Posts Tagged ‘diversity’

Can We Stop Telling Faculty to Only Focus on Writing for Scholarly Outlets?

This column originally appeared in Diverse: Issues in Higher Education and is reposted with permission. The author was a panelist during AACTE’s Holmes Summer Policy Institute on June 4. The views expressed in this post do not necessarily reflect the views of AACTE.

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Last week I had the opportunity to talk to current and aspiring doctoral students who were attending the American Association of Colleges for Teacher Education (AACTE) Holmes Summer Policy Institute. Throughout the session titled “Linking Research to Policy: White Papers, Blogs, and Social Media,” I joined several panelists to dialogue about the importance of leveraging social media as an outlet to get your research exposure outside of the ivory tower and into the hands and screens of practitioners and policy makers.

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.

Commentary: Uphold the Values of Brown v. Board of Education

This op-ed originally appeared in the Cincinnati Enquirer and on Cincinnati.com. The views expressed in this post do not necessarily reflect the views of AACTE.

Brown v. Board of Education, one of the most iconic cases in U.S. history, recently celebrated its 64th anniversary, serving as a reminder of battles waged and battles won. It also served, sadly, as a reminder of progress made and progress yet to be achieved.

Partnership Outcomes Build Interest in Residencies, Support Programs

Four new videos are available this week in AACTE’s Research-to-Practice Spotlight Series highlighting the urban residencies of the State University of New York (SUNY) Oswego School of Education. In the latest videos, educators discuss why demand for Oswego residents is growing, how the clinical partnerships are boosting teacher recruitment, and myriad outreach efforts supporting diversity and inclusion–including the AACTE Holmes Program.


The growing clinical partnerships and residency programs of the SUNY Oswego School of Education are generating a compelling track record that places both student teachers and graduates in high demand among local districts. The programs are also boosting recruitment and support of more culturally and linguistically diverse educators, thanks to a variety of efforts on campus and beyond.

Efforts to Diversify Teaching Profession Not Keeping Pace With Needs

Teachers of color continue to be in high demand and short supply, says a new report from the Learning Policy Institute, and policy makers should put more weight behind promising practices to improve both recruitment and retention of teachers of color.

The report, authored by Desiree Carver-Thomas, finds the overall population of teachers of color is growing–but not keeping up with changes in student demographics. Latino/a teachers in particular are underrepresented in schools compared to students, Carver-Thomas reports.

Study: Most Teachers Not Integrating Native Language, Culture in Instruction

Have you seen the JTE Insider blog managed by the Journal of Teacher Education (JTE) editorial team? Check out the following interview with the authors of a recent article. 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.

In the November/December 2017 issue of JTE, Claudia Vincent, Tary Tobin, and Mark Van Ryzin of the University of Oregon authored an article titled “Implementing Instructional Practices to Improve American Indian and Alaska Native Students’ Reading Outcomes: An Exploration of Patterns Across Teacher, Classroom, and School Characteristics.” The article is summarized in the following abstract:

Diversifying the Teaching Workforce: An Observer’s Reflections

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Panelists from the AACTE Holmes Program speak during the March 1 Deeper Dive session.

As an AACTE intern this semester, I was given the opportunity to be a part of the 70th Annual Meeting in Baltimore, Maryland, including attending several sessions in between my other staff assignments. One of the events I enjoyed attending addressed the challenge that education systems face with the lack of minority teachers, especially Black and Hispanic/Latino men, in today’s diverse classrooms.

Being a college student who is both Hispanic and Black, I found this topic intriguing and the discussion valuable as members of the AACTE Black & Hispanic/Latino Male Teachers Initiative Networked Improvement Community (NIC) and students in the AACTE Holmes Program interacted with each other and with the audience.

Action, Mentoring, Dialogue Keys to Advancing Diversity in Education Programs

The views expressed in this post do not necessarily reflect the views of AACTE.

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Facilitators Candace Burns, William Paterson University, and Dana Dunwoody, Boston University, address Holmes students (seated, L-R) Yanfang Wang, SUNY Oswego; Aylie Moya, University of Texas Rio Grande Valley; and Alex Caston, University of Nevada, Las Vegas; standing (L-R) are NIC leaders Ernest Black, California State University, Fullerton, team; Nanette Missaghi, University of St. Thomas team; and Michael Dennehy, Boston University team

During the 2018 AACTE Annual Meeting, a Deeper Dive session pursued insights into effective strategies for improving the recruitment and retention of teachers of color. In this interactive session, “Promising Practice and Lessons Learned: Pathways for Recruiting, Retaining, and Supporting a Diverse Educator Workforce,” discussants included members of the AACTE Holmes Program joined by representatives from the AACTE Black & Hispanic/Latino Male Teachers Initiative Networked Improvement Community (NIC).

Holmes Highlights From AACTE 70th Annual Meeting

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The annual Holmes Program gathering at AACTE’s Annual Meeting was held in Baltimore, Maryland, from February 28 to March 2. To date, this was the largest assembly we’ve had from the program, with students from over 47 universities and institutions in attendance as well as faculty, coordinators, and program alumni. The theme for the conference was “Celebrating Our Professional Identity,” and the subtheme for our preconference event was “I Too Am Holmes.”

A wide variety of sessions was available for Holmes Cadets, Honors, Master’s, and Scholars. Students were able to share their research through poster sessions, roundtable discussions, and paper presentations. Breakout sessions covered topics such as Effective Strategies to Recruit and Retain Minority Preservice Teachers, Beginning the Doctoral Journey, Navigating Dissertation, and Navigating Untenured Faculty Positions, to name a few. Members also had the opportunity to network, collaborate, and share their experience of being part of this dynamic community called HOLMES.

AACTE Deeper Dive Explores Strategies to Address Shortages, Diversity Gaps

AACTE Media Relations Intern Shardae Proctor, a communications major at Maryland’s Towson University, attended the AACTE Annual Meeting earlier this month. Ed Prep Matters asked her to report on what she learned at one of the Deeper Dive sessions.

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Participants discuss research and strategies to bolster and diversify the teacher pipeline at the March 1 Deeper Dive session organized by the editors of the Journal of Teacher Education.

Across the country, many schools continue to struggle to staff their classrooms with qualified teachers and to diversify their workforce to more closely match student demographics. To explore the contributing factors and potential solutions to this challenge, the editors of AACTE’s Journal of Teacher Education organized a “Deeper Dive” session at the AACTE Annual Meeting March 1 titled “Filling the High-Quality Teacher Pipeline: Promising Research and Strategies.”

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