Archive for July, 2019
This article originally appeared in Rowan Today and is reprinted with permission.
Even in the best school districts, obstacles to equal education and opportunities can hide far below the surface
To help districts unearth and address these issues, the Center for Access, Success and Equity (CASE) in Rowan University’s College of Education has forged equity-focused research practice partnerships with several school districts—one of CASE’s three research areas. CASE is establishing research as central to the College of Education in three ways — through partnerships with districts, through grant-funded research, and through the College’s Ph.D. program.
“I can’t speak enough about our experience with CASE,” said Piera Gravenor, superintendent of Delsea Regional School District, which has worked with CASE for the last two years.
The Wallace Foundation has launched Series Two of The Principal Pipeline podcast with it seventh episode, A District Strategy to Improve Student Achievement. The episode features Linda Chen, chief academic officer for the New York City public schools, and Susan Gates, co-principal investigator of the Principal Pipelines: A Feasible, Affordable, and Effective Way for Districts to Improve Schools study. Chen and Gates walk listeners through important findings on student outcomes and their significance. Also spotlighted in the podcast is Wanda Luz Vazquez, a New York City principal, who discusses her experience as a “pipeline” principal.
“It is true that a principal has to do everything under the sun,” said Chen, “But, at the end of the day, the purpose is to advance learning and instruction for every student and that is what we really focus our efforts on.”
The Principal Pipeline podcast features principals, district and state leaders, and university officials who have developed strong principal pipelines and are eager to share their lessons learned with the broader field. While Series One explored how these efforts proved to be feasible and affordable in six large school districts, Series Two examines the effectiveness of building principal pipelines. New episodes are released every Wednesday.
Untold amounts of time and money are invested in making changes to teaching practice, often with the best intentions and limited ideas about how to actually pull it off. In early May, the Woodrow Wilson Foundation announced a major new initiative to change the way American history is taught across the country. The Foundation argues that it is a failure of teaching that two out of three Americans cannot pass the U.S. citizenship exam. Accordingly, its new “American History Initiative” will include an online platform for professional development, lessons, and interactive learning materials as well as expanded teacher fellowships and research on curriculum. It is a sizable, much needed, and laudable investment of resources in history education. However, one key question remains: Why do they think this will work?
AACTE is committed to recognizing excellence in educator preparation through its prestigious annual Awards Program. Among the nine categories of awards, the Best Practice Award for the Innovative Use of Technology honors AACTE members that infuse technology throughout their curriculum in an innovative way. AACTE’s Committee on Innovation and Technology sponsors this award and selects a school, college, or department of education that uses technologies to stretch beyond standard practices in teacher education.
The video above features AACTE member institution Northeastern State University’s (NSU) College of Education, the 2018 recipient of the Best Practice Award for the Innovative Use of Technology. Dean Vanessa Anton explains how NSU’s Robotics Academy of Critical Engagement (RACE) program works and why it received the award.
Developing and sustaining partnerships with local school districts are critical to the success of the Bowling Green State University (BGSU) Inclusive Early Childhood (IEC) program. Superintendents who work with BGSU assert that all parties need to understand the challenges each school district and university face and must be willing to bridge the gap between research and clinical practice together. BGSU’s teacher candidates are deployed for clinical practice in special education at local schools including in rural areas.
“One of the pieces that works really well for us is that all of the people working in the education department at the university are parents themselves of students in our district so there’s a vested interest,” said Francis Scruci, superintendent of Bowling Green City Schools. “I think there’s a mutual respect. We certainly respect what the university does and I think they respect what we’re trying to do at the K-12 level and we understand the challenges that both of us face. We are willing to bridge that gap and try to help each other become successful.”
BGSU’s overall objective is to prepare graduates of the IEC program to teach young children with and without disabilities in inclusive settings. The IEC program blends the best practices from early childhood education with early childhood special education. It addresses the knowledge, skills, and values necessary to meet the needs of each child. Graduates of the program are prepared to provide differentiated, evidence-based instruction to young children from birth through grade 3.
To learn more, watch the Developing and Sustaining Partnerships video highlighting BGSU’s Models of Inclusive Clinical Teacher Preparation, part of AACTE’s Research-to-Practice Spotlight Series.
This blog post is written by AACTE consultant Jane West and is intended to provide update information. The views expressed in this post do not necessarily reflect the views of AACTE.
Congress is heading out of town—the House leaving today for a six-week recess and the Senate leaving at the end of next week. With the amazing budget deal headed for the finish line, September promises to be full of appropriations bills, including the education funding bill we’ve all been waiting for.
Unbelievable: Congress and the White House Make a Deal on 2 Year Budget Caps and Debt Ceiling
In a stunning proactive bipartisan move, the Congress and the White House have agreed to a two-year budget deal. This frees up all lawmakers and the president to focus on the 2020 elections without the threat of a government shutdown. Key features of the deal include the following:
How are members making the most of their membership? Watch the new AACTE member video and hear what your peers have to share about the many ways being a member of AACTE has benefited them—federal and state advocacy, events and training, tools and resources, and relationship building.
The Chronicle of Higher Education recently issued a special report, “The Campus as City: Crucial Strategies to Bolster Town-Gown Relations and Run a Thriving 21st-Century Institution.” The report explores the concept of “running a city within a city”— how colleges that are often towns or cities themselves are responding to the financial challenges of staying connected to their surrounding communities to provide support and attract and engage students.
In the Chronicle’s article, How One College Went ‘All In’ in Its Neighborhood, author Scott Carlson profiles a promising partnership between one institution and its community. He writes:
Educational opportunity is vital to a thriving city. And while entrepreneurial Portland, Ore., is doing well in many respects, some neighborhoods, as anywhere, are down and out. That’s especially true on the north side, near old industrial sites, where the population is less white and Concordia University, a private liberal-arts institution, for years shared a corner with a rundown elementary and middle school.
The Teacher Educator national peer-reviewed journal recently shared the top 10 most downloaded articles in the first three months of 2019. The most downloaded article in 2018 was “Current Issues in Teacher Education: An Interview with Dr. Linda Darling-Hammond” with 2,726 downloads. Other popular articles cover a range of topics including multicultural teacher education, perceptions of ELL students, student stress and coping, and teaching reflective practice. The full list of the top 10 articles are included in the table below.
AACTE President and CEO Lynn M. Gangone serves on Editorial Advisory Board of The Teacher Educator, a forum for promoting discussion among educators who seek to challenge existing boundaries in the field. The journal invites AACTE members to submit notable work on current
This article and photo originally appeared in Illinois State University News and are reprinted with permission.
For several years, the College of Education has prioritized the redesign of classrooms and computer labs to reflect the flexible learning needs of aspiring educators and their future students.
The first reimagined collaborative space was Studio Teach. The third-floor, approximately 2,000-square-foot area overlooks the University’s Quad. It features dozens of flexible seating options, stations where multiple students can connect to a single monitor, SMART Boards, a 3D printer, an educational gaming area, a writeable white board partition, multiple wall-mounted monitors, and an array of technology available for checkout.
Storage areas on DeGarmo’s garden level have also been converted to classroom spaces with several interactive monitors that can be controlled individually or together through a single source. In addition, several classroom spaces in DeGarmo have been remodeled with a few more to come this fall. They too incorporate flexible seating and cutting-edge educational technologies.
The Richard L. Benson Flexible Learning Space was created with the help of funding by the alumnus for which it was named.
It’s a shift in mindset reflective of the evolving state of PreK–12 learning environments across