Posts Tagged ‘media relations’
The latest monthly episode of Education Talk Radio spotlighted the AACTE Holmes Program and other efforts to increase the diversity of the U.S. teaching workforce. In the June 14 show, host Larry Jacobs was joined by Dean Monika Shealey of Rowan University (NJ), Student Services Director Jarren Jeffery of Mount Vernon High School (Fairfax County, VA), current Holmes Scholars Janelle Alexander (Rowan University) and Dana Dunwoody (Boston University, MA), recent Holmes alumnus Ahmed Fahad (University of Cincinnati, OH), and AACTE’s Tim Finklea.
Schools across the country have more diverse student populations than ever, yet the teaching workforce is still predominantly White and female. The AACTE Holmes Program, which for decades has supported students from historically underrepresented backgrounds pursuing doctorates in education, was expanded 3 years ago to include master’s, undergraduate, and even high school students in an effort to provide deeper support in the pipeline of future educators.
In the latest monthly episode of Education Talk Radio spotlighting AACTE member institutions’ work, the online radio show featured the work of three educator preparation programs to combat teacher shortages. Host Larry Jacobs was joined for the May 17 show by AACTE member deans Kim Metcalf from the University of Nevada-Las Vegas (UNLV), Patricia McHatton from the University of Texas-Rio Grande Valley (UTRGV), and Marcia Burrell from the State University of New York-Oswego (SUNY-Oswego) as well as Rod Lucero from AACTE.
Teacher shortages are plaguing many states and districts around the country, particularly in high-need fields and low-income schools. In addition to school-centered problems such as high teacher turnover and persistent gaps in the diversity of students and their teachers, preparation programs have experienced enrollment drops that further heighten the productivity challenge. “It has to do with, quite frankly, money,” Lucero said, noting that college students are leery of investing in an expensive degree for a career that lacks sufficient salary to repay their student loans, and some teachers start out earning below the poverty line.
This op-ed was published May 14 in the Virginian-Pilot. The views expressed in this post do not necessarily reflect the views of AACTE.
At a recent alumni award ceremony for Old Dominion University’s Darden College of Education, one of the honorees, author Rodney Sidney II, introduced the guests he had invited. Among them was his fourth-grade special education teacher. The moment was tremendously poignant, as he spoke of the support and encouragement he had received from her. Even more touching was how Sidney described her belief in him and her never-ending guidance.
Education Talk Radio, an online radio show airing PK-12 and higher education discussions for education professionals, hosted AACTE members last week for the first of several monthly segments that will highlight aspects of members’ teacher preparation work.
Diane Fogarty from Loyola Marymount University (CA), John Henning from Monmouth University (NJ), John Jacobson from Ball State University (IN), and AACTE’s Rod Lucero joined Larry Jacobs, host of Education Talk Radio, for the April 17 show.
The discussion centered on clinical practice models employed by these three institutions to provide teacher candidates not only strong classroom experience but also an understanding of the context of students’ local communities.
This opinion article originally appeared in The News & Observer. The views expressed in this post do not necessarily reflect the views of AACTE.
In pursuing testing and accountability as the route to school improvement, North Carolina has overlooked the benefits of collaboration and innovation. The following two examples of innovation illustrate both the challenge and the opportunity.
During the recession, when funds were cut for after-school transportation, a high school had to change its after-school tutoring program. It adopted a new program, Smart Lunch, which provided additional time for tutoring to occur in the middle of the day. This change brought several advantages: Tutoring was no longer an add-on at the end of the day; it did not have to compete with after-school programs or students who had jobs or family responsibilities; and it was not dependent on transportation.
AACTE issued the following media release today:
(April 6, 2017, Washington, D.C.) – As Dr. Sharon P. Robinson nears the end of her 12-year tenure as president and chief executive officer of the American Association of Colleges for Teacher Education (AACTE), the organization celebrates her leadership and contributions to the field.
Robinson, who plans to retire later this year, has led AACTE in advocating and building capacity for high-quality educator preparation programs across the nation to serve diverse learners. She has successfully directed efforts and forged partnerships to professionalize the field of teaching, raise educator quality, and work with legislators to implement policies that advance research-driven innovations and equity for all students.
Two new advocacy guides are now available for download in AACTE’s Advocacy Center. These handy references help you put Twitter to use as a strategic advocacy tool and develop effective relationships with the press.
These guides, available exclusively to AACTE members, join four others we’ve developed to boost your advocacy prowess. Here’s the full list of guides currently available through the federal and state pages of the Advocacy Center:
What Happened to Eric and Josh? Lessons From ‘Resilience’ on Achieving a Whole-Child Focus in Educator Preparation
The views expressed in this post do not necessarily reflect the views of AACTE.
In the 90s, I worked as a school psychologist and then as an administrator in urban and rural settings. I used my graduate training in behavior management to help students overcome challenges and meet classroom expectations.
The New York Times editorial “Help Teachers Before They Get to Class” (October 15) repeats outdated canards about teacher preparation that are as misguided as the new federal regulations celebrated in the editorial. Far from resisting higher expectations, teachers colleges are driving them.
Higher education institutions and states have raised program entry requirements in recent years, and the academic qualifications of admitted students have increased apace. By referencing an outdated and widely discredited report, the editorial misses this fact, reflected in publicly available federal datasets: today’s undergraduates preparing to be teachers have an average GPA of 3.2 on college work required for admission to the program.
Winding its way from D.C. to Louisiana, the U.S. Department of Education’s 2016 “Opportunity Across America” bus tour kicks off today and runs through Friday. If you’ll be nearby any of the tour stops, you might consider taking the opportunity to connect with national and local officials as an education leader in your community.