Director of Marketing & Communications, AACTE
AACTE Members, Partners Discuss Efforts to Bring Men of Color Into Teaching Profession on Radio Show
This month’s episode of Education Talk Radio spotlighted AACTE’s national Black & Hispanic/Latino Male Teachers Initiative Networked Improvement Community (NIC) and other efforts to increase men of color in the teaching workforce. In the August 9 show, host Larry Jacobs interviewed Director of College Access and Completion Michael Dennehy of Boston University (MA), Director of Call Me MISTER Roy Jones of Clemson University (SC), Associate Professor Shatriya Collier-Stewart of California State University-Northridge, Executive Director Lemuel Watson of the Center for Innovation in Higher Education at the University of South Carolina, and Behavior Interventionist Ryan Jeffery at Fairfax County Public Schools (VA).
According to the National Center for Education Statistics, just 2% of public school teachers across the country are Black males and fewer are Hispanic males. AACTE’s national NIC initiative helps institutions identify innovative strategies to increase the percentage of Black and Hispanic/Latino men receiving initial teaching certification through their preparation programs.
This week, more than 150 attendees are hard at work in Minneapolis, Minnesota, participating in AACTE’s Quality Support Workshop. The diverse group of educators from the Midwest and beyond are engaging in deep-dive sessions enhancing their programs and planning around continuous improvement, assessment, accreditation, and quality assurance.
During the event, which runs through Saturday, the interactivity has extended well beyond the conference rooms as attendees share posts on social media, connect at receptions, and pose for photos in the hallways. View sample event posts and photos below, follow along on Twitter at #AACTE_QSW, and stay tuned for a complete event summary next week!
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.
The AACTE membership renewal season has officially begun! Each institution’s Chief Representative should have received an invoice via mail last month. Although the payment deadline is January 1, 2018, many of you have indicated you prefer to remit dues before your budget year ends in the summer – so we’ve made invoices available now for your convenience.
Your membership in AACTE, the nation’s largest network for educator preparation institutions, provides your faculty, staff, and students with access to valuable resources that help you achieve your program and career goals. Complimentary subscriptions, access to online resources, discounts for conferences and workshops, free continuing education opportunities, and inclusion in the membership directory are just a few of the benefits you’ve enjoyed during the past year.
Are you planning to attend the 2017 AACTE Washington Week next month? Be sure to book your hotel, the Renaissance Arlington Capital View Hotel in Arlington, VA, by May 12 to take advantage of AACTE’s group rate, which includes complimentary high-speed Internet in guest rooms and meeting spaces.
Conveniently located near Reagan National Airport, the hotel offers stunning views of the Potomac River and the Washington skyline – an inspirational setting to convene with other teacher educators from across the country under the event’s theme “Diverse Perspectives, Deep Partnerships, One Profession.” The hotel will host all of our Washington Week events before we head to Capitol Hill Wednesday morning.
(April 24, 2017, Washington D.C.) – Today, the American Association of Colleges for Teacher Education (AACTE) launches its inaugural Quality Support Workshop in Fort Worth, Texas. The workshop, which runs through Wednesday, is the first in a new series of regional events focused on supporting teacher preparation providers to improve program quality. By providing a forum for educators to share experiences about program innovation and construct solutions to shared problems of practice, the Quality Support Workshops aim to meet the present-day needs of teacher educators.
Offered through the Association’s Quality Support Center, these workshops deliver professional development for assessment, accreditation, and documenting quality assurance in convenient sites around the country. Each event connects participants with specialists in facilitated, hands-on sessions where faculty can share strategies and develop customized, actionable plans for use in their home institutions.
The Welcoming Session at the AACTE 69th Annual Meeting featured guest speaker Shaun Harper, professor and executive director of the Center for the Study of Race and Equity in Education at the University of Pennsylvania. In his presentation, “Ed Schools and the Mis-Education of White America,” he discussed diversity, equity, and race issues in education and the obligation of universities – especially educator preparation programs – to address them.
He emphasized the critical role for schools of education in preserving and advancing democracy in America: As preparers of teachers for the public schools, they are in a position to ensure that every student is educated with the proper consciousness and skills needed to raise race questions and pursue greater equity. Harper said that most teacher preparation programs do not currently live up to this objective, as their curricula contain very little about cultural diversity and fail to challenge racial biases.
AACTE’s enhanced online professional seminars, offered through the Quality Support Center on the FutureLearn social-learning platform, are well under way! More than 5,000 registrants signed up for the first run of our introductory assessment course, which just concluded, and the second course, Using Data to Improve Student Outcomes, opens March 20. (Please note this start date is a change from the original schedule.)
In this free 3-week course, you will discover how to apply data science to deliver better outcomes for students. Led by Linda McKee, AACTE’s senior director for quality support initiatives, you’ll learn to identify a range of data sources, analyze the data, and present your findings, then select indicators and establish actions to achieve continuous improvement.
Do you follow AACTE on Twitter? Do you tag @AACTE in Tweets about your program’s exciting news so we can retweet it? We want to engage with you on social media – and that’s why we invite you to join us on Twitter during the 2017 Annual Meeting. By using the hashtag #AACTE17, you can spread the word about dynamic presenters or interesting research, contribute to the event’s narrative, and even win a prize!
As an incentive for attendees to connect with AACTE on Twitter, we are running a contest for registrants who tweet a group selfie tagged with #AACTE17 during the Annual Meeting. Between March 1 at 7:00 a.m. EST and ends March 3 at 11:59 p.m. EST, just take a photo of yourself with at least one other attendee at the Annual Meeting and post the image to Twitter using #AACTE17.
A new set of brief videos in AACTE’s Research-to-Practice Spotlight Series focuses on implementing clinical practice at the George Mason University (VA) College of Education and Human Development; see this article introducing the series and the first video segment. Today’s article highlights messages from the next two videos, which discuss the team-building approach used by Mason’s education faculty to create strong relationships with partner schools for supporting teacher candidates.
The College of Education and Human Development at Virginia’s George Mason University (GMU) and its professional development school (PDS) partners have established leadership teams to plan robust and personalized training programs for teacher candidates. The teams at the university and school sites work together to engage interns in well-rounded experiences, such as by involving them in local school activities, to help fulfill their individualized professional development plans.