Posts Tagged ‘global issues’
Nominations for all of the 2015 AACTE awards close FRIDAY, October 10! Submit an entry now at AACTE’s online submission site. To read detailed submission information, please refer to the official Call for Entries.
The following awards are still accepting nominations:
- Best Practice Award for the Innovative Use of Technology
- Best Practice Award in Support of Global and International Perspectives
- Best Practice Award in Support of Multicultural Education and Diversity
- Margaret B. Lindsey Award for Distinguished Research in Teacher Education
- David G. Imig Award for Distinguished Achievement in Teacher Education
- Edward C. Pomeroy Award for Outstanding Contributions to Teacher Education
The Innovations Inventory of AACTE’s Innovation Exchange is an online database highlighting members’ pioneering practices in educator preparation that have shown a positive impact on issues of student learning, preparation program advancement, or educator workforce needs. This blog post is one in a series highlighting entries from the inventory. For more information, contact Zach VanHouten at firstname.lastname@example.org.
The award-winning Professional Development School (PDS) Consortium based at the State University of New York College at Buffalo (Buffalo State) offers a supportive cohort community for teacher candidates, minigrants for action research in the schools, and even international partner settings. This clinically rich network, founded in 1991, has evolved in alignment with frameworks including the 2001 NCATE PDS Standards, the National Association of Professional Development Schools Nine Essentials, and the 2012 NCATE Blue Ribbon Panel report.
Our awards program recognizes member institutions’ exemplary programs as well as the achievements of individuals who have notably contributed to education preparation.
This year, the former Best Practice Award in Support of Global Diversity will revert to its predecessor components: one award focusing on multicultural education/diversity and another on global/international perspectives. These areas had been combined after the 2006 award cycle, but the AACTE Board of Directors voted last February to honor them separately again in order to provide distinct recognition of key practices.
It’s hard to believe, but it’s true: After 38 years, Mary Diez is leaving Alverno July 1.
Diez, professor and former dean of the School of Education at Alverno College (WI), was elected last month to a 4-year term as president of the School Sisters of St. Francis (SSSF), an international congregation with 850 sisters in the United States, Europe, India, and Latin America. This full-time commitment will take her to all of those places, although she plans to retain her campus residence at the college where she has lived for nearly 4 decades.
Taking her leadership skills off campus is hardly new for Diez, whether as a consultant in the Milwaukee community, member of standards boards, convener of assessment institutes, champion of dispositions work, or president of AACTE—among countless other roles she has held around the country and internationally. Despite having so much on her plate, Diez generously responded to my questions this week about her career to date and future plans.
If you are interested in international education and in preparing globally competent teachers, here are some resources and opportunities to consider:
Summer 2014 Fulbright-Hays Seminars Abroad Program in China
The Fulbright-Hays Seminars Abroad Program provides opportunities for overseas experiences to teachers and other PK-12 personnel, teacher educators, and administrators with responsibilities for program or curriculum development in fields related to humanities, languages, and area studies. Seminars are designed to provide a broad and introductory cultural orientation to a particular country. The program is geared toward educators with little or no experience in the host country who demonstrate the need to develop and enhance their curriculum through short-term study and travel abroad.
The views expressed in this post do not necessarily reflect the views of AACTE.
The latest release of international test results has once again stirred the controversy of whether or not American students can successfully compete academically in a global context. Before we condemn our educational system, however, we must first understand exactly what the Program for International Student Assessment (PISA) reveals about student performance and whether a fair comparison can be made between American 15-year-olds and those in other countries.
On December 5, the world lost one of the more important leaders of all time, Nelson Mandela.
Mandela epitomized what many in U.S. educator preparation programs hope to instill in our education leaders and teachers—a strong understanding of and commitment to social justice. Unfortunately, although we believe that all children and youth should receive a high-quality education and be treated with dignity and respect in the classroom, this ideal is in sharp contrast to reality.
Far too many of our children and youth, especially those in urban communities, are in classrooms with teachers who are underprepared or simply not equipped to teach those they perceive as different. Even as many of our preparation programs are implementing practices that limit “admission” to the field of teaching to those most ready to enter the classroom after rigorous study and strong clinical practice, the different pathways to the profession that some states have put into place may lead to an increase rather than a decrease in the achievement gap that currently exists between children and youth of different classes and races.
New Issue of JTE: Politics of VAM, Finnish Context for Teacher Prep, NCTQ Critique, and More Now Online
The January/February 2014 issue of the Journal of Teacher Education (JTE) is now available online. See what Volume 65 Number 1 has to offer—without waiting for the mail delivery!
- In this month’s editorial, JTE‘s editors at Penn State University announce the 2014 Editorial Review Board and outline the highlights of this issue’s articles.
- “The Effects of Teacher Entry Portals on Student Achievement” classifies North Carolina public school teachers into 11 predominant “portals” of entry into the profession and estimates their effects on students’ test score gains. The gains are generally higher for students of teachers prepared through in-state, public undergraduate programs—but Teach for America corps members seem to be more effective in STEM subjects and at the secondary level.
Today, the Organization for Economic Cooperation and Development (OECD) released results from the 2012 administration of the Program for International Student Assessment (PISA), a worldwide study of 15-year-old students’ performance on mathematics, science, and reading. American students’ performance remained largely unchanged from the previous PISA administration in 2009, although the U.S. ranking declined relative to other countries that improved over the past 3 years.
AACTE signed on to a statement of the Learning First Alliance about the results and also issued its own call for policy makers to look closely at the test’s lessons, along with the recommendations made by the OECD in its report Strong Performers and Successful Reformers in Education: Lessons From PISA 2012 for the United States as well as in the 2011 edition of the report, which focuses more on teacher preparation.