Posts Tagged ‘events’
Registration is now available for the AACTE 72nd Annual Meeting, in Atlanta, Georgia, February 28 – March 1, 2020. Sign up by October 30 to secure the Early Bird registration discount!
The 2020 Annual Meeting is themed “Disrupting Inequities: Educating for Change,” conceptualized as follows in the call for proposals:
AACTE’s Jerrica Thurman first met Donna Sacco in 2015. Sacco was one of three doctoral students from George Mason University (GMU) who worked as an AACTE education intern, assisting in advocating for high-quality preparation programs and with its marketing communications. Thurman was pleasantly surprised when she saw Sacco at AACTE’s 2019 Washington Week with her two Holmes doctoral students from the University of North Carolina at Charlotte (UNCC). It was during her AACTE internship that Sacco learned about the Holmes Program and determined to make a personal contribution to help diversify the teacher workforce by becoming a Holmes advocate. The following summary highlights an interview Thurman had with Sacco about her journey from an intern to a change agent in education.
What piqued your interest in the issues of teacher diversity as a doctoral student at George Mason University and student intern at AACTE?
Before my doctoral program, I was a special educator with a master’s degree in bilingual special education. For my entire career, my focus has been on culturally and linguistically responsive instructional practices. Part of my drive came from the stories my father told me about the obstacles he experienced in his childhood as the son of Italian immigrants. He was a brilliant man but never went to college. He had one advocate who helped mentor him in appreciating the arts but had no teachers who were advocates, role models, or who understood his background. Once I began researching teacher education, I was surprised to learn that the teaching force is composed of roughly 80% white female teachers. How had I missed that obvious point? I am a white female who was teaching mostly boys of
More than 90 leaders from education programs across the country convened in Pittsburgh, PA. for AACTE’s 2019 Leadership Academy, June 23-27. Attendees shared their experiences on Twitter using #AACTELA19 and offered testimonials about their experience. Here’s what a few participants had to say:
“The AACTE Leadership Academy was a fantastic opportunity! The combination of the excellent instructors, event organization, and content contributed to an extremely worthwhile experience. While I expected to learn more about leadership, I did not anticipate how important the other participants were going to be to the Academy. My network has significantly expanded as a result of the Leadership Academy, and my new colleagues (and friends) are a wealth of informa
BIG Data may not be “a piece of cake” but during a presentation by Charles Dukes, students and faculty noted that it can be a slice of pie. On April 11, 2019, Holmes Scholars at Florida Atlantic University (FAU) hosted a seminar, “The story of big data, with all the small details,” featuring Dukes, associate professor in the Department of Exceptional Student Education at UFA. Some 25 doctoral students and faculty, along with a Holmes Scholar from the University of Central Florida, attended the seminar with FAU’s Holmes Coordinator Rangasamy Ramasamy and Holmes Scholars Denise Dowdie, Danna Demezier, Shanett Dean, and Deborah McEwan (pictured above with Dukes). During the seminar, Dukes defined “big data” and explored how such data may be used for social science research. He also shared “big data” links that anyone can access, reviewed primary considerations for its usage, and provided an overview of a current research study with big data.
During Washington Week 2019, I participated in AACTE Day on the Hill and advocated for the education profession for the first time. As a recent graduate of The Citadel’s school counselor program, I was eager to learn what our government is currently doing for the field of education. I also thought about what I could bring to the discussion from different perspectives. My career in education started later than most. After serving four years in the active duty Air Force, I joined the Air Force Reserve and began my master’s in school counseling. This would allow me to share my viewpoint as an educator entering the workforce, as well as a working professional from outside the education world.
Being a new educator, the first idea I wanted to present was restructuring the Public Service Loan Forgiveness program to make it easier and better fit the needs of those in the profession. Most people outside of education do not know that school counselors are required to have a master’s degree, which puts an even greater student loan burden on them. For new educators like me, informing congress that current programs are either broken or do not fit the entire education picture is important. I feel that congress may be overlooking the levels required for the different types of educator preparation.
The following is an excerpt from an article originally published in Education Dive and is reprinted with permission. The article summarizes the 2019 annual International Society for Technology in Education (ISTE) conference in June.
Prepping new student teachers for digital learning
In a Monday morning session, ISTE Standards Senior Director Carolyn Sykora, ISTE Higher Education Recognition Program Lead Reviewer Sarah McPherson and the Fairfield University Graduate School of Education and Allied Professions’ Joshua Elliott detailed how ISTE is working with teacher preparation programs to recognize their quality and provide a simpler path to the ISTE Certification for Educators.
According to data from the U.S. Department of Education cited by Sykora, 146,000 graduate degrees in education were awarded in 2016, and there were 451,000 pre-service educators in 2014. The department also made a higher ed policy addendum to its National Education Technology Plan, to which Sykora noted there’s a lot of alignment between recommendations and the ISTE Standards for Educators and Students.
That’s noteworthy, given that a number of states—including Wisconsin, Michigan, Connecticut, Vermont, Texas, Washington, Delaware, Iowa, Utah, New York, Wyoming and Arkansas—and individual districts are adopting the standards.
There was so much buzz in Washington, DC during AACTE’s 2019 Washington Week this month that we had to capture it all in a video! Check out the recap video above to view AACTE members at work for teacher education during our annual advocacy event. Then, be sure to access the variety of online resources that will help let your local elected officials know that “Your Voice Matters.”
- Ed Prep Matters continues to bring you reports from the event. Read what presenters, participants, and staff learned and what related opportunities are available.
- For photos from the event, visit our Facebook album. Feel free to tag yourself and share photos on your own page and check out the Facebook Live videos!
- Look up the hashtag #AACTEWW19 on Twitter and read through several tweets about the event.
- Visit AACTE’s Advocacy Center for the latest resources on federal and state policy issues about teacher preparation.
Plan now to join AACTE next year for the 2020 Washington Week, May 31 – June 3 at the Renaissance Arlington Capital View Hotel in Arlington, VA and on Capitol Hill.
AACTE’s Holmes Scholars were busy on Twitter advocating for education policy issues using their hashtags #HolmesScholar and #Holmes19 during Washington Week this month. The students learned how to elevate their voices and research to positively impact future policies for students of color and other marginalized groups during the Holmes Summer Policy Institute, June 3. They wasted little time in implementing these best practices throughout the week’s events particularly during their participation in AACTE’s Day on the Hill. From Facebook Live interviews to Twitter posts, the Holmes Scholars made their voices heard on why it is important for education students to play an active role in advocating for the teaching profession.
The Holmes Scholars have also turned to social media to grow their community and to stay connected year round. You can follow the AACTE Holmes Program on Facebook, on Instagram at @aacteholmesscholars, and on Twitter at @HolmesScholars, and follow the hashtags: #OnceAScholarAlwaysAScholar, #HolmesScholar, and #Holmes19.
The 13 people who attended the first gathering of the Community-Engaged Teacher Preparation Topical Action Group (TAG) at the 2019 AACTE Annual Meeting in Louisville deemed it a great success. TAG participants represented six national programs of teacher preparation who are all seeking to prepare socially just, equity-focused community teachers with the capacity to enact pedagogies that are culturally relevant, responsive, and sustaining.
In discussing the goals and outcomes of the TAG, participants indicated a desire to curate and disseminate literature on community-engaged teacher preparation, to engage in joint research projects, and to work together to collectively articulate the benefits of community-engaged teacher preparation to a variety of audiences and constituencies.
Future plans of the TAG involve creating a Facebook page for the purposes of communication among members where they can share resources and engage in dialogue. Members will also be able to share opportunities for grants, awards, publication venues, and research tools. Finally, the members discussed ways the TAG could advocate to advance community-engaged teacher preparation as a justifiable and compelling direction for the field.
As one of the two inaugural scholars for Syracuse University, I did not know what to expect. I don’t think either of us did. I knew we were going to Capitol Hill at some point; that was clear to me. I received an outline of the days’ events and sessions, but I still felt like I lacked a point of reference for what I would encounter. To say that I had some trepidation is to put it lightly, but I tried not to let that dampen my excitement. What I did not expect however, were the feelings of validation, empowerment and sense of belonging I walked away with or the relational connections I made over the few days. I am not sure anyone could have prepared me for that. But my gratitude to my university and AACTE for this experience is immense.