Posts Tagged ‘diversity’
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.
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.”
Hispanic-Serving Institutions (HSIs) across the country have just concluded another successful observance of National HSIs Week, celebrated this year from September 17-23. The Hispanic Association of Colleges and Universities (HACU) joined the celebration by releasing a Resource Page dedicated to its new legislative initiative, the PK-12 and Higher Ed Collaboration. This initiative would create a new Part C under Title V of the Higher Education Act for a grant program to support partnerships and collaboration between HSIs and Hispanic-Serving School Districts (HSSDs) that educate the majority of Hispanic students.
On the Resource Page, you will also find a recently launched interactive map that shows the geographic relationship between HSIs, HSSDs, Emerging Hispanic-Serving Institutions, and Emerging Hispanic-Serving School Districts. Click on this link for details on our PK-12 and Higher Education Collaboration initiative and to view our interactive maps.
AACTE has partnered with the Council of Chief State School Officers (CCSSO) on the new Diverse and Learner-Ready Teachers Initiative. The Initiative is a network of nine states that will connect with each other and experts in the field to receive individualized support as they address challenges to increase the racial diversity of the teacher workforce in their states. Participating states are Colorado, Delaware, Illinois, Louisiana, Massachusetts, Mississippi, Nebraska, New Mexico, and New York. Through this work, these states hope to revise, enact or remove state policies that will address specific challenges for both diversifying the educator workforce and ensuring all educators are culturally responsive in practice by 2020.
“CCSSO is proud to launch the Diverse and Learner-Ready Teachers Initiative as we strive to better prepare all teachers to meet the needs of every learner in their classroom,” said Carissa Moffat Miller, executive director of CCSSO. “This work is firmly rooted in CCSSO’s commitment to providing an equitable education to all students.”
This article originally appeared in UConn Today and is reposted with permission. The University of Connecticut is 1 of 10 institutions participating in AACTE’s Black and Hispanic/Latino Male Teacher Initiative Networked Improvement Community (NIC). To learn more about how UConn developed the programs noted in the article through its participation in the NIC, visit this AACTE webinar and Ed Prep Matters blog post featured in 2016.
A lack of diversity among classroom teachers in elementary and secondary schools has long been a national issue. In the state of Connecticut alone, less than 8 percent of teachers are of color, while students of color represent 40 percent of the population.
Check out the September/October 2018 issue of the Journal of Teacher Education (JTE). It is now available online and hitting desks around the country. See what Volume 69 Number 4 has to offer!
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:
Several AACTE Holmes Scholars took time out from their intense schedule during the AACTE Holmes Dissertation Retreat and Research Symposium, July 26-28 at Rowan University in Glassboro, New Jersey, to speak with students from the Rowan Urban Teacher Academy.
The academy serves students in 10th, 11th, or 12th grade who are interested in learning more about becoming teachers. The purpose of the 10-day program is to create a pipeline into the education profession for high school students from urban areas, hoping that students exposed to the field of education will consider returning to teach in urban schools. As part of the academy’s training and exposure, students tour the campus of the university.
AACTE and member institution Boston University (MA) are delighted to announce a pilot expansion of the AACTE Holmes Program in a new postdoctoral fellowship. The Holmes Postdoctoral Program in Education and Human Development welcomes its first two associates to the Boston University Wheelock College of Education and Human Development this fall for a 2-year residency.
Jeana E. Morrison, who earned her Ph.D. in educational leadership development and learning technologies from Drexel University (PA), studies the postsecondary experiences of underrepresented students and the policies that affect their success.
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.
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.)
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.
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.