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Posts Tagged ‘diversity’

Rowan Develops Male Teachers With IMPACT

As this spring’s graduates march across stages and celebrate their newly earned teaching licenses, 14 students in the College of Education at Rowan University (NJ) still have a few years of work before heading to their first teaching jobs. But as participants in Rowan’s Project Increasing Male Practitioners and Classroom Teachers (Project IMPACT), they are well on their way to not only graduating but also remedying the persistent shortage of male teachers of color.

Majoring in education fields from early childhood to music, math, science, and more, these young men from the South Jersey area receive an annual $4,000 scholarship, mentoring and study supports, and hands-on experiences in schools in exchange for their commitment to return as teachers for at least 3 years in high-need public schools. The program is designed to equip candidates with the skills and supports to persist in their high-attrition field while effectively enhancing student learning.

Call for Papers: NKU Symposium on Teacher Diversity

Cynthia B. Dillard

Are you developing, implementing, or evaluating policies or practices that help increase the numbers and improve the experiences of teachers of color? The Department of Teacher Education at Northern Kentucky University (NKU) wants to hear from you! Paper proposals are due May 15 for a September event, “Teacher Diversity Matters: A National Symposium on Preparing, Recruiting, and Retaining Teachers of Color.”

The symposium, to be held September 15 at NKU, will feature a keynote address from Cynthia B. Dillard of the University of Georgia titled “You Are Because I Am: The Necessity of Identity, Mutuality, and Equity in Teacher Education.” Other sessions will highlight accepted papers from researchers, practitioners, and students based in PK-12 and higher education.

Structures to Support Teacher Preparation for Cultural and Global Learning

The author and her collaborators presented a free AACTE webinar last month, “Building Teachers’ Cultural and Global Awareness to ‘Reach and Teach’ All Students”; the webinar recording and slides are available here. See also her earlier blogs on this topic, “Preparing Teachers to ‘Reach and Teach’ All Students” and “The Nature of Cultural and Global Learning: Key Concepts for Teacher Preparation.” The views expressed in this post do not necessarily reflect the views of AACTE.

The University of Kentucky has been working to transform education programs to better prepare teachers for the diversity of their future classrooms. But we are hardly alone – educator preparation programs, state agencies, accrediting bodies, and others are all directing energy and support toward ensuring the education workforce is prepared to reach and teach all students.

AACTE Members Showcase Initiatives to Advance Social Justice, Diversity

A major forum at last month’s AACTE Annual Meeting highlighted actions under way to diversify the teaching workforce and advance social justice at universities across the country. Titled “Meeting the Needs of All Learners: Advancing Social Justice and Diversity in Teacher Preparation,” the forum featured panelists from four Association initiatives working toward these objectives: the AACTE Black and Hispanic/Latino Male Teacher Initiative Networked Improvement Community (NIC), the Diversified Teaching Workforce: Recruitment and Retention AACTE Topical Action Group, the AACTE Holmes Program, and the AACTE Committee on Global Diversity.

The forum was moderated by Sharon Leathers of William Paterson University (NJ) and included the following panelists, each of whom is a member of one or more of the four initiatives: Lora Bailey of New Mexico Highlands University, Traci Baxley of Florida Atlantic University, Jacob Easley of Eastern Connecticut University, Conra Gist of the University of Arkansas, Fayetteville, and Reyes Quezada of the University of San Diego (CA).

The Nature of Cultural and Global Learning: Key Concepts for Teacher Preparation

The author and her collaborators will be presenting a free AACTE webinar Wednesday, April 12, 3:00-4:00 p.m. EDT on “Building Teachers’ Cultural and Global Awareness to ‘Reach and Teach’ All Students” (see this blog for more information). The views expressed in this post do not necessarily reflect the views of AACTE.

Various education-oriented groups have sounded the call for increasing attention to global competence among our nation’s PK-12 students. Recent reports from the Council of Chief State School Officers and the Asia Society, the Longview Foundation, the U.S. Department of Education, and the Organization for Economic Cooperation and Development have underscored the need to prepare all students to live and work in an interconnected, interdependent world. What does this mean for the preparation of their teachers?

Best Practices for Teacher Diversity Highlighted at AACTE Institute

On March 1, the AACTE Diversified Teaching Workforce Institute convened more than 150 teacher educators, aspiring teachers, school leaders, and deans from across the nation to address one of the most pressing issues in educator preparation today: increasing the racial/ethnic diversity of the teacher pipeline.

The event was organized by leaders of the Diversified Teaching Workforce (DTW) Topical Action Group (TAG), with assistance from AACTE’s Department of Member Engagement and Support. Members of the DTW TAG were joined at this inaugural institute by participants from the AACTE Holmes Program, the Black & Hispanic/Latino Male Teachers Initiative Networked Improvement Community, and dozens of others from the broader education community. (See the PDF program for the schedule of sessions, panelists, and other information.)

Preparing Teachers to ‘Reach and Teach’ All Students

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

Classrooms today are more diverse than ever. Students come with a wide array of learning modalities, interests, and life experiences and represent increasingly varied socioeconomic, religious, and cultural backgrounds. As of 2014, according to the National Center for Education Statistics, “minorities” now constitute the majority of PK-12 students in U.S. public schools, and more than 10% of students are considered English language learners (ELLs). How can we better prepare our candidates to “reach and teach” all children in today’s schools?

Preconference Institute to Spotlight Efforts to Increase Teacher Diversity

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.

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