Apply for Global Teacher Education Fellows Program


The Longview Foundation invites teacher educators to apply for the 2019-2020 cohort of the Global Teacher Education Fellows (GTE) Program. The GTE Fellows Program offers virtual professional development for select U. S. teacher educators to design Global Learning Classrooms for their teacher candidates. Program participants will receive professional development that includes a series of webinars led by experts in global learning and the support of a mentor with expertise in global learning in teacher education.

The GTE Fellows Program is seeking applicants who are

  • Committed to global learning
    Engaged with a full time teaching load during the 2019-2020 academic year, which includes at least two teacher education courses in an initial teacher preparation program
    Supported by their respective dean/department chair to revise and teach at least one teacher education course that incorporates global learning outcomes, assessments, content, technology, and pedagogical practices that foster global competence in K-12 learners.

Interested candidates should apply for the Global Teacher Education Fellows Program by May 1.

Principal Pipelines Retain Newly Placed Principals and Increase Student Achievement


Research indicates that effective school leadership is associated with better outcomes for students and schools. A high-quality school leader affects their teachers and students for many years. School districts are also instrumental in affecting teacher and student outcomes by playing a pivotal role in supporting their school leaders.

The Wallace Foundation partnered with six large and urban school districts across the nation to study the effects of Principal Pipelines from 2011 to 2016. The purpose was to examine whether a comprehensive principal pipeline would be more effective than business-as-usual approaches to the preparation and management of school leaders. The term, principal pipeline, encompasses the following components: 1) leader standards that guide all pipeline activities, 2) preservice preparation opportunities for assistant principals and principals, 3) selective hiring and placement, and 4) on-the-job induction, evaluation, and support. School districts were also required to produce and implement systems to further develop and sustain the principal pipeline outside of the study’s original time frame.

A Toolkit for Social Justice, Equity, and Inclusion

Those who prepare future generations of classroom teachers are well-positioned to promote equity, inclusion, and social justice, but in doing so they must address two significant challenges.

First, they must adopt targeted recruitment strategies to ensure that all PK-12 schools have adequate pools of new teachers from which to choose. This, along with equally important efforts within the PK-12 community to reduce turnover of existing teachers, will eliminate the persistent shortages of well-qualified teachers that deprive many students, especially the most vulnerable ones, of a quality education. In addition to boosting enrollments, teacher educators must also ensure that their candidates resemble the demographics of the PK-12 students they will teach. Over time, this will close the widening diversity gap that exists between students and their teachers in many of the nation’s public schools. As research has shown, this will help close the achievement gap, reduce high school dropout rates, and lead more students to pursue college degrees.[1]

Call for Book Chapters: Research on Leadership and Advocacy for Children and Families in Rural Poverty

As co-editors, we are seeking chapter authors for a book we are publishing with IGI Global for release in 2020 titled Handbook of Research on Leadership and Advocacy for Children and Families in Rural Poverty. This interdisciplinary book will address issues related to education, counseling, social work, public policy, health, and leadership.

Education researchers and practitioners are invited to submit a 1,000 to 2,000 word chapter proposal by April 25, 2019. All submitted chapters will undergo a double-blind review.

Ease Your Workload, Meet Your Goals with Campus Mentors


“It is a phenomenal program. It allows for all kinds of growth in both teacher candidates and high school students” – Michael Dantley, Dean, Miami University, and AACTE Board Member

“It gives students one-on-one intervention, ability to build relationships, and just increases their successes overall” – Talawanda School District Superintendent Kelly Spivey

 Campus Mentors is a clinical practice model that enables teacher candidates to work with youth who are at risk. It creates classrooms on university campuses to support these young people through individualized instruction of any selected curriculum, pedagogy, technology, or assessment. The program is an evidence-based, fiscally sustainable framework that has received national recognition for its youth outcomes. Like other clinical preparation programs, Campus Mentors exposes aspiring educators to real-life challenges and rewards of the teaching profession. Schools and colleges of education, as well as partnering public schools have experienced a number of benefits from partnering with the program. 

Scholarships Available to Teachers for Code.org computer science professional learning program


Code.org is offering scholarships for thousands of eligible middle and high school teachers to attend professional learning workshops. The workshops prepare teachers from all backgrounds to teach computer science in their classroom—no prior computer science experience is necessary. The workshops begin with a 5-day, in-person summer workshop and continue with 4 single-day follow-up workshops throughout the year. Dates and locations are assigned by region.

The lack of a computer science teacher is the biggest barrier to offering the subject in most schools, even though computer science is among the fastest growing industries in the United States. Currently, just 35% of U.S. high schools teach it and only 10% of STEM graduates study it. What’s more, computing and computer science are plagued by tremendous underrepresentation of African American, Latinx, and female students, despite the fact that these groups represent 65% of the entire U.S. population.

AACTE Welcomes New Officers to the Holmes Scholars Council


Front Row (left to right): Amber Haley, Azaria Cunningham; Middle Row (left to right): Ke-La Harris, Sacha Cartagena; Reena Patel-Viswanath, Lydia Carsenale, Valentina Contesse, Timara Davis; Back Row (left to right): Adegoke Adetunji, Marquess Vela; Absent: Carla Roberson

AACTE welcomes the 2019-2020 Holmes Scholars Council, elected during the preconference events at the Annual Meeting last month. The council will work closely with AACTE liaison, Brandon Frost, to plan activities and communicate with Holmes participants throughout the year.

The Value of AACTE’s Annual Meeting: A Testimonial

AACTE is pleased to share excerpts from a testimonial by one of the 2019 Annual Meeting attendees, Tracy Spesia of the University of Saint Francis in Joliet, IL. In a letter to AACTE President and CEO Lynn M. Gangone, Spesia shared how the AACTE Annual Meeting has consistently influenced and brought value to her work as the edTPA coordinator at her institution:

“It was a professional and personal pleasure to attend the 71st AACTE Annual Meeting in Louisville. This annual conference’s tremendous impact on me, and the ripple impact it has had on my college and community, is clear.  I actually have the documentation to prove it! 

In 2010, I accepted the full-time position of Field Experience Coordinator (and Partnership Liaison) at the University of St. Francis. In 2012, my dean asked me to assume the edTPA coordinator position. The toolbox needed some new tools. By a stroke of luck, the AACTE annual conference was in nearby Chicago in spring 2013, and the dean suggested I attend to learn more about edTPA.  I had never heard of AACTE. I had no idea what edTPA was about. I had never really attended a professional conference.  This opportunity marks such a turning point in my career.

In Memoriam: Kathryn Hildebrand

Kathryn Hildebrand, AACTE member and dean of Idaho State University (ISU) College of Education, passed away on Monday, February 25 after a battle with cancer. 

As a vital advocate for the educator preparation community, Kathy targeted her efforts toward creating strong partnerships with school districts in the region, which included promoting dual enrollment courses high school students could take to earn credits at the College of Education.  Kathy pushed the agenda within the education community, with a focus on priorities that included course offerings through innovative technology, distance learning, and online models. 

Kathy earned an undergraduate degree in psychology and a master’s degree in education from Stanford University where she was a track athlete. She holds a doctorate in physical education and curriculum and instruction from Florida State University.  She served as dean of the College of Education at ISU since March 2018, having previously served in the same capacity at Troy University. She also served as the AACTE chief representative for the ISU College of Education. 

2019 National Superintendent of the Year Is Alumnus of AACTE Member Institutions


AACTE Congratulates 2019 National Superintendent of the Curtis Jones Jr., superintendent of Bibb County School District in Macon, GA.

Jones, was Georgia’s finalist for the honor given by AASA, the School Superintendents Association. He is also an alumnus of AACTE member institutions, Lincoln Memorial University in Tennessee, where he received his Ed.S. from the Carter & Moyers School of Education and NOVA Southeastern in Florida, where he received his Ed.D. from the Abraham S. Fischler College of Education.

Jones joined the Bibb County School District in April 2015. Using his classroom and administrative experiences, he developed the district’s strategic plan, “Victory in Our Schools.” The plan has five goal areas: increasing student achievement; increasing student and stakeholder engagement; increasing teacher and leader effectiveness; being a reliable organization; and learning and growth. This plan drives the district’s continuous improvement efforts through shared accountability for all stakeholders and resource alignment.

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