H. Richard Milner IV, to Receive The 2023 AACTE Margaret B. Lindsey Award for Distinguished Research In Teacher Education

AACTE today announced that H. Richard Milner IV, Cornelius Vanderbilt Chair of Education in the Department of Teaching and Learning at Vanderbilt Peabody College of Education and Human Development, is the recipient of the 2023 AACTE Margaret B. Lindsey Award for Distinguished Research in Teacher Education. The Margaret B. Lindsey Award recognizes an individual whose research over the last decade has made a significant impact on the field of teacher education. Milner will be recognized formally with the award during the AACTE 75th Annual Meeting on Feb. 24-26, in Indianapolis, IN.

AACTE Recognizes Leslie Fenwick with the Gloria J. Ladson-Billings Outstanding Book Award  

AACTE  today announced that Leslie T. Fenwick, Ph.D., author of the book Jim Crow’s Pink Slip: The Untold Story of Black Principal and Teacher Leadership (Harvard Education Press, 2022), has been selected to receive the 2023 Gloria J. Ladson-Billings Outstanding Book Award. Fenwick will be recognized formally with the award during the AACTE 75th Annual Meeting, February 24 – 26 in Indianapolis, IN.

AACTE Recognizes Florida Atlantic University with Outstanding Holmes Institution Award 

AACTE  today announced that Florida Atlantic University (FAU), College of Education, is the recipient of the 2023 AACTE Outstanding Holmes Institution Award. The AACTE Holmes Program supports students who self-identify as racially and ethnically diverse and are pursuing graduate degrees in education at AACTE member institutions. This award recognizes Holmes Program institutions that demonstrate exemplary and innovative practices in supporting graduate students of color, resulting in increased productivity of its scholars. FAU’s Rangasamy Ramasamy, Holmes Program coordinator, and Stephen Silverman, dean, College of Education, will be recognized formally with the award during AACTE’s 75th Annual Meeting, February 24 – 26 in Indianapolis, IN.

AACTE Recognizes Kansas State University College Of Education with 2023 Best Practice Award for the Innovative Use of Technology

AACTE today announced that Kansas State University’s (KSU) College of Education (COE) is the recipient of the 2023 AACTE Best Practice Award for Innovative Use of Technology. The award will be formally presented to Debbie K. Mercer, dean of Kansas State University’s College of Education, during the AACTE 75th Annual Meeting, February 24 – 26, in Indianapolis, IN.

Lightning Peter Jay to Receive the 2023 James D. Anderson Outstanding Dissertation Award

AACTE today announced Lightning Peter Jay, Assistant Professor, Department of Teaching Learning and Educational Leadership, Binghamton University, as the recipient of the 2023 AACTE James D. Anderson Outstanding Dissertation Award for “Imaging classrooms: A comparative case study of pedagogy and learning in teacher education.” This award recognizes excellence in doctoral dissertation research (or its equivalent) that contributes to the knowledge base of educator preparation or of teaching and learning with implications for educator preparation. This award is named for James D. Anderson, one of the towering giants in the history of American education. Jay will be recognized formally with the award at the AACTE 75th Annual Meeting on February 24-26, in Indianapolis, IN.

‘Toward a Healthy Racial Climate: Systemically Centering the Well-being of Teacher Candidates of Color’ Wins 2023 Outstanding JTE Article of the Year

 AACTE  announced today that the article, “Toward a Healthy Racial Climate: Systemically Centering the Well-being of Teacher Candidates of Color,” has been selected to receive the 2023 Outstanding Journal of Teacher Education (JTE) Article Award. Cosponsored by Sage Publications, the award recognizes exemplary scholarship published in JTE in the area of educator preparation or teaching and learning with implications for educator preparation. The article’s authors will be recognized formally during AACTE’s 75th Annual Meeting, February 24—26 in Indianapolis, IN.

AACTE Advisory Council of State Representatives to Receive David G. Imig Award for Distinguished Achievement in Teacher Education

AACTE today announced the winner of the 2023 AACTE David G. Imig Award for Distinguished Achievement in Teacher Education Award. The AACTE Advisory Council of State Representatives (ACSR) will be formally recognized with this prestigious award at AACTE’s 75th Annual Meeting on February 24-26, in Indianapolis, IN. Anne Tapp will receive the award on behalf of ACSR.

University of Illinois Urbana-Champaign IGlobal Program to Receive 2023 AACTE Best Practice Award In Support Of Global And International Perspectives

AACTE announced that the University of Illinois Urbana-Champaign is the recipient of the 2023 AACTE Best Practice Award in Support of Global and International Perspectives for the efforts of its IGlobal Program (IGlobal). This award, sponsored by AACTE’s Committee on Global Diversity, recognizes exemplary practice in the intercultural, global, cross-cultural, and international arenas, and is part of its mission to assure that a global/international perspective is brought to policy and programs associated with the preparation of education professionals. The award will be formally presented to Allison Witt, Director of International Programs in the College of Education, during the AACTE 75th Annual Meeting, February 24 – 26, in Indianapolis, IN.

Rutgers to Receive 2023 AACTE Best Practice Award In Support Of Multicultural Education And Diversity

AACTE  today announced that Rutgers University Graduate School of Education (GSE) Dean Wanda J. Blanchett and Associate Dean and Faculty Director of Teacher Education Nora E. Hyland will accept the 2023 Best Practice Award in Support of Multicultural Education and Diversity Award for their work with the Urban Social Justice Teacher Preparation Program. This award, sponsored by AACTE’s Committee on Global Diversity, recognizes the infusion of diversity throughout all components of a school, college, or department of education as fundamental to quality teacher preparation and development. Blanchett and Hyland will formally accept the award on behalf of Rutgers University at the AACTE 75th Annual Meeting on Feb. 24-26, in Indianapolis, IN.

Just Released: Access #AACTE23 Event Planner

Ready to make the most of your experience in Indy? The schedule is now available! Take a look at the online planner to organize your days ahead of the conference.

  • Browse the Full Schedule. Use the search field at the top to locate sessions by presenter name, title, keywords, and other fields.
  • Access Session Information. Click on the session title to access a description and list of presenters.
  • Build your itinerary. Click on “My Itinerary” to create your personalized experience for the AACTE 2023 Annual Meeting.

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AACTE Offers Livestream Program to California and Washington State Faculty

AACTE is well aware that some states have banned their employees from work travel to Indiana due to its policies. To assist state college and university faculty who are impacted by the travel ban but would like to be part of the 2023 Annual Meeting, AACTE is offering a livestream option. This special programming is exclusively available to those affiliated with public institutions in California and Washington.

Countdown to the Annual Meeting with the #AACTE75Days75Ways

AACTE’s 75th Annual Meeting in Indianapolis is only 10 days away. Do you have 75 seconds to spare to advocate for educators?

AACTE invites its members to share their thought leadership in the field of educator advocacy by joining the 75 Days | 75 Ways to Advocate for Educators campaign, wrapping up on February 24 during the launch of the Annual Meeting.

Share a tip of 75 seconds or 75 words in the form of a short, recorded video or written tip on how to elevate the role of educators, advance educator preparation, and support educators serving in the field. If you have already shared a tip, please share another!

Washington Update: An Address, a Hearing, and New Resources for Educators

This weekly Washington Update is intended to keep members informed on Capitol Hill activities impacting the educator preparation community. The views expressed in this post do not necessarily reflect the views of AACTE.

This week, President Biden delivered his annual State of the Union address — touting economic and legislative achievements made throughout his first two years in office. This year’s State of the Union address was the first time since 2019 that the President and Congressional leaders were permitted to bring guests to the event, which is generally attended by every member of the House and Senate. Five of the Supreme Court’s nine justices were in attendance, along with most of the President’s Cabinet and the Diplomatic Corps. Throughout the speech the President called on Congress to work together to address key legislative priorities and to “finish the job.” The President highlighted education issues, many of which he campaigned on in his 2020 Presidential run — including increasing in teacher pay and universal Pre-K. Following the speech, the President again expressed his support for teachers, tweeting “Let’s give public school teachers a raise.” Teacher pay was again a focus on Capitol Hill on Monday, February 13 when Senator Sanders, Chairman of the Health, Education, Labor, and Pensions Committee hosted a town hall on the state of teacher pay in America that was livestreamed on Senator Sanders’ official Twitter and Facebook pages.

Aspiring Elementary Teachers Are Unlikely to Get Essential Social Studies and Science Content They Need to Teach Students

Gaps in Teacher Preparation Program Requirements for Coursework in World History, Economics, and Engineering Will Leave Students Unprepared for the Future of Work and Engaged Citizenry

New data and analysis released from the National Council on Teacher Quality (NCTQ) finds significant opportunities for teacher preparation programs to improve their coursework requirements to ensure that aspiring elementary school teachers receive the essential social studies and science content knowledge they need for the classroom.

The new NCTQ report, Teacher Prep Review: Building Content Knowledge, shows that while most teacher preparation programs have sufficient course options available, only 3% require aspiring teachers to complete courses in most of the social studies and science topics an elementary teacher needs to know in order to promote students’ literacy and learning. Key topics most often absent in program requirements include world history and economics in social studies (required by fewer than 20% of programs), and engineering design in science (required by only 10% of programs), potentially leaving future teachers unprepared to provide their students with the fundamental knowledge and skills necessary to succeed in the modern world.