Posts Tagged ‘diversity’
This article originally appeared in the Winter/Spring 2017 edition of Titan Magazine and is reprinted with permission.
Are you coming to Tampa for the AACTE Annual Meeting, and looking for activities March 1? Please consider joining a free daylong institute exploring a variety of efforts to diversify the teaching workforce, organized by the AACTE Diversified Teaching Workforce topical action group. We’ll be in the Grand Ballroom Salon E of the Tampa Marriott Waterside starting at 8:00 a.m.
The Diversified Teaching Workforce (DTW) Institute will convene a group of national leaders at colleges and universities across the United States to spotlight and explore innovative efforts for addressing racial/ethnic teacher diversity across five key areas: recruitment and retention, teacher preparation, mentorship, induction and professional development, and advocacy. Recognizing the need to create spaces within professional networks to discuss and unpack the challenges and possibilities for increasing teacher diversity, the institute offers presentations on current research, opportunities to plan in working groups, and panel sessions focused on best practices from teacher preparation and teacher diversity pipeline leaders.
On February 22, AACTE will host the third installment of a four-part webinar series highlighting the experiences and findings of each of the 10 institutions in the AACTE Black and Hispanic/Latino Male Teachers Initiative Networked Improvement Community (NIC). The webinar, “Diversifying the Teacher Pipeline at Boston University, the University of Arkansas at Little Rock, and William Paterson University: Lessons From AACTE’s NIC,” will be held Wednesday, February 22, from 1:00-2:00 p.m. EST.
The webinar will provide an inside look at the path of inquiry guiding the NIC’s overall work and how that process has shaped and changed recruitment and retention of Black, Hispanic, and Latino male teacher candidates at three participating institutions. Presenters will share specific initiatives and strategies developed through their participation in the NIC process to demonstrate how NIC-developed approaches can be adapted locally to advance a common goal – in this case, to increase the percentage of Black and Hispanic/Latino men receiving initial teaching certification through educator preparation programs.
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.
AACTE has chosen the College of Education and Allied Studies at Bridgewater State University (BSU) to receive the 2017 AACTE Best Practice Award in Support of Global and International Perspectives. The award will be presented at the 69th AACTE Annual Meeting Welcoming Session, Thursday, March 2, at the Tampa Convention Center in Tampa, Florida.
BSU will be honored for its Global Learning Opportunities for Bridgewater Educators (GLOBE) program, which sends teacher candidates overseas to participate in faculty-led service-learning, student teaching, and educator exchange programs. Participants are exposed to many international sites, such as Belize, Ecuador, England, Hong Kong, and Puerto Rico. (An overview of last year’s STEM-themed trip to Tbilisi, Georgia, includes video highlights and plans for this spring’s expanded visit.) BSU student teachers who choose international placements chronicle their experiences by contributing to their international student teaching blog, BSU Teaches.
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 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.
The demographic diversity of the teachers in America’s classrooms does not reflect that of the students they are teaching. In light of this persistent gap, many teacher preparation programs have bolstered their efforts – or developed new strategies – to recruit, admit, and support teacher candidates from underrepresented groups. Several AACTE member institutions are participating in a Networked Improvement Community (NIC) to boost the number of Black and Latino men in their teacher preparation programs, for example, and many others are at work in other national efforts and local partnerships.
Earlier this month, I was interested to learn of a related research project under way at Educational Testing Service (ETS) to explore efforts to diversify the teacher pipeline. As one part of this research, ETS hopes to identify successful strategies in postsecondary educator preparation programs and to help disseminate information to others. (AACTE is partnering with ETS to help support our members using performance assessments, but this research is not related to our partnership.)
Registration is now open for the preconference events at the AACTE Annual Meeting in Tampa, Florida. All three will be held Wednesday, March 1. Sign up now to secure your spot – space is limited! – at one of the following:
Critical Reflection and Professional Accountability: One Team’s Experiences at the Teach to Lead Summit
The views expressed in this post do not necessarily reflect the views of AACTE.
We were thrilled to be accepted to participate in the first-ever topical Teach to Lead Summit on Teacher Preparation, held November 2-4 in Washington, DC. Our team worked on a state-funded project that focuses on recruiting high school and undeclared college students of color to education called Abriendo Caminos: Opening Pathways for Students of Color to the Teaching Profession. Our participants included one active teacher, Cynthia Chavez; one undergraduate preservice teacher, Marcus Jackson; a doctoral student and assistant professor, Tonya Walls; and the two of us: Rosemary Q. Flores, a family engagement specialist, and Jori Beck, a teacher preparation representative. The purpose of attending the summit was to further develop our project, and we were provided with ample opportunities from both internal and external critical friends for this work.