• AACTE 70th Annual Meeting, Baltimore, MD

Posts Tagged ‘equity’

Shaun Harper to Speak at AACTE Welcoming Session

shaun-harper

AACTE is pleased to announce that Shaun Harper of the University of Pennsylvania will headline the Welcoming Session at the 69th AACTE Annual Meeting, discussing social justice and equity issues in education and educator preparation. The session will kick off the conference at the Tampa Convention Center on March 2, 2017.

Harper is founder and executive director of the Center for the Study of Race and Equity in Education at the University of Pennsylvania, where he also is a professor in the Higher Education Division of the Graduate School of Education. His work and research center on race and gender in education, equity trends, and racial climates on college campuses.

What We (Don’t) Know About Independent Teacher Preparation Programs

The following article is reposted with permission from the University of Washington College of Education website. The views expressed in this article do not necessarily represent the views of AACTE.

As some advocacy groups push to deregulate the preparation of teachers and expand independent, alternative routes into teaching, a new policy brief authored by the University of Washington College of Education’s Ken Zeichner reviews what is known about the quality of five of the most prominent independent teacher education programs in the United States.

Last Call: Survey on Preparing Educators to Work With LGBTQ Students

Are your teacher candidates prepared to work with LGBTQ students? We’d like to learn about your perspectives and practices in our joint survey with the Gay, Lesbian, and Straight Education Network (GLSEN) and the Association of Teacher Educators (ATE), which closes September 15.

In educator preparation, we continually strive to prepare teachers to be more inclusive of and responsive to the range of human diversity their students bring. To help inform this work, it’s useful to survey the field periodically to monitor trends in practice and define a course for moving forward.

Ileana Cortes-Santiago Named Scholar of the Month

Congratulations to August Holmes Scholar of the Month Ileana Cortes-Santiago of Purdue University (IN)!

Cortes-Santiago’s research interests include Latino/a family literacies and engagement, English language learning, multicultural education, and community-based research. Her commitment to being a change agent in the field of education is evident not only by her scholarship, but in practical application.

Race-Conscious College Admissions an Asset in Our Pluralistic Society

Last month, the Supreme Court upheld the consideration of race in admissions in its Fisher v. University of Texas at Austin decision. In our contemporary policy context of expanded civil rights—and their accompanying backlash—this ruling prompts reflection on the fundamental value of cultivating a diverse community, especially in educational settings, that includes but also extends beyond race.

Why is it important to give college students the opportunity to learn with peers from both similar and different backgrounds? For all students, having at least a “critical mass” of peers with shared characteristics boosts self-efficacy and academic success. Meanwhile, being situated in a heterogeneous learning community, particularly one that supports interaction both within and across groups, builds students’ interdependence, empathy, and fluency with “otherness.”

Civil Rights Data, Diversity Summit Bring Urgency to Diversifying Teacher Workforce

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

As practitioners in the field, we know that great things are happening every day in teacher preparation and school leadership. We are also keenly aware of some of the statistics revealed in the recent report of data collected by the U.S. Department of Education’s Office of Civil Rights. The results are disconcerting, and as Secretary John King articulated, reveal the necessity for continued attention to this issue.

Join AACTE’s New LGBTQ Topical Action Group

Are you interested in advocacy and inclusion in teacher preparation of lesbian, gay, bisexual, transgender, and queer (LGBTQ) issues? How can teacher education better support family diversity and gender-diverse and transgender youth, as well as address gender stereotyping and bias-based bullying topics in teacher preparation? Please join me in forming a new AACTE topical action group (TAG) to address these questions together!

According to a recent update from the Human Rights Campaign, 201 anti-LGBT bills have been introduced in 34 states this year, which comprises 76% of legislatures in session this year. However, only 3% of the total measures have been enacted. In Kansas, for example, senators encouraged schools and universities to disregard federal Title IX guidance that protects against discrimination, including sexual orientation, gender identity, and gender expression. North Carolina recently passed HB2, which denies transgender people use of bathrooms aligned with their gender identity. U.S. Attorney General Loretta Lynch spoke recently on the issue of the U.S. Department of Justice suing North Carolina over the law:

Farewell to a Truly Great Teacher

The recent passing of Muhammad Ali was a sad time for many. Although I was not particularly a boxing fan, I count myself among the millions of individuals around the world who were significantly impacted by Ali’s teachings. As educators and teacher educators, we stand to benefit from discussing and embracing the steadfast resolve shown by this great legend.

My fascination and admiration with Ali began with a personal encounter while I was attending college in Pennsylvania. The champ trained for some of his boxing matches in Deer Lake, PA. Upon a Saturday night whim, a group of friends and I decided to visit his training camp. We arrived there not realizing that there were actually regular visiting hours—and unfortunately, we had missed them.

‘Guys With Ties’: Mentoring Men of Color for the Teacher Workforce

When considering the trends in college degree attainment among students of color, there appears to be a tale of two genders, and something must be done about it. In April, I was part of a group of educators from across the country that convened in New Jersey at William Paterson University’s College of Education to consider the issue. The attendees have been working together over the past 2 years as members of AACTE’s Black and Hispanic/Latino Male Initiative Networked Improved Community (NIC), drawing upon the collective expertise of the member institutions to increase representation of Black and Hispanic/Latino males in the teacher workforce.

Survey: Are Your Teachers Prepared to Work With LGBTQ Students?

AACTE is excited to collaborate with the Association of Teacher Educators and the Gay, Lesbian, and Straight Education Network in a national outreach effort to determine how we can best support teacher preparation programs in training future educators to work with LGBTQ (lesbian, gay, bisexual, transgender, and queer) students. Working together, we have created a survey that we now invite you to complete.

We recognize that there is little information about how to best support teacher educators in this arena and many educators, for numerous reasons, may not be addressing these issues. Although there are pockets of excellence leading this work, few teacher preparation programs require LGBTQ issues to be included in their overall diversity initiatives. Through this survey, we hope to learn more about how LGBTQ issues are (or are not) being addressed across the country, raise models of excellence, and provide guidance for programs that are asking for support. As a token of appreciation, survey takers will be entered into a lottery to win Amazon.com gift certificates or free AACTE Annual Meeting registration!

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