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Rowan University Offers New Degree in Inclusive Education

Rowan University’s College of Education is the founding college on campus but that doesn’t stop it from continually innovating its practice and creating forward-thinking opportunities for teaching and learning. And so, this year, the oldest college on campus is offering an innovative new degree: the Bachelor of Arts in Inclusive Education.

The concept of inclusive education is simple, yet profound: teachers must be prepared to meet the needs of ALL the learners in their classroom, regardless of differences in race, language, culture, and physical ability.

Carolina Teacher Induction Program Completes First Year

CarolinaTIP Director Nicole Skeen, right, works with first-year teacher Karlee Baxter and students in Baxter’s classroom.

Teacher shortages are a critical concern across the United States, and the University of South Carolina is tackling the crisis head-on with an innovative response to teacher retention. While recruiting new teachers into the profession is vitally important, reducing the alarming rate at which novice teachers leave the profession must be a central focus in addressing the teacher shortage, as shared in a recent op-ed by University of South Carolina College of Education Dean Jon Pedersen.

“If you add the belief that teacher preparation and support should not end at graduation, a desire to gather data to inform programmatic improvement, and a teacher retention issue to new accreditation standards and a college leadership team determined to make a positive impact on the profession, beyond the walls of the university, you arrive at the impetus for the Carolina Teacher Induction Program (CarolinaTIP),” said Cindy Van Buren, assistant dean and one of the developers of the college’s induction program.

When Partnerships Become a Community: Mutual Commitment Benefits All


Four final videos are now available in the AACTE Research-to-Practice Spotlight Series focused on the district and community partnerships of the College of Education at California State University, Long Beach. (View these and others in the series on AACTE’s Video Wall.)

The videos capture interviews with faculty, administrators, teacher candidates, and other partners in the Long Beach College Promise and the UTEACH residency program.

Committed Partnership Key to Overcoming Inevitable Hurdles


In this week’s featured videos in the Research-to-Practice Spotlight Series, participants in the education partnerships of California State University, Long Beach, discuss the hurdles they’ve faced, supports they’ve implemented, and advice to others interested in starting a similar program.

Strong communications and trust lie at the heart of both the Long Beach College Promise and the UTEACH residency program, stemming from the well-developed relationships as well as enabling new collaborations to solve evolving problems.

Learn About Quality Clinical Partnerships at AACTE Workshop

This event is cancelled until further notice.

“I don’t know where to start,” “it’s too hard,” “it’s too expensive,” or “it takes too much time” are among some of the comments that are often heard in conversations around the country as the push for more clinically rich teacher preparation is discussed. While it certainly can be challenging to reimagine longstanding practices, the shift to strong clinical models has become something of a national imperative for high-quality teacher preparation.

Yearlong Residency Prepares Strong TESOL Candidates

Four new videos are available this week in AACTE’s Research-to-Practice Spotlight Series highlighting the urban residencies of the State University of New York (SUNY) Oswego School of Education. In these final videos of the series, educators discuss the significance of getting to know students well and how the yearlong clinical experience helps TESOL candidates prepare for edTPA–and beyond.


Participants in the clinical partnerships of the SUNY Oswego School of Education say one of the significant benefits of a yearlong residency is that teachers get to know their students well and engage deeply in their community.

Partnership Outcomes Build Interest in Residencies, Support Programs

Four new videos are available this week in AACTE’s Research-to-Practice Spotlight Series highlighting the urban residencies of the State University of New York (SUNY) Oswego School of Education. In the latest videos, educators discuss why demand for Oswego residents is growing, how the clinical partnerships are boosting teacher recruitment, and myriad outreach efforts supporting diversity and inclusion–including the AACTE Holmes Program.


The growing clinical partnerships and residency programs of the SUNY Oswego School of Education are generating a compelling track record that places both student teachers and graduates in high demand among local districts. The programs are also boosting recruitment and support of more culturally and linguistically diverse educators, thanks to a variety of efforts on campus and beyond.

Adjusting to Challenges, Urban Residency Reaps Benefits

Five new videos are available this week in AACTE’s Research-to-Practice Spotlight Series highlighting the urban residencies of the State University of New York (SUNY) Oswego School of Education. In the latest videos, educators discuss the professional growth they experience through their partnership work, the primary challenges they’ve faced, and advice they’d offer others looking to transition to a clinical residency.


Teachers of English as a new language (ENL) at Grant Middle School in Syracuse, New York, say they are fortunate to host preservice teachers from the SUNY Oswego TESOL program, who spend their full senior year working with them and other city schools in a coteaching residency.

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Don't forget to apply for the 2019 AACTE Best Practice or Professional Achievement Awards! The deadline is October… https://t.co/XqQWKShnex

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The second webinar is called National Portrait: Deep Dive on Student Diversity and will be presented by Dr. Jacquel… https://t.co/s07YoSFkMq

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