Do you have a comprehensive quality assurance system in your school, college, or department of education?
How do you know whether the assessments you use are valid and reliable?
On July 27, AACTE will host the final installment of a four-part webinar series highlighting the experiences and findings of each of the 10 institutions in the AACTE Black and Hispanic/Latino Male Teachers Initiative Networked Improvement Community (NIC). The webinar, “Diversifying the Teacher Pipeline at CSU-Fullerton and Northeastern Illinois University: Lessons From AACTE’s NIC,” will be held on Thursday, July 27, 2:00-3:00 p.m. EDT.
In this webinar, presenters from California State University, Fullerton, and Northeastern Illinois University will discuss the how their teams applied improvement science in the context of the NIC, as well as at their own institutions. The discussion will feature specific initiatives and strategies developed by both institutions’ teams and will demonstrate how NIC-developed approaches can be adapted locally to advance a common goal – in this case, to increase the percentage of Black and Hispanic/Latino men receiving initial teaching certification through educator preparation programs.
Two final 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. These videos focus on building successful collaborations among professors, future teachers, and schools, and on important themes such as flexibility, humility, and remembering the “bottom line” goal of helping children learn.
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.
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.)
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.
In the latest monthly episode of Education Talk Radio spotlighting AACTE member institutions’ work, the online radio show featured the work of three educator preparation programs to combat teacher shortages. Host Larry Jacobs was joined for the May 17 show by AACTE member deans Kim Metcalf from the University of Nevada-Las Vegas (UNLV), Patricia McHatton from the University of Texas-Rio Grande Valley (UTRGV), and Marcia Burrell from the State University of New York-Oswego (SUNY-Oswego) as well as Rod Lucero from AACTE.
Teacher shortages are plaguing many states and districts around the country, particularly in high-need fields and low-income schools. In addition to school-centered problems such as high teacher turnover and persistent gaps in the diversity of students and their teachers, preparation programs have experienced enrollment drops that further heighten the productivity challenge. “It has to do with, quite frankly, money,” Lucero said, noting that college students are leery of investing in an expensive degree for a career that lacks sufficient salary to repay their student loans, and some teachers start out earning below the poverty line.
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. This week’s videos discuss the benefits of having an extra teacher in the classroom and of the methods class taught by SJU professors in the partner schools.