Posts Tagged ‘urban education’
AACTE’s Committee on Global Diversity has selected Texas Christian University’s College of Education to receive the 2015 AACTE Best Practice Award in Support of Multicultural Education and Diversity. The award will be presented at the 67th AACTE Annual Meeting Speaker Spotlight Session, Sunday, March 1, at the Atlanta Marriott Marquis.
The university’s robust Early Childhood Through Grade 6 Program (EC-6) is the particular target of AACTE’s award, with a focus on diversity broadly conceived. Students in this program–who predominantly come from middle-high socioeconomic, monolingual backgrounds and initially expect to teach in schools with similar demographics–develop knowledge, skills, and values to effectively work in high-need settings by serving as a bridge between home and school while academically challenging all children for success.
AACTE will honor authors Kavita Kapadia Matsko of the University of Chicago and Karen Hammerness of the American Museum of Natural History with the 2015 AACTE Outstanding Journal of Teacher Education (JTE) Article Award for their article “Unpacking the ‘Urban’ in Urban Teacher Education: Making a Case for Context-Specific Preparation,” published in the March/April 2014 issue of the journal. The award will be presented at the 67th AACTE Annual Meeting Welcoming Session, Friday, February 27, at the Atlanta Marriott Marquis.
Editor’s Note: AACTE’s two Research Fellowship teams will present a joint session at the Association’s Annual Meeting, Saturday, February 28, at 1:30 p.m. in Room A704 of the Atlanta Marriott Marquis. This post provides background on the fellowship based in New Jersey at Kean University, Rowan University, and William Paterson University.
Is there a difference in teacher persistence in urban districts attributable to specific pathways? Why do teachers say they persist in urban districts? Researchers from Kean University, Rowan University, and William Paterson University came together to explore these and other related questions as part of the AACTE Research Fellowship.
A study of 30 teacher residency programs funded through the federal Teacher Quality Partnership (TQP) Program finds that graduates of the residencies feel more prepared at the start of their careers and more supported during their time in the classroom than their same-district peers from other pathways.
A recent evaluation of the Boston Teacher Residency (BTR) found that program graduates are making a significant impact in Boston Public Schools, providing more racially/ethnically diverse teachers and staying in the classroom at higher rates. A webinar hosted by REL Central earlier this month highlighted the findings and challenges of the evaluation, which was conducted by John Papay and colleagues at Brown University (RI).
The study compared BTR graduates to other novice teachers in the urban school system, asking the following questions:
- Does the BTR program prepare more teachers than other pathways in hard-to-staff subjects such as math and science?
- Are BTR recruits more racially and ethnically diverse than teachers from other pathways?
- Do BTR recruits remain in the district longer than other new hires?
- Are BTR teachers more effective in raising student test scores in math and English language arts than teachers with the same level of experience from other pathways?
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. To request inclusion of your institution’s innovations, contact Zachary VanHouten at firstname.lastname@example.org.
Georgia State University (GSU) is the largest producer of minority educators in the state of Georgia and graduates approximately 500 teachers annually. GSU’s Network for Enhancing Teacher Quality (NET-Q) program aims to increase teacher quality in urban and rural areas in Georgia. The program includes both pre- and postbaccalaureate initiatives for educators serving high-need school districts in these settings.
NET-Q boasts a partnership with at least 15 rural PK-12 schools, local businesses, two historically Black colleges, and the National Commission on Teaching and America’s Future.
This post also appears on the AACTE Annual Meeting site.
Once again, AACTE has partnered with a local charity to give back to our Annual Meeting host community. Indianapolis’ School on Wheels will be collecting donations outside the Conference Community Center at the 2014 AACTE Annual Meeting.
School on Wheels works to break the cycle of homelessness by providing one-on-one tutoring and educational advocacy for school-aged children impacted by homelessness. Since its founding in 2001, it has trained over 2,200 community volunteers as tutors, provided tutoring to 3,913 school-aged homeless children, and distributed 2,148 backpacks filled with school supplies and 11,351 school uniforms to homeless children. In 2013, School on Wheels was named nonprofit volunteer program of the year by the United Way of Central Indiana.
The March/April 2014 issue of the Journal of Teacher Education (JTE) is now available online. See what Volume 65 Number 2 has to offer!
- In this month’s editorial, “Research as a Catalyst for Change,” JTE‘s editors at Penn State University relate the issue’s contents to AACTE’s 66th Annual Meeting theme, Taking Charge of Change. Heralding the theme as an opportunity to champion the role of research in informing policy and practice, the editors highlight the articles’ contributions to knowledge about innovative practices in the development of both preservice and in-service educators.
A new report from the Wallace Foundation’s Principal Pipeline Initiative highlights practices for the preparation and support of new principals. Cultivating Talent Through a Principal Pipeline is the second in a series of evaluations of the initiative, prepared by Policy Studies Associates. It describes results from the initiative’s first 2 years as participating districts worked to beef up their principal corps through training and ongoing support.
As part of its Principal Pipeline Initiative, the Wallace Foundation last week convened its National Provider and Graduate Principal Professional Learning Community (National Provider PLC). I attended the meeting on behalf of AACTE, which is a communications partner for the initiative.
The National Provider PLC, launched in April, offers an opportunity for the initiative’s principal preparation providers, program alumni, and district administrators to collaborate in determining the most effective and efficient way to identify, develop, and support effective school leaders. Each district in the Principal Pipeline Initiative—Charlotte-Mecklenburg (NC), Denver (CO), Gwinnett County (GA), Hillsborough County (FL), New York City (NY), and Prince George’s County (MD)—also participates in a local PLC. In all, 20 principal preparation programs and 20 graduate principals are involved in this change-driving work, and, of the programs, half are AACTE member institutions.