Jacob Easley II, dean of the Graduate School of Education at Touro College, recently authored A Way Forward Toward Professionalizing Teacher Education: A Response to the AASCU Teacher Education Task Force Survey, a commentary published in the Educational Renaissance journal. In the paper, Easley reviews the recommendations resulting from the 2016 American Association of State Colleges and Universities (AASCU) Teacher Education Task Force survey. The survey was completed by member presidents, provosts, and their deans of education at public institutions of higher learning to better understand the state of the profession.
The results from the national AASCU survey yielded six recommendations for quality teacher education programs. Of the six, Easley categorizes the first four are as similar to the standards that inform national accreditation by the Council for the Accreditation of Educator Preparation (CAEP):
- Bolster clinical experiences
- Ensure strong university-school partnerships
- Step up recruitment into preparation programs
- Build agreements with community colleges
On February 21, the Third Annual Diversified Teaching Workforce Institute (DTW) will convene teacher educators, aspiring teachers, school leaders and deans from across the nation to address one of the most pressing teacher education issues—diversifying the teacher workforce. Over 200 people, including the AACTE Holmes and Networked Improvement Community Members, have joined DTW Topical Action Group (TAG) members in Tampa, FL and Baltimore, MD at the first two Institutes. The Third Annual DTW Institute, part of the 2019 AACTE Annual Meeting Preconference, is organized by leaders of the DTW TAG, with the support of AACTE’s Member Engagement and Support team.
The Institute will take place from 8:00 a.m. to 5:00 p.m. The morning activities will begin with opening comments by Marvin Lynn, College of Education Dean at Portland State University and be followed by an opening plenary, “Examining Teacher Diversity Across U.S. Policy Contexts,” to explore current teacher diversity initiatives and policies taking place in various states committed to addressing the recruitment and retention of teachers of color in the profession. Following the opening panel, the morning will offer four concurrent breakouts sessions by teacher diversity experts in growing your own initiatives, culturally responsive pedagogy, and program development focused on strategies and approaches that they are utilizing at their home institutions.
Congratulations to Madjiguene (Madji) Falls, Holmes Scholar of the Month for January 2019!
Falls is a 3rd-year doctoral candidate at Rowan University, Glassboro, New Jersey. She is part of Rowan’s inaugural cohort and is a professor in residence at West Avenue School in Bridgeton, NJ. Falls is devoted to social justice and equity in education. Her areas of specialization are language literacy and working with students who are English language learners. She fluently speaks five languages: Arabic, English, French, Spanish, and Wolof.
As founder of her own language literacy company, Language for Work, Falls helps to eradicate barriers hindering families and children’s whose first language is not English. She provides cultural diversity training and occupational language courses to help students and families to engage with and be able to communicate more effectively with various systems. In addition, she partners with the Family Success Center of Glassboro, NJ and the Glassboro Child Development Center. Falls has provided other humanitarian services such as providing free Spanish classes to families in need, advocating for families involved with immigration services, and using her voice to speak out against violence.
Congratulations to Evandra Catherine, Holmes Scholar of the Month for December 2018!
Catherine is an active member of the Holmes Community where she has attended and actively contributed to a number of Holmes conferences and retreats. Catherine is a doctoral student at Virginia Commonwealth University whose research interests include emotion socialization of preschool-aged Black boys, preschool teachers’ emotion socialization behaviors, preschool exclusionary discipline policy and professional development on emotional competence for preschool teachers.
The University of Idaho (UI) has received a nearly $1 million grant from the U.S Department of Education to support the second cohort of its Indigenous Knowledge for Effective Education Program (IKEEP), which prepares and certifies culturally responsive Indigenous teachers to meet the unique needs of Native American students in K-12 schools. The first IKEEP cohort began in 2016 with nine students. The new grant will allow an additional eight scholars to begin training in the summer of 2019.
“I am so very pleased that the University of Idaho’s College of Education, Health & Human Sciences (CEHHS) is home to the IKEEP program,” said CEHHS Dean Ali Carr-Chellman. “This U.S. Department of Education grant will help some of our highest needs schools in the state of Idaho to have not only highly qualified teachers, but teachers with a clear sense of culturally responsive curricular approaches. I am deeply impressed by the dedication and perseverance of Drs. Vanessa Anthony-Stevens and Yolanda Bisbee in their pursuit of the IKEEP program for the betterment of all of Idaho.”
Anthony-Stevens and Bisbee, along with Christine Meyer and Joyce McFarland recently shared insights into the IKEEP model in the following Q&A:
This article originally appeared on oswego.edu and is reprinted with permission from the SUNY Oswego Office of Communications & Marketing.
The SUNY Oswego School of Education has joined three other educator-preparation schools in Bank Street College’s Prepared to Teach-New York Learning Network, an initiative designed to develop sustainable funding pathways for residency programs that embed teacher candidates in schools and communities for two full semesters.
Prepared to Teach-NY, recipient of a $500,000 grant from Carnegie Corporation of New York, cites evidence to support a sea change in what represents "student teaching" in the state. The new model takes a page from residencies in medical professions for deeper, richer, authentic experiences linking school placements to concurrent education coursework.
At the AACTE 71st Annual Meeting in Louisville, Kentucky, the AACTE Committee on Innovation and Technology (I&T) will host a free preconference symposium Thursday, February 21, on “Action Steps to Address the Challenge of Integrating Technology in Teacher Preparation.” Members of the AACTE Committee, leaders from the Office of Educational Technology at the U.S. Department of Education, and representatives from accreditation and standards organizations will share strategies, exemplars, and tools for education leaders to make informed decisions, develop processes, and assess the impact of their efforts to infuse technology throughout educator preparation programs. Participants will focus on four themes related to action steps education leaders can take to address the challenge of technology integration throughout teacher education. These include
Congratulations to Kayla C. Elliott, Holmes Scholar of the Month for November 2018!
Elliott attends Florida Atlantic University (FAU) College of Education where she is pursuing a Ph.D. in higher education leadership. Elliott’s dissertation topic is The Influence of performance based funding on power and relationships at Historically Black Colleges and Universities. Her research interests include higher education equity, higher education leadership, higher education policy, historically black colleges and universities, minority serving institutions, and more.
Lynn M. Gangone and Renee A. Middleton advocate for education preparation in recent Ed Week articles
Don’t Blame Admissions Standards
To the Editor:
Marc Tucker has helped us better understand education systems around the world. Unfortunately, in his recent opinion blog post ("Teachers Colleges: The Weakest Link," November 1, 2018), he demonstrates less understanding of America’s teacher-preparation programs than he has about programs abroad.
This article originally appeared online at news.vcu.edu and is reposted with permission.
The U.S. Department of Education has awarded a $4.97 million grant to expand Richmond Teacher Residency, help provisionally licensed science, technology, engineering and math teachers move toward full licensure, and provide math and science training to hundreds of local elementary and special education teachers.
Richmond Teacher Residency, a program in the Virginia Commonwealth University School of Education, is an intensive, school-based teacher preparation program that integrates a research-supported approach for effective teaching with real-world classroom experience. Residents teach in local schools under the mentorship of a veteran teacher, while also earning a graduate degree in either education or teaching from VCU.