On October 20, a coalition of higher education, PK-12, and state-level organizations released a statement citing concerns about the final teacher preparation program regulations released last week by the U.S. Department of Education. AACTE is one of nearly 30 organizations signing on to the statement.
Among these organizations’ concerns about the new rule are that it will decrease the likelihood of every student having access to a fully prepared teacher, disadvantage programs serving the communities that most need well-prepared teachers, and impede progress toward increasing the diversity of the teaching profession.
NOTE: This webinar has been postponed until further notice.
The U.S. Department of Education released guidance (see PDF) for the implementation of Title II of the Every Student Succeeds Act (ESSA) in late September. I’ll discuss the guidance and its implications in a free webinar for AACTE members October 25 at 4:00 p.m. EDT.
As you might recall, Title II of the new law is focused on recruiting, preparing, and retaining high-quality teachers, principals, and other school leaders. With many allowable uses of funds for both state and local education agencies to engage in, it is vital that educator preparation be at the table with opportunities and options in hand to support the workforce pipeline of the profession.
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.
As Congress returns from recess, so do the Federal Update webinars offered each month for AACTE members. This month’s update will be held September 20 and 21.
Each month, I’ll update you on what is happening in Washington, DC, related to educator preparation, and discuss how you can engage in advocacy for the profession. To accommodate a variety of schedules, each set of webinars is offered on consecutive days of the week at different times of the day.
Did you know that August and October are great times to meet with your U.S. Representative and Senators? During these months, Congress is in “recess,” meaning members are back home meeting with constituents like you.
Time is running out on the August recess, but it may still be possible to land a meeting with some members of Congress before they return to Washington, DC, after Labor Day weekend. If not, October is coming fast, and now is an excellent time to ask for a meeting—or even work with your institution’s government relations office to invite elected officials to an event you are hosting.
The U.S. Department of Education released a proposed regulation last month dealing with institutional eligibility for Title IV funds (federal student financial aid). Comments on the proposal are due by August 24 at 11:59 p.m. EDT.
In an effort to address concerns over fraudulent practices, noncompliance with requirements of Title IV programs, and other challenges, the Department is offering this latest round of proposed regulations (the initial work on this began in 2012) on distance education programs with an eye to those that operate in more than one state.
Wondering where to go for the latest information on the Every Student Succeeds Act (ESSA)? Here are some key resources and opportunities from the U.S. Department of Education:
Comment on Proposed Regulations
Make your voice heard in the three separate proposed regulations currently open for comment:
Last week, the U.S. House of Representatives Committee on Appropriations marked up the FY17 Labor, Health and Human Services, Education, and Related Agencies (Labor-H) funding bill. This was the last of the 12 appropriations bills to be marked up by the full committee prior to the congressional recess.
During the markup, members of the committee submitted 32 amendments seeking to restore or increase funding to programs, clarify language, or repeal policy riders. Of key interest to educator preparation is an amendment offered by Representative David Price (D-NC) to restore funding for the Teacher Quality Partnership (TQP) grants, the only federal grant program designed to reform and strengthen teacher preparation across the nation. (See our fact sheet for an overview of the TQP grant program.) The son of two teachers, Price spoke passionately of his support for the TQP program and the work of grantees to strengthen teacher preparation. Unfortunately, this amendment failed, but the chairman of the subcommittee, Representative Tom Cole (R-OK), committed to further conversations on the matter as the appropriations process unfolds.
The National Commission on Financing 21st Century Higher Education released a set of white papers earlier this month exploring aspects of the fiscal issues facing higher education. Designed to guide policy and funding decisions, these papers (and another six still in development) provide a revealing look at the state and national funding landscape for institutions.
The commission, a project of the University of Virginia’s Miller Center, has been working since 2014 on policy and funding recommendations for the United States to reach the goal of 60% of the labor workforce having a postsecondary degree or credential by 2025. Currently, the nation is not on target to meet this goal and faces numerous related challenges, from high school graduation rates and access to higher education to workforce underdevelopment. According to the Organization for Economic Cooperation and Development, other nations are meeting or surpassing the United States in postsecondary degree and credentialing rates.
Last month, AACTE held a briefing in Washington, DC, on the Teacher Quality Partnership grant program. Titled “Investing in Solutions,” the briefing featured several grant recipients from New Jersey, North Carolina, and Virginia in order to showcase the program to congressional staff and members of the higher education community. One of the featured grantees, New Jersey’s Newark-Montclair Urban Teacher Residency (NMUTR), shared lessons and best practices published in the recent book A Year in the Life of a Third Space Urban Teacher Residency: Using Inquiry to Reinvent Teacher Education. I invited the book’s authors, Monica Taylor and Emily J. Klein of Montclair State University, to highlight some of these lessons for Ed Prep Matters: