Posts Tagged ‘awards’

2019 National Teacher of the Year Finalists Announced

Today, the Council of Chief State School Officers (CCSSO) announced four educators with diverse teaching styles and who teach different subjects as finalists for the 2019 National Teacher of the Year:

Donna Gradel, the 2019 Oklahoma Teacher of the Year, is a high school science teacher who empowers her students to discover ways they can improve their local environment, including helping their city to develop and implement sustainable solutions to improve the water quality and natural habitats of the city’s waterways. Learn more.
Kelly Harper, the 2019 District of Columbia Teacher of the Year, is a 3rd grade teacher who leads her students to work on advocacy projects throughout the year, even going so far as meeting with members of Congress in the U.S. Capitol Building. Learn more.
Danielle Riha, the 2019 Alaska Teacher of the Year, is a middle school teacher who has learned from Yup’ik Elders how to incorporate indigenous knowledge that she applies in a culturally infused curriculum with her students at the Alaska Native Cultural Charter School, which she helped open to increase opportunities for students to connect to their identity and community. Learn more.
Rodney Robinson, the 2019 Virginia Teacher of the Year, who teaches social studies in a juvenile detention facility, creates a positive school culture by empowering his students— many of whom have experienced trauma—to become civically-minded social advocates who use their skills and voices to affect physical and policy changes at their school. Learn more.

Doctoral Students Receive Jane West SPARK Award for Policy Work on Special Education

Congratulations to Ashley L. White and Cassandra B. Willis (pictured left to right) for receiving the 2018 Jane West SPARK Award at the Teacher Education Division (TED) of the Council for Exceptional Children (CEC) conference in November. The award, established in 2016, is given annually to individuals who advocate for special education in teacher preparation (e.g., government relations, letter writing, visits to Congressional members), and is committed to continuing this work in the future.

Ashley L. White
A doctoral student at the University of South Florida (USF), White received a 2015 doctoral fellowship for the Special Education Policy Studies, a grant specifically designed to prepare doctoral scholars as leaders in the field of special education policy. The following year, she was accepted to the Higher Education Consortium for Special Education’s (HECSE) Doctoral Short Course. HECSE is an organization that advocates for the “appropriate educational opportunities and effective school outcomes for millions of American children and youth with disabilities.” Since becoming involved in HECSE, her advocacy activities have included interning at the U.S. Department of Education’s (ED) Office of Special Education Programs (OSEP) where she engaged in policy matters including but not limited to regulatory reforms, ED/OSEP grant priorities, and engagement with advocacy organizations. White also served as an HECSE intern, with responsibilities that included connecting faculty at USF with HECSE committees, distributing USF documents to its Congressional representatives, and arranging Hill visits for university faculty as well as all of HECSE’s Florida members.

AACTE Announces 2018-19 State Chapter Award Recipients

AACTE has awarded five state chapters the 2018-19 AACTE State Chapter Support Grant. The recipients are as follows:

  • Arizona
  • Colorado
  • Indiana
  • Iowa
  • New Jersey

Each year, AACTE and the Advisory Council of State Representatives (ACSR) Executive Committee select recipients of the State Chapter Support Grants to help strengthen the capacity of the chapters on various levels, including advocacy and statewide collaboration to meet key challenges, as well as strengthen AACTE’s relationship with state chapters. 

Radio Show Spotlights Multicultural Education and Diversity at CU Denver

AACTE members Rebecca Kantor and Barbara Seidl of the University of Colorado Denver (CU Denver) School of Education and Human Development (SEHD) recently appeared on the EduTalk radio show to discuss their award-winning program. A recipient of the 2018 AACTE Best Practice Award in Support of Multicultural Education and Diversity, CU Denver has discovered innovative ways to infuse multicultural education and diversity into educator preparation.

Rebecca Kantor
Barbara Seidl

When asked by Education Talk Radio host Larry Jacobs about what makes their program stand out, Seidl answered, “Nationally, we all struggle to diversify the teacher workforce. But we thought about it in two ways: the first is to diversify the actual teaching pool … and the other is to make sure that [multicultural education and diversity] is really infused across all of our content and preparation.”

Nominate a Colleague for Distinguished Research, Achievement or Contributions

Do you know a deserving individual who has contributed greatly to the profession of teacher preparation?  Submit a nomination today for an annual AACTE professional achievement award. Nominations are open through October 10.

The AACTE Committee on Professional Preparation and Accountability looks forward to receiving your nominations for the following three awards:

Apply Now for AACTE 2019 Best Practice or Professional Achievement Awards

The deadline to apply for a 2019 AACTE Best Practice or Professional Achievement Award is quickly approaching. Submit your application by Wednesday, October 10, to recognize your program or colleagues and contribute to “Sustaining and Advancing the Profession” at the 2019 Annual Meeting in Louisville, Kentucky!

Do you have a global and linguistically diverse program like Rutgers University (NJ)? An innovative approach for using robotics technology to facilitate teacher candidates’ critical thinking and problem solving like recent winner Northeastern State University (OK)? Or perhaps a sustainable pathway to advocate for educational equity like recent winner University of Colorado Denver? Any AACTE member institution may apply for a Best Practice Award (unless you’ve won it in the past 3 years) in one of the following three categories:

AACTE Award Winner Discusses Empathy in Culturally Responsive Teaching

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Have you seen the JTE Insider blog managed by the Journal of Teacher Education (JTE) editorial team at Michigan State University? This blog is available to the public, and AACTE members have free access to the articles themselves in the full JTE archives online–just log in with your AACTE profile here.

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Chezare Warren, assistant professor at Michigan State University, received AACTE’s Outstanding Dissertation Award in 2014 for his study Empathic Interaction: White Female Teachers and Their Black Male Students, which was completed in 2012 at the University of Illinois at Chicago. (Reminder: AACTE is seeking submissions for the 2019 Outstanding Dissertation Award now through August 20.)

Call for Entries: 2019 AACTE Awards

Applications for the 2019 AACTE awards are now open on AACTE’s online submission site (except the Outstanding Book Award, which closed May 3). Entries for the Outstanding Dissertation Award are due August 20, and all other award submissions are due October 10.

Now in its 23rd 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.

Teacher of Refugee, Immigrant Students Named 2018 National Teacher of the Year

mandy-manning

The 2018 National Teacher of the Year was announced today on CBS This Morning: Mandy Manning, a National Board Certified Teacher of high school English and math in Spokane, Washington, has been named to the honor, following the announcement of four finalists earlier this year.

Manning began her teaching career almost two decades ago working with the Peace Corps in Armenia. Since then, she has taught in Japan and in classrooms throughout the United States. Manning’s global perspective has been instrumental in her current classroom in the Newcomer Center at Ferris High School in Spokane, a place where immigrant and refugee students are provided the opportunity to study English, foundational reading skills, mathematics, and computers.

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