Posts Tagged ‘workforce development’
During the “Disrupting the Persistence of Oppression” Deeper Dive session, panelists explored the question: How does knowing content matter for disrupting the persistence of oppression? The panel discussion was moderated by Deborah Ball, director of TeachingWorks at the University of Michigan and included Maisha Winn, Chancellor’s Leadership Professor in the School of Education and co-director of the Transformative Justice in Education (TJE) Center at the University of California, Davis; Sylvia Celedon-Pattichis, senior associate dean for research and community engagement and professor of bilingual and mathematics education at the University of New Mexico; Abby Reisman, assistant professor of teacher education at the University of Pennsylvania; and Carol Lee, former Edwina S. Tarry Professor of Education, School of Education, of Social Policy and African-American Studies at Northwestern University.
Winn began the panel discussion with a scholarly presentation focused on restorative justice and shared a narrative framework she developed for teachers to consider when seeking justice in the school setting. The framework is based on four pedagogical stances: history matters, race matters, justice matters, and language matters. She presented the framework and shared her desire to add a fifth stance: futures matter.
The “AACTE Initiatives toward Increasing Diversity, Equity and Inclusion in Colleges of Teacher Education” Deeper Dive session was held during the 2019 Annual Meeting. The session highlighted the association’s current, ongoing, and future commitments in these areas in a discussion moderated by Jennifer Robinson of Montclair State University and included panelists Lillian Sharon Leathers of William Paterson University of New Jersey and AACTE’s Jacqueline King, Jacqueline Rodriguez, and Jane West.
King, author of AACTE’s recently published Education Students and Diversity: A Review of New Evidence report, described the findings, which showed that education is the least diverse in bachelor’s degree fields. King shared other important data such as 50% of African American education students and 40% of Hispanic education students are independent; 30% of African American students and 20% Hispanic students had children; and 20% African American students were single parents. She emphasized that child care, for example, is an issue that cannot be ignored when considering the matter of diversity. In addition, 4% of Hispanic students are first generation students and 22% do not have a parent that has graduated from high school. The study revealed that one in five African American students work full-time and that the median family income of white, dependent students is more than double of their African American and Hispanic peers.
Annual Meeting Closing keynote speakers Mary Dilworth, editor of Millennial Teachers of Color, and Leslie Fenwick, dean emerita of Howard University, presented the topic, “Millennial Teachers of Color: Follow Their Lead, They Know Where We Need To Be,” on Sunday, February 24. During the session, the educators explored millennial teachers through a new lens by examining the intersection of race ethnicity and generation.
Dilworth has centered her career on teacher quality and preparation, with a keen focus on racial/ethnic and linguistic diversity and equity issues. Recently, she was a co-principal investigator for the National Science Foundation (NSF-DR12) project designed to recruit, prepare, license, and employ middle and high school science teachers from underrepresented groups. In addition, she served as a visiting professor and director of the Center for Urban Education at the University of the District of Columbia. Earlier in her career, she was a research fellow with Howard University’s Institute for the Study of Educational Policy (ISEP) and became widely recognized for heightening the national discourse on the disparate impact of licensing tests on underrepresented groups.
The “Data Systems” Deeper Dive session, held during the AACTE 2019 Annual Meeting examined the possibilities and challenges for using information and evidence-based research to improve teacher education programs. The discussion was led by moderator Robert Floden, dean of the College of Education at Michigan State University, and included four panelists: Kevin Bastian, senior research associate, University of North Carolina (UNC) and director, Teacher Quality Research Initiative Education Policy Initiative at Carolina (EPIC); Charles Peck, a professor of teacher education and special education at the University of Washington; Suzanne Wilson, Neag School of Educatin Endowed Professor of Teacher Education at the University of Connecticut (UConn); and Gladis Kersaint, dean, Neag School of Education at UConn.
The robust discussion opened with Bastian sharing the details of a two-pronged study conducted by EPIC that pairs student teaching data with workforce outcomes. He stated, “The problem we’re interested in addressing is how can programs take a mountain of performance assessment data and identify what we might call actionable evidence within it.”
The Deeper Dive session, “Too Expensive to Ignore,” held during the AACTE 2019 Annual Meeting explored the many creative ways educators are working to address the high costs associated with becoming a teacher. The panel discussion was moderated by Karen DeMoss, executive director of Prepared to Teach, Bank Street College of Education, and the presenters were Tara Kini, director of state policy at the Learning Policy Institute (LPI); Karen Riley, dean of the College of Education at the University of Denver; Karen Kindle, division chair, Teacher Residency and Education at the University of South Dakota (USD); Jeannie Aversa, coordinator of educator effectiveness at the Syracuse City School District; and Nichole Brown, director of field placement and project director, Teacher Opportunity Corp II at SUNY Oswego. The group of educators engaged in a lively conversation about how to create sustainable funding for teacher residencies.
DeMoss began the discussion with an overview of the reasons solutions to the funding problem are necessary. She shared that attracting diverse candidates to the teaching profession requires a focus on the money matters that teaching candidates care about. For example, 40% of undergraduates and 76% of graduate students work full time, and they incur debt that is often untenable in comparison to the salaries they can expect as teachers.
During the AACTE 2019 Annual Meeting, panelists for the Deeper Dive session, “Innovations to Address Today’s Workforce Needs” examined inclusive education preparation and strategies to address the national teacher shortage. The session highlighted AACTE’s partnership with the Collaboration for Effective Educator Development, Accountability, and Reform (CEEDAR) Center at the University of Florida and its federal supporters.
AACTE Consultant Jane West, who leads the Association’s work with CEEDAR, moderated a discussion with panelists Mary Murphy and Mark Seals (Bowling Green State University) and Marvin Lynn (Portland State University) on best practices at Bowling Green’s undergraduate teaching program and Portland State’s master’s program.
Code.org is offering scholarships for thousands of eligible middle and high school teachers to attend professional learning workshops. The workshops prepare teachers from all backgrounds to teach computer science in their classroom—no prior computer science experience is necessary. The workshops begin with a 5-day, in-person summer workshop and continue with 4 single-day follow-up workshops throughout the year. Dates and locations are assigned by region.
The lack of a computer science teacher is the biggest barrier to offering the subject in most schools, even though computer science is among the fastest growing industries in the United States. Currently, just 35% of U.S. high schools teach it and only 10% of STEM graduates study it. What’s more, computing and computer science are plagued by tremendous underrepresentation of African American, Latinx, and female students, despite the fact that these groups represent 65% of the entire U.S. population.
Jacob Easley II, dean of the Graduate School of Education at Touro College, recently authored A Way Forward Toward Professionalizing Teacher Education: A Response to the AASCU Teacher Education Task Force Survey, a commentary published in the Educational Renaissance journal. In the paper, Easley reviews the recommendations resulting from the 2016 American Association of State Colleges and Universities (AASCU) Teacher Education Task Force survey. The survey was completed by member presidents, provosts, and their deans of education at public institutions of higher learning to better understand the state of the profession.
The results from the national AASCU survey yielded six recommendations for quality teacher education programs. Of the six, Easley categorizes the first four are as similar to the standards that inform national accreditation by the Council for the Accreditation of Educator Preparation (CAEP):
- Bolster clinical experiences
- Ensure strong university-school partnerships
- Step up recruitment into preparation programs
- Build agreements with community colleges
This article and photo originally appeared on wral.com and are reprinted with permission.
Muhammed Clemons, a Winston-Salem State University elementary education major, says he struggled with the way some teachers handled his disobedience when he was a child. That inspired him to become a teacher and be a role model to his future students, especially those who struggle in school like he did.
NC’s colleges of education: Student diversity
North Carolina’s 46 colleges of education enrolled more than 51,000 students in their undergraduate programs from 2011 to 2017. Search the database below to see how many students each college’s undergraduate education program enrolled by race and gender during those years. The data include both public and private colleges.
AACTE is delighted to announce the selection of Millennial Teachers of Color, by Mary E. Dilworth to receive the 2019 AACTE Outstanding Book Award. The award will be presented at the AACTE 71st Annual Meeting Closing Session, February 24, in Louisville, KY.
The volume, published in 2018 by Harvard Education Press, explores the opportunities and challenges for creating and sustaining a healthy teaching force in the United States. Millennials are the largest generational cohort in American history, with approximately 90 million members and, of these, roughly 43 percent are people of color. This publication offers a fresh look at these millennials and explores their views of the teaching profession, focuses attention on their relation to schools and teaching and considers how these young teachers feel about teaching for social justice.