The IMPACT-PD grant—Improving Preschoolers’ Acquisition of Language through Coaching Teachers and Professional Development—is playing an integral role in providing preschool educators the tools they need to help their students develop proficiency in English as a second language.
The United States Department of Education National Professional grant, funded by the Office of English Language Acquisition, aims to provide educators with professional development opportunities for improving instruction of dual-language learners in preschool.
The IMPACT-PD program, a partnership between the University of Alabama at Birmingham and the Alabama Department of Early Childhood Education, focuses on four goals to further training and education to children learning English early in life:
This article and photo is reprinted with permission from Illinois State, August 2019 issue.
Media alerts announce another school shooting with lives lost. Another extended teachers’ strike is called to protest inadequate pay. Another round of standardized test results show that American students are falling behind. Another cut made in funds earmarked for public education cripples school districts struggling to keep pace with changing curricula and technology.
ISU College of Education Dean James Wolfinger will tell you the regular recurrence of such reports sparks mounting negative sentiments toward the teaching profession as a whole, which results in one more equally troubling headline: America is facing a critical shortage of teachers.
“The problem is serious, it is real, and it is not overblown by the media,”
The Washington Association of Colleges for Teacher Education (WACTE) is receiving the payoff from its long-term efforts working with the Washington Legislature. WACTE first hired a contract lobbyist in 2005, and their 14 years of work have made the chapter a significant voice in state education policy.
For instance, teacher shortage has largely been defined either broadly across states or regions, or anecdotally. Now, the state of Washington will attempt to refine the definitions and locations of shortages with a “collaborative” that includes WACTE as a member, following the group’s testimony and request for the designation during the recent legislative session.
This effort is part of a large, omnibus education bill passed by Washington lawmakers this year, which also includes a number of provisions from WACTE to attract more candidates to the teaching profession (Engrossed second substitute House Bill 1139).
Those provisions include $1 million per year in “teacher shortage grants” to enable
AACTE’s contact lists for state policy makers in each state and the District of Columbia have been updated and are now posted in the AACTE Resource Library (accessible to AACTE members only!). The links to these lists also can be found on the AACTE Advocacy Center’s State Advocacy page and on AACTE’s State Policy and Legislation page.
These resources are an AACTE member benefit to support you in your state-level advocacy work. I encourage you to use them to find key state policy officials, such as legislators for authorizing and appropriating education funds and state department of education contacts.
Of course, state officials change often. If you discover your state’s contact page needs to be updated, please email the new information to firstname.lastname@example.org.
JSU and Southern Union State Community College are joining forces to provide a smoother route to an early childhood or elementary education degree through the newly established Teacher Prep program.
Teacher Prep creates opportunities for Southern Union students to seamlessly enter JSU’s School of Education through concurrent enrollment. Students are able to earn college credit simultaneously at the community college and university level, placing students on a quicker and more cost-effective pathway to receiving an associate’s degree and a
Congratulations to Danna Demezier, Holmes Scholar of the Month for August 2019! Demezier is pursuing a doctorate in counselor education at Florida Atlantic University. Demezier’s primary research interest surrounds examining culturally responsive interventions for diverse ethnic populations and the impact of such interventions on treatment outcomes. Secondarily, she is interested in investigating the mental health seeking behaviors of ethnically diverse populations.
Demezier is a nationally certified counselor and a licensed mental health counselor. In 2016, she participated in a mission trip to Haiti where she served on the mental health team. She is also a member of the Human Rights Committee of the American Counseling Association (ACA). Demezier is the recipient of many scholarships. Currently, she serves as a clinical research assistant at the University of Miami and FAU.
An advocate for the Holmes Scholar Program, she believes it is an intricate part of securing a successful matriculation within her doctoral program and that the program provides a sense of community. Her future career goals are to serve as a university professor and supervisor.
The AACTE Awards Program recognizes excellence in educator preparation in nine categories. One category is the Outstanding Dissertation Award, which honors doctoral research that contributes to the knowledge base of educator preparation or of teaching and learning with implications for educator preparation. Overseen by AACTE’s Committee on Research and Dissemination, the award includes a $1,000 cash prize as well as special recognition at AACTE’s 72nd Annual Meeting in Atlanta, GA, February 28 – March 1, 2020.
The video above features the 2018 AACTE Outstanding Dissertation Award recipient, Molly Baustien Siuty, assistant professor of inclusive teacher education at AACTE member institution
Registration is now available for the AACTE 72nd Annual Meeting, in Atlanta, Georgia, February 28 – March 1, 2020. Sign up by October 30 to secure the Early Bird registration discount!
The 2020 Annual Meeting is themed “Disrupting Inequities: Educating for Change,” conceptualized as follows in the call for proposals:
This article originally appeared in on the University of Tulsa Appalachian website and is reprinted with permission.
Oklahoma is facing a troubling teacher shortage. To ensure public school students have instructors in classrooms this fall, the state has issued 3,000 emergency teacher certifications. The Oklahoma Association of Colleges for Teacher Education (OACTE) analyzed data to uncover the ramifications of an increased number of emergency certificates, and on Monday, Aug. 12, The University of Tulsa hosted the Oklahoma Teacher Pipeline Summit to share their findings and discuss possible solutions to the crisis.
Educators and students are facing unprecedented times. The challenges both students and their teachers confront today vastly affects the efficacy of even the best educator’s efforts to create and foster students’ zeal for learning and to contribute to the society they will one day shape. Yet, educators must stay committed to fulfilling their social responsibility now more than ever before.
What Should Social Responsibility Look Like in the Teaching Profession?
This varies from educator to educator, so the answer to this question is complicated and multi-faceted.
Education is about opening minds, creating new knowledge. It is an expansive endeavor. In theory, education should provide us with the understanding and capacity of what it means to be a citizen of this nation and the world. Our nation’s founders understood the importance of an educated citizenry. Today, I believe that we need educators to support both a students’ academic development and citizen development.