• AACTE 70th Annual Meeting, Baltimore, MD

Posts Tagged ‘global issues’

Webinar Explores Effective Global Practices in Teacher Recruitment, Preparation

Last week, I was honored to participate in a webinar discussing Empowered Educators, an international comparative study of teacher and teaching quality in the world’s top-performing education systems. Hosted by the National Center on Education and the Economy (NCEE), whose Center on International Education Benchmarking sponsored the study, this event featured members of the research team discussing specific lessons for the recruitment and preparation of profession-ready teachers.

Lead researcher Linda Darling-Hammond (of the Learning Policy Institute and Stanford University) was joined by NCEE President and CEO Marc Tucker for an introduction of the study. Other researchers on this webinar were Finnish researcher Pasi Sahlberg, who helped lead the Empowered Educators case study on Finland, and A. Lin Goodwin of Teachers College, Columbia University (NY), who worked on the Singapore branch of the study. I served as a discussant, as did Mary Sandy, executive director of the California Commission on Teacher Credentialing.

Internationalization Survey, Self-Reflection Tool Developed for Deans/Directors of Teacher Education

Have you ever wondered what it takes to develop a teacher education program that prepares teachers to teach for global competence? Or how your own educator preparation unit is progressing in its efforts to internationalize?

If you are a dean/director of teacher education, you can take a survey this summer to find out. AACTE’s Internationalizing Teacher Education Topical Action Group (TAG), Global Teacher Education Inc. (GTEI), and the Longview Foundation have combined resources to create a self-reflection tool that will help teacher education deans and directors assess their own colleges’ internationalization efforts.

Apply Now for 2018 AACTE Awards

Nominations for the 2018 AACTE awards are now open on AACTE’s online submission site (except the Outstanding Book Award, which closed May 30). Applications for the Outstanding Dissertation Award are due August 18, and all other award submissions are due October 12.

Now in its 22nd 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.

China-U.S. Education Innovation Alliance Marks Launch of Fund for Collaborative Projects

On May 12, AACTE President/CEO Sharon P. Robinson addressed U.S. and Chinese leaders from education, investment, and business sectors in Shenzhen, China, marking the launch of an investment fund of $20 billion for education initiatives by CITICS Securities, the largest brokerage in China. Robinson was invited to speak as cochair of the China-U.S. Education Innovation Alliance, which was created in February 2017 to promote collaboration and exchange opportunities for innovative education programs in both countries.

“Our alliance results from more than 2 years of intense research and discussions to identify unique Chinese and U.S. assets that are ready to be leveraged in order to create new answers to important questions of education practice in both countries,” Robinson noted in her remarks, thanking the Ivy Elite Education Association for its role in convening the group. She also expressed gratitude on behalf of the alliance to CITICS leadership connecting Chinese business and philanthropic interests to global education issues.

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?

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?

Call for Proposals: JUSTEC 2017

The 29th annual conference of the Japan-U.S. Teacher Education Consortium (JUSTEC) will be held September 14-17 at the University of Hawaii at Manoa. Although registration is not yet open, the submission site is ready for your paper and poster presentation proposals, due by April 5.

JUSTEC organizers seek presentations related to educator preparation in either country – or, better yet, related to collaborative research or exchange between the two. In particular, this year’s conference has three invited areas of interest:


On Twitter

AACTE Tools

Follow Us