recent podcast with Enrollment Fuel, the organization’s president, Jacquelyn D. Elliott, interviewed AACTE President/CEO Lynn M. Gangone about what leadership means. The following summary highlights the conversation.
Opening the interview with a question about her definition of leadership, Gangone explained it as the process of orchestrating change “with people and for people” – that is, while the individual leader may have the power to implement change, the collective team is where change happens.
In a letter led by the American Council on Education, AACTE joined 32 organizations this month in supporting the Dream Act of 2017, a bipartisan bill introduced July 20 by Senators Dick Durbin (D-IL) and Lindsey Graham (R-SC). The legislation would provide a path for young immigrants who entered the United States as children to attain lawful permanent residency status if they meet a series of requirements.
The target population is immigrants who in essence know only the United States as their home. Individuals may be eligible if they meet the following criteria:
The views expressed in this post do not necessarily reflect the views of AACTE.
In certain circles, it is popular to view colleges and universities as the embodiment of an intolerant “education establishment” driven more by liberal ideology than by valued learning experiences. Particularly with the recent leadership transition in Washington, DC, espousers of this view have grown bolder in their accusations of brainwashing and progressive elitism in higher education. These claims are frustrating in that they betray a lack of familiarity with the mission of our institutions, but they are also dangerous: if used to erode public support for higher education, they will further impede access by those most in need.
While we welcome constructive criticism of our work, statements that delegitimize higher education are counterproductive and must be challenged. When officials suggest that professors are deviously indoctrinating students with a limited, biased, and distorted set of beliefs, such intimation is demeaning to faculty and students alike. And after 35 years in higher education, I can attest to the utter falseness of this assumption.
Left to right: Stephen Pape, Jimmie Walker (award winner), and Camille Bryant of Johns Hopkins University
The 18th convening of the Carnegie Project on the Education Doctorate (CPED) took place October 24-26 on the campus of Augusta University (GA). Faculty members from 80 member colleges and schools of education explored the program theme “Inquiry as Practice: Understanding the Research Knowledge, Skills, and Dispositions Scholarly Practitioners Need to Improve Problems of Practice.”
Rick Mintrop of the University of California-Berkeley challenged the group to consider design-based inquiry as a potential signature pedagogy for preparing professional practitioners. “We should spend design energy only on ‘wicked problems’ for which there is no current conventional solution,” he urged.
The National Commission on Financing 21st Century Higher Education released a set of white papers earlier this month exploring aspects of the fiscal issues facing higher education. Designed to guide policy and funding decisions, these papers (and another six still in development) provide a revealing look at the state and national funding landscape for institutions.
The commission, a project of the University of Virginia’s Miller Center, has been working since 2014 on policy and funding recommendations for the United States to reach the goal of 60% of the labor workforce having a postsecondary degree or credential by 2025. Currently, the nation is not on target to meet this goal and faces numerous related challenges, from high school graduation rates and access to higher education to workforce underdevelopment. According to the Organization for Economic Cooperation and Development, other nations are meeting or surpassing the United States in postsecondary degree and credentialing rates.
A new survey report from the Hope Street Group (HSG) presents perspectives of nearly 2,000 classroom teachers on their own preparation and that of future educators, aiming to inform both preparation program improvement and state and federal policy. The report, On Deck: Preparing the Next Generation of Teachers, asks whether teachers are being prepared effectively for the realities of today’s classrooms and what changes to curriculum, clinical experiences, and accountability measures might be needed.
The study was conducted by 18 HSG National Teacher Fellows, who are practicing classroom teachers and instructional coaches from 17 states. Last fall, they collected data through surveys and focus groups from other practicing teachers in their regions on their experiences and perceptions of how well teacher preparation providers are doing. Participating teachers ranged from 1 to 31 years of experience and came from all grade levels and subjects and from rural, urban, and suburban settings.
The U.S. Department of Education announced Monday that Acting Secretary John King will start an “Opportunity Across America Tour” January 14. The tour will focus on King’s stated priorities for 2016:
- Promoting equity and excellence at every level of education to ensure that every child has the opportunity to succeed
- Supporting and lifting up the teaching profession
- Continuing the Department’s focus on returning America to the top of the rankings in college completion by ensuring more students earn an affordable degree with real value
In the coming week, King will be visiting Texas; Washington, DC; Delaware; and Pennsylvania. If any of the locations are in your community, you might want to attend to connect with King in person. The full announcement and schedule appear below.