Two new videos are available this week on AACTE’s Research-to-Practice Spotlight Series highlighting the St. John’s University (NY) School of Education clinical preparation program known as RISE. This week’s videos discuss the benefits of having an extra teacher in the classroom and of the methods class taught by SJU professors in the partner schools.
Two new videos are available this week in AACTE’s Research-to-Practice Spotlight Series highlighting the St. John’s University (NY) School of Education clinical preparation program known as RISE. This week’s videos show how the experience teacher candidates have in the classroom contributes to their teaching style and to their readiness to teach after completing their 1-year internships. See this introduction to the series for more information about RISE.
The School of Education at St. John’s University (SJU) and its Residential Internship for St. John’s Educators (RISE) in partnership with Queens school districts develop high-quality teachers by exposing candidates intensively to classrooms during their collegiate career. SJU students develop their teaching style and voice and enter the profession feeling confident and prepared, thanks to their residential internship experiences and prolonged mentorship by veteran teachers.
I am thrilled to introduce the St. John’s University (NY) School of Education as the next featured institution in the AACTE Research-to-Practice Spotlight series. In this latest focus on exemplary models of clinical practice, we highlight the work of the Residential Internship for St. John’s Educators (RISE) program in Queens, New York. This partnership with surrounding school districts aims to develop the very best teachers for local classrooms, a mission to which both the university and the school district are committed.
The first video in the series is now posted in the Innovation Exchange, introducing the RISE program’s yearlong internships and focusing on the importance of relationship-building and a shared professional community. Over the next few weeks, we’ll be publishing additional videos and blog summaries to highlight what AACTE staff learned during our visit to the St. John’s campus and partner sites.
On the last day of the 69th AACTE Annual Meeting in Tampa, Florida, the AACTE Clinical Practice Commission (CPC) held a major forum to unveil and discuss the 10 “Essential Proclamations and Tenets for Highly Effective Clinical Educator Preparation” identified in the CPC’s work. These proclamations and tenets, which undergird a forthcoming white paper, were released during the forum as part of a draft executive summary of the paper.
The event started with a panel presentation and discussion moderated by CPC member Jennifer Robinson, executive director of the Center of Pedagogy and associate professor at Montclair State University (NJ). Panelists included Michael Alfano, Central Connecticut State University; Diane Fogarty, Loyola Marymount University (CA); John Henning, Monmouth University (NJ); Rene Roselle, University of Connecticut; Jennifer Roth, Poudre School District (Fort Collins, CO); and Christine Smith, University at Albany, State University of New York.
The final segments of AACTE’s Research-to-Practice Spotlight Series featuring the George Mason University (VA) clinical model are now available online. This week’s videos present the voices of first and fourth graders from Westlawn Elementary School and Daniels Run Elementary School discussing their experience learning from interns alongside their experienced teachers.
Two new videos are available this week on AACTE’s Research-to-Practice Spotlight Series highlighting the George Mason University (VA) College of Education and Human Development’s clinical preparation program. This week’s videos present partner elementary schools’ experience with having multiple teachers in the classroom and display the readiness of George Mason students after completing their 1-year internships.
The College of Education and Human Development at George Mason University (GMU) and its network of professional development schools (PDSs) benefit PK-12 student learning in several ways. Students enjoy having access to a second adult in the room dedicated to helping them succeed; teacher mentors gain new perspectives and techniques they can integrate in their classroom; and teacher candidates are prepared through a yearlong internship to hit the ground running in their own classrooms in the future.
A new report from the Teacher Education Task Force of the American Association of State Colleges and Universities (AASCU) makes a compelling case for quality teacher preparation, capturing the key challenges that make the current context complex but also offering recommendations for both university leaders and policy makers to move the field forward.
The task force conducted a survey last year of presidents, provosts, and education deans at state colleges and universities to gauge the current state of educator preparation. (The survey results are included as an appendix to the new report.) The responses informed conversations among task force members to distill the core themes, debate their implications in light of the latest research, and determine consensus recommendations for priority actions by higher education administrators. The results were combined to craft the new report, and the AASCU policy team added a set of priorities for federal and state policy.
On February 22, AACTE will host the third installment of a four-part webinar series highlighting the experiences and findings of each of the 10 institutions in the AACTE Black and Hispanic/Latino Male Teachers Initiative Networked Improvement Community (NIC). The webinar, “Diversifying the Teacher Pipeline at Boston University, the University of Arkansas at Little Rock, and William Paterson University: Lessons From AACTE’s NIC,” will be held Wednesday, February 22, from 1:00-2:00 p.m. EST.
The webinar will provide an inside look at the path of inquiry guiding the NIC’s overall work and how that process has shaped and changed recruitment and retention of Black, Hispanic, and Latino male teacher candidates at three participating institutions. Presenters will share specific initiatives and strategies developed through their participation in the NIC process to demonstrate how NIC-developed approaches can be adapted locally to advance a common goal – in this case, to increase the percentage of Black and Hispanic/Latino men receiving initial teaching certification through educator preparation programs.
As you plan conferences, retreats, and other meetings of AACTE state chapters, please keep in mind that AACTE staff are available to serve as speakers and presenters on a wide array of topics. Just complete a simple form on our website to request the content you need.
To align with AACTE’s latest initiatives and programs, we recently updated the request form to include the following session topics:
The views expressed in this post do not necessarily reflect the views of AACTE.
Last month, faculty from Ohio University’s Patton College of Education joined with teachers from a partner school to participate in an equity-focused leadership summit in Chicago. Two Federal Hocking (OH) Middle School teachers – Robin Hawk, an eighth-grade social studies teacher who led the team, and Tessa Molina, a seventh-grade math teacher – took part in the Inclusion, Equity, and Opportunity Teacher Leadership Summit December 2-4, along with Patton College faculty Bill Elasky, instructor of teacher education and a board of education member at Federal Hocking Local Schools; Mathew Felton, assistant professor of teacher education; and Lisa Harrison, associate professor of teacher education.
A new set of brief videos in AACTE’s Research-to-Practice Spotlight Series focuses on implementing clinical practice at the George Mason University (VA) College of Education and Human Development; see this article introducing the series and the first video segment. Today’s article highlights messages from the next two videos, which discuss the team-building approach used by Mason’s education faculty to create strong relationships with partner schools for supporting teacher candidates.
The College of Education and Human Development at Virginia’s George Mason University (GMU) and its professional development school (PDS) partners have established leadership teams to plan robust and personalized training programs for teacher candidates. The teams at the university and school sites work together to engage interns in well-rounded experiences, such as by involving them in local school activities, to help fulfill their individualized professional development plans.
The National Association of State Directors of Teacher Education and Certification held its annual Ted Andrews Winter Symposium January 4-6 in San Diego, California, convening educators from varied settings around the topic “Teacher Recruitment and Retention: Innovation Through Collaboration.”
The theme of partnership-driven innovation was reinforced through a number of sessions in which AACTE members presented along with colleagues from the PK-12 sector and from state education authorities. I was pleased to address the group on the topic of teacher recruitment policy and practice from providers’ perspective. Other notable sessions on the program included these:
It is my pleasure to introduce the George Mason University (VA) College of Education and Human Development as the next featured institution in the AACTE Research-to-Practice Spotlight series. Continuing our focus on exemplary models of clinical practice, this series highlights the long-standing professional development school (PDS) partnership cultivated by George Mason and schools in Fairfax County, Virginia. Mason is the state’s largest producer of PK-12 teachers and largest comprehensive research university.
The views expressed in this post do not necessarily reflect the views of AACTE.
We were thrilled to be accepted to participate in the first-ever topical Teach to Lead Summit on Teacher Preparation, held November 2-4 in Washington, DC. Our team worked on a state-funded project that focuses on recruiting high school and undeclared college students of color to education called Abriendo Caminos: Opening Pathways for Students of Color to the Teaching Profession. Our participants included one active teacher, Cynthia Chavez; one undergraduate preservice teacher, Marcus Jackson; a doctoral student and assistant professor, Tonya Walls; and the two of us: Rosemary Q. Flores, a family engagement specialist, and Jori Beck, a teacher preparation representative. The purpose of attending the summit was to further develop our project, and we were provided with ample opportunities from both internal and external critical friends for this work.
California, like many states in the nation, faces a critical shortage of teachers. As California recovers from the Great Recession, teacher hiring needs have steadily increased from a recent low of 10,360 in 2011-2012 to 21,482 in 2015-2016. During the same period, the number of new credentials issued has decreased to a low of fewer than 14,000 candidates in the 2014-2015 school year. This reduction in productivity is reflective of the downward trend in enrollment in teacher preparation programs.
