Posts Tagged ‘workforce development’
Lynn M. Gangone and Renee A. Middleton advocate for education preparation in recent Ed Week articles
Don’t Blame Admissions Standards
To the Editor:
Marc Tucker has helped us better understand education systems around the world. Unfortunately, in his recent opinion blog post ("Teachers Colleges: The Weakest Link," November 1, 2018), he demonstrates less understanding of America’s teacher-preparation programs than he has about programs abroad.
This article originally appeared online at news.vcu.edu and is reposted with permission.
The U.S. Department of Education has awarded a $4.97 million grant to expand Richmond Teacher Residency, help provisionally licensed science, technology, engineering and math teachers move toward full licensure, and provide math and science training to hundreds of local elementary and special education teachers.
Richmond Teacher Residency, a program in the Virginia Commonwealth University School of Education, is an intensive, school-based teacher preparation program that integrates a research-supported approach for effective teaching with real-world classroom experience. Residents teach in local schools under the mentorship of a veteran teacher, while also earning a graduate degree in either education or teaching from VCU.
AACTE members Ernest Black and John Kuykendal joined AACTE consultant Amanda Lester on a recent episode of Education Talk Radio to discuss the networked improvement community’s (NIC’s) study on the challenges and opportunities to increase Black, Hispanic, and Latino male teachers nationwide.
“Using a NIC is part of an ‘improvement science’ approach to looking at a problem of practice that persists in education,” explained Lester. The NIC involved a study of 10 institutions that shared their own experiences in recruiting and retaining teacher candidates in this population. Black and Kuykendal represent two of the college preparation programs that participated in the study, which began in 2014.
The premise of the research is that Black and Hispanic/Latino male students underperform in schools but when paired with Black and Hispanic/Latino male teachers for as little as one year, their success improves.
The Colorado Department of Higher Education announced this month that it has awarded nearly $2 million to 17 collaborative projects designed to recruit and retain more educators as part of the Plan Into Action grant established in partnership with the Colorado Center for Rural Education. Of the recipients, nine are AACTE member institutions, which have developed initiatives to combat teacher shortages. The other grantees include school districts, boards of cooperative educational services, and traditional and alternative educator training programs from across the state. The projects will establish teacher residency programs, leverage technology for improved professional support, and encourage more teacher candidates to specialize in high-need content areas.
“Teachers are the backbone of our education system and critical to our state’s long-term success,” CDHE executive director Dan Baer said. “These funds will strengthen the relationships among our institutions, alternative programs and the schools in their backyard, helping communities cultivate their own teacher corps and better support those already in the classroom.”
AACTE members Rebecca Kantor and Barbara Seidl of the University of Colorado Denver (CU Denver) School of Education and Human Development (SEHD) recently appeared on the EduTalk radio show to discuss their award-winning program. A recipient of the 2018 AACTE Best Practice Award in Support of Multicultural Education and Diversity, CU Denver has discovered innovative ways to infuse multicultural education and diversity into educator preparation.
When asked by Education Talk Radio host Larry Jacobs about what makes their program stand out, Seidl answered, “Nationally, we all struggle to diversify the teacher workforce. But we thought about it in two ways: the first is to diversify the actual teaching pool … and the other is to make sure that [multicultural education and diversity] is really infused across all of our content and preparation.”
This column originally appeared in Chatanoogan.com and is reposted with permission.
With education on the forefront of conversations in our community, it is now more urgent than ever that we send passionate teachers into the classroom with the knowledge, resources, and drive to lead our schools through this transformation.
As director of the University of Tennessee at Chattanooga School of Education, I am charged with providing our students with a high-quality education and preparing them for the classroom. Our program trains and prepares the bulk of teachers entering Hamilton County Schools from high school to their own classrooms and beyond.
AACTE has partnered with the Council of Chief State School Officers (CCSSO) on the new Diverse and Learner-Ready Teachers Initiative. The Initiative is a network of nine states that will connect with each other and experts in the field to receive individualized support as they address challenges to increase the racial diversity of the teacher workforce in their states. Participating states are Colorado, Delaware, Illinois, Louisiana, Massachusetts, Mississippi, Nebraska, New Mexico, and New York. Through this work, these states hope to revise, enact or remove state policies that will address specific challenges for both diversifying the educator workforce and ensuring all educators are culturally responsive in practice by 2020.
“CCSSO is proud to launch the Diverse and Learner-Ready Teachers Initiative as we strive to better prepare all teachers to meet the needs of every learner in their classroom,” said Carissa Moffat Miller, executive director of CCSSO. “This work is firmly rooted in CCSSO’s commitment to providing an equitable education to all students.”
This article originally appeared in UConn Today and is reposted with permission. The University of Connecticut is 1 of 10 institutions participating in AACTE’s Black and Hispanic/Latino Male Teacher Initiative Networked Improvement Community (NIC). To learn more about how UConn developed the programs noted in the article through its participation in the NIC, visit this AACTE webinar and Ed Prep Matters blog post featured in 2016.
A lack of diversity among classroom teachers in elementary and secondary schools has long been a national issue. In the state of Connecticut alone, less than 8 percent of teachers are of color, while students of color represent 40 percent of the population.
Several AACTE Holmes Scholars took time out from their intense schedule during the AACTE Holmes Dissertation Retreat and Research Symposium, July 26-28 at Rowan University in Glassboro, New Jersey, to speak with students from the Rowan Urban Teacher Academy.
The academy serves students in 10th, 11th, or 12th grade who are interested in learning more about becoming teachers. The purpose of the 10-day program is to create a pipeline into the education profession for high school students from urban areas, hoping that students exposed to the field of education will consider returning to teach in urban schools. As part of the academy’s training and exposure, students tour the campus of the university.
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.