This report highlights the use of an AACTE State Chapter Support Grant by the Ohio Association of Colleges for Teacher Education (OACTE). The views expressed in this post do not necessarily reflect the views of AACTE.
Educator preparation providers (EPPs) in Ohio have a longstanding history of collaboration. The 51 public and private institutions embrace the philosophy of the “wisdom of crowds,” that is, the power of decisions made by groups through collective sharing of information and resources (see this 2005 book by James Surowiecki). One of our ongoing collaborative efforts is the “VARI-EPP” (Valid and Reliable Instruments for Educator Preparation Programs) project, which aims to develop assessment instruments for use by any EPP in the nation to empower them with valid, reliable, and comparable data that may be used for program improvement. These types of instruments also address the Council for the Accreditation of Educator Preparation (CAEP) call for accreditation evidence collected from instruments that have been analyzed for validity and reliability.
With the U.S. Congress and the Trump Administration continuing to work in June and July, we also continue to monitor their activity, including the funding of key programs for educator preparation. If you joined us for Day on the Hill earlier this month, you got a sense of what’s unfolding and how you can engage. If you missed Day on the Hill, don’t worry – we’ve got you covered with Federal Update webinars to let you know where your advocacy can make an impact.
Registration is now open for the next few Federal Update webinars, available exclusively to AACTE members. Take a moment to mark your calendar and sign up online so you can stay informed and engaged! We will offer these updates twice each in June, July, and September (but like the Congress, we’ll take August off).
Participants in the Holmes Summer Policy Institute in Arlington, VA, during AACTE’s 2017 Washington Week
AACTE’s 2017 Washington Week brought two dozen Holmes Program students from across the country to learn and advocate together in the nation’s capital. It was grand to reconnect with Holmes members I had not seen in months, to meet new members, and to network with leaders of the state chapters of AACTE – and of course to elevate our voices collectively in the halls of Congress!
The latest monthly episode of Education Talk Radio spotlighted the AACTE Holmes Program and other efforts to increase the diversity of the U.S. teaching workforce. In the June 14 show, host Larry Jacobs was joined by Dean Monika Shealey of Rowan University (NJ), Student Services Director Jarren Jeffery of Mount Vernon High School (Fairfax County, VA), current Holmes Scholars Janelle Alexander (Rowan University) and Dana Dunwoody (Boston University, MA), recent Holmes alumnus Ahmed Fahad (University of Cincinnati, OH), and AACTE’s Tim Finklea.
Schools across the country have more diverse student populations than ever, yet the teaching workforce is still predominantly White and female. The AACTE Holmes Program, which for decades has supported students from historically underrepresented backgrounds pursuing doctorates in education, was expanded 3 years ago to include master’s, undergraduate, and even high school students in an effort to provide deeper support in the pipeline of future educators.
Have you ever wondered what it takes to develop a teacher education program that prepares teachers to teach for global competence? Or how your own educator preparation unit is progressing in its efforts to internationalize?
If you are a dean/director of teacher education, you can take a survey this summer to find out. AACTE’s Internationalizing Teacher Education Topical Action Group (TAG), Global Teacher Education Inc. (GTEI), and the Longview Foundation have combined resources to create a self-reflection tool that will help teacher education deans and directors assess their own colleges’ internationalization efforts.
A member of the North Carolina A&T State University team shares its work during the May event at Morgan State University.
Abiodun Fasoro of Central State University discusses his campus’ minority male STEM program during the Verizon Innovative Learning Showcase.
Last month, I had the privilege of participating in the Building a Networked Improvement Community Around Engaging Minority Males in STEM Workshop at Morgan State University. The workshop focused on advancing the work of the Early STEM Engagement for Minority Males (eSEM) Initiative, a network of 16 minority-serving institutions (MSIs).
Led by Morgan State and in partnership with Verizon Innovative Learning Programs, SRI Education, the National CARES Mentoring Network, and local school districts, eSEM is a growing collaborative seeking to address STEM achievement challenges and improve outcomes for middle school minority male students through the development of a Networked Improvement Community (NIC). The initiative is supported through grants from the National Science Foundation and includes the following universities:
Data, data everywhere – so now what do you do? When you are awash in student test scores, survey responses, or research results, how do you determine what they mean – and what actions to take as a result?
For a concise and engaging introduction to data sources, uses, and improvement processes, try AACTE’s online professional seminar Using Data to Improve Student Outcomes, opening July 17 for a 3-week run on the FutureLearn social-learning platform. It requires only 3 hours per week and costs nothing! (Or you may choose to upgrade your enrollment, for a fee, to participate in tests, obtain a completion certificate, and gain unlimited access to course materials in the future. A completion certificate is required if you plan to become an AACTE consultant.)
During the AACTE Washington Week, June 4-7, teacher educators, preservice teachers, and PK-12 school administrators united under the event theme “Diverse Perspectives, Deep Partnerships, One Profession.” The convening brought together attendees from across the nation to discuss important education policies and advocate for educator preparation with members of Congress and their staff.
Two new videos are available this week on AACTE’s Research-to-Practice Spotlight Series highlighting the St. John’s University (NY) School of Education clinical preparation program known as RISE, or the Residential Internship for St. John’s Educators. This week’s video interviews present faculty and administrators discussing various challenges they’ve had to overcome in setting up and sustaining the RISE Program – and why the results are worth the effort.
The School of Education at St. John’s University (SJU) and its Residential Internship for St. John’s Educators (RISE) have hit a stride with their clinical partnerships to prepare new teachers – but it wasn’t always easy. To get to this point, all parties have worked to overcome hurdles and cultivate strong relationships that set them up for successful navigation of future bumps in the road.
Nominations for the 2018 AACTE awards are now open on AACTE’s online submission site (except the Outstanding Book Award, which closed May 30). Applications for the Outstanding Dissertation Award are due August 18, and all other award submissions are due October 12.
Now in its 22nd year, AACTE’s awards program recognizes member institutions’ exemplary programs as well as individuals who have made noteworthy contributions to education preparation. For an overview of last year’s winners, see this press release.