers. Graphic organizers, mind maps, color-coding, and visual aids are also ubiquitous. In the never-ending struggle to meet the needs of all learners, the partiality toward auditory and visual aspects of teaching is biased against students (both adult learner and their future PK-12 students) who do not prefer to learn within those modalities.
Social and emotional skills, habits, and mindsets—such as being able to manage emotions, establish and maintain positive relationships, and make responsible decisions—can set students up for academic and life success. Decades of research show that incorporating social and emotional learning (SEL) into instruction can lead to positive outcomes, from increased test scores and graduation rates to positive behaviors that support student success in school and beyond.
What can teacher preparation programs do to prepare teachers to integrate SEL into everyday classroom learning? A new case study from the Learning Policy Institute (LPI), Preparing Teachers to Support Social and Emotional Learning: A Case Study of San Jose State University and Lakewood Elementary, provides rich examples of how a publicly funded university in California integrates social and emotional dimensions of teaching and learning into its program, from courses on foundational theory and academic curriculum to fieldwork.
AACTE is excited to share the latest videos of its Research-to-Practice Spotlight Series on Special Education this spring. The video interviews feature faculty, students, and school district leaders who work with Portland State University (Portland, OR) and Bowling Green State University (Bowling Green, OH) to implement extensive clinical preparation for teacher candidates pursuing careers in general and special education. The link to view the video series is now available!
In my recent blog post, I shared a brief introduction to the new Research-to-Practice Spotlight Series. The videos highlight exemplary practices of the two teacher preparation programs for ensuring their candidates are ready to work with all students, including students with disabilities. Though different in many programmatic elements to address their local contexts, each university designed their programs to equip all teachers with the skills necessary to instruct the diverse needs of their student population.
The Master’s Program in Secondary Dual Education at Portland State University features dual certification in both general and special education at the secondary level. Entrants to the program come with an undergraduate degree in a content area and engage in two years of extensive and increasing involvement in clinical settings in secondary schools. Principals consider the program transformative in terms of the skills graduates bring to their classrooms.
AACTE is committed to being your go-to-resource for the latest information, news, and trends in educator preparation. Being an AACTE member connects you to a vibrant community of educators and a strong network of support. Discover how to maximize your benefits and stay connected with AACTE in this month’s member update. Please take a few minutes to watch the video above (or read the transcript).
AACTE also wants to hear from you. Let us know the greatest challenge you face in educator preparation by emailing us at email@example.com or contacting me directly at firstname.lastname@example.org.