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Using NICs to Engage More Minority Males in STEM Learning

A member of the North Carolina A&T State University team shares its work during the May event at Morgan State University.
Abiodun Fasoro of Central State University discusses his campus’ minority male STEM program during the Verizon Innovative Learning Showcase.

Last month, I had the privilege of participating in the Building a Networked Improvement Community Around Engaging Minority Males in STEM Workshop at Morgan State University. The workshop focused on advancing the work of the Early STEM Engagement for Minority Males (eSEM) Initiative, a network of 16 minority-serving institutions (MSIs).

Led by Morgan State and in partnership with Verizon Innovative Learning Programs, SRI Education, the National CARES Mentoring Network, and local school districts, eSEM is a growing collaborative seeking to address STEM achievement challenges and improve outcomes for middle school minority male students through the development of a Networked Improvement Community (NIC). The initiative is supported through grants from the National Science Foundation and includes the following universities:

Community-Based Programs Boost Candidate, Student Learning

In an AACTE major forum held March 3, a panel of teacher educators from three state universities discussed the power of partnering with nonschool sites in communities to help prepare effective teachers. “Community-Based Teacher Preparation as Praxis: Preparing Effective Educators Through Research-Practice Partnerships” was organized by the editors of the Journal of Teacher Education (JTE)to bring attention to pioneering work under way on this emerging practice.

JTE Coeditors Dorinda Carter Andrews and Gail Richmond of Michigan State University served as moderators for the panel, which included the following presenters:

Major Forum Highlights PK-12, Higher Education Work to Develop Educator Pipeline

On March 4, AACTE convened representatives from organizations working with different stages of the educator pipeline to speak at the major forum “Acting as One to Support Educator Development.” The forum, one of six held during the 69th Annual Meeting, covered issues such as student recruitment, candidate support across the continuum of preparation through induction, the role of school-university partnerships, and ensuring novice teachers are prepared to engage their students in deeper learning. In the interest of collaborating as one across this continuum, panelists discussed how their roles intertwine by sharing their perspectives on the best way to achieve a national, cohesive effort supporting high-quality educator preparation.

The forum was moderated by Michael Dennehy, director of college access and completion at Boston University (MA). Panelists included Dan Brown of Educators Rising, Kimberly Tobey of the National Association of Community College Teacher Education Programs (NACCTEP), and Linda Darling-Hammond and Maria Hyler of the Learning Policy Institute.

Educators Called to Disrupt Inequality at TeachingWorks Forum

How does the work of teaching become the work of justice and equity? At AACTE’s 69th Annual Meeting in Tampa, Florida, TeachingWorks organized one of the six major forums around this question, convening panelists from across the nation to discuss high-leverage practices for teachers to disrupt inequity in the classroom. Speakers at the March 3 forum emphasized the need for teachers to orient their practice around valuing community and students’ individual voices in order to advance social justice and learning for all.

Deborah Loewenberg Ball, education dean at the University of Michigan and head of TeachingWorks, moderated the forum with panel conversations based on building relationships with students, leading group discussions, and implementing routines for classroom discourse. Audience questions were also incorporated in the forum via live interaction and the hashtag #TWforum on Twitter.

Zygmunt, Clark to Win AACTE Award for Book on Teacher Education for Social Justice

AACTE has chosen Transforming Teacher Education for Social Justice, by Eva Zygmunt and Patricia Clark of Ball State University, to receive the 2017 AACTE Outstanding Book Award. The award will be presented at the 69th AACTE Annual Meeting Welcoming Session, Thursday, March 2, at the Tampa Convention Center in Tampa, Florida.

Published by Teachers College Press in 2015 with a foreword by the late Peter C. Murrell (and with contributions from additional authors Jon Clausen, Wilfridah Mucherah, and Susan Tancock), this volume highlights the award-winning “Schools Within the Context of Community” partnership between Ball State and the Whitely neighborhood of Muncie, Indiana. The authors explain the situated-learning philosophy that undergirds the program and how it meshes with clinical teacher preparation, community engagement, and service-learning to both develop culturally responsive educators and elevate student learning in the partner schools.

Ball State Program to Receive AACTE Multicultural Award

AACTE has selected the Ball State University Teachers College (IN) “Schools Within the Context of Community (SCC) program to receive the 2017 AACTE Best Practice Award in Support of Multicultural Education and Diversity. The award will be presented at the 69th AACTE Annual Meeting Welcoming Session, Thursday, March 2, at the Tampa Convention Center in Tampa, Florida.

SCC takes an innovative approach to preparing culturally responsive, community-engaged candidates. In partnership with a local neighborhood and the Muncie Community School District, the university’s Department of Elementary Education immerses both teacher candidates and faculty into the community and provides opportunities for unique mentoring relationships, service-learning projects, family engagement, and more. Both the community and the university students have benefited in numerous ways since the program started in 2009, ranging from higher elementary student achievement to cultural immersion for teacher candidates to grant funding for community improvements, such as a shared walking path on the grounds of the elementary school.

AACTE to Honor JTE Article on Urban Indigenous Community Roles in Field-Based Teacher Preparation

AACTE has chosen Anna Lees of Western Washington University to receive the 2017 AACTE Outstanding Journal of Teacher Education (JTE) Article Award for her article “The Roles of Urban Indigenous Community Members in Collaborative Field-Based Teacher Preparation,” published in the November/December 2016 issue of the journal. The award will be presented at the 69th AACTE Annual Meeting Speaker Spotlight Session, Saturday, March 4, at the Tampa Convention Center in Tampa, Florida.

The qualitative case study presented in this article used Indigenous Postcolonial Theory as a lens to explore the process and outcomes of a partnership between Indigenous community members and a teacher preparation program. The article offers scholarly insights and a model for the design and implementation of community-university partnerships in the support of preparing novice teachers to effectively work with Indigenous children and their families in urban environments.

Ball State Wins AASCU Award for Community-Based Program

The American Association of State Colleges and Universities (AASCU) has selected the “Schools Within the Context of Community” (SCC) program at Ball State University (IN) to receive the 2016 Christa McAuliffe Excellence in Teacher Education Award. The award will be presented October 30 at the AASCU Annual Meeting and recognized again at the AACTE Annual Meeting in March 2017.

Launched in 2009 as a partnership between Ball State University’s Department of Elementary Education and the Whitely neighborhood of Muncie, Indiana, the SCC program takes a unique approach to teacher education. It immerses preservice candidates in a low-income, African-American community where they are carefully matched with mentors who serve as cultural ambassadors and impart the strengths and values of the community.

JTE Author Interview: ‘Engaging and Working in Solidarity With Local Communities in Preparing the Teachers of Their Children’

JTE-new

Have you seen the JTE Insider blog managed by the Journal of Teacher Education (JTE) editorial team? Check out the latest entry below.

This interview features insights from the JTE article “Engaging and Working in Solidarity with Local Communities in Preparing the Teachers of their Children,” written by Ken Zeichner, Michael Bowman, Lorena Guillén, and Kate Napolitan. This blog highlights the experience of authors Bowman (MB), Guillén (LG), and Napolitan (KN). The article is featured in the September/October issue of JTE.

Second Project LEAD Summit Brings Faculty, Candidates Together to Share Progress

SLI 2015
Lisa LaDonna Cooper and Linda Mitchell of State Farm present funds to the ACI Center to support Project LEAD during the spring summit in Chicago.

In April, faculty and teacher candidate “ambassadors” representing institutions in the Associated Colleges of Illinois (ACI) convened in Chicago to take part in the Project LEAD (Leaders in Education Advocating for Diversity) Spring Summit. The summit, conducted by the ACI Center for Success in High-Need Schools, followed up on the inaugural Project LEAD meeting that took place last fall. (Read more about that meeting here.)

The day began with a welcome and celebration of the ACI Center and the initial successes of Project LEAD by its sponsor, State Farm. This included a brief talk by Community Relations Specialist Lisa LaDonna Cooper as well as an exciting presentation of funds to support participating institutions.

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Don’t forget to join your colleagues for the #AACTELA17 networking reception at 5:00 p.m. today!

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