Posts Tagged ‘workforce development’
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.
AACTE’s Committee on Professional Preparation and Accountability has selected Kelly C. Henson to receive the 2019 AACTE David G. Imig Award for Distinguished Achievement in Teacher Education. Henson, who in January 2019 retired as the executive secretary at the Georgia Professional Standards Commission, will be presented with the award at the AACTE 71st Annual Meeting, February 22-24, in Louisville, KY.
The Imig Award, named for AACTE President and CEO Emeritus David G. Imig, recognizes distinguished achievement in the formulation, implementation, or analysis of teacher education policy, or in the performance of distinguished scholarship in educator preparation.
Since 2007, Henson has led substantive educator preparation policy, certification, and ethics reform efforts in his role at the Georgia Professional Standards Commission. During his distinguished career of over 45 years in education, he also served as the superintendent of schools in Floyd County, principal of Walton High School, principal of Pope High School and associate superintendent in Marietta City Schools in Georgia. He has contributed to the statewide and national implementation of tiered certification, preparation program effectiveness measures (PPEM), performance-based educational leadership, enhanced ethics instruction and assessment and job-embedded professional learning.
AACTE is pleased to announce the keynote speakers for the 71st Annual Meeting Closing Session are Mary Dilworth, editor of Millennial Teachers of Color, and Leslie Fenwick, dean emerita of Howard University. The session will take place at the Kentucky International Convention Center on February 24, 2019.
Join this dynamic duo in a provocative discussion that probes beneath the surface to address how the millennial generation of teachers and those of color, in particular, have become agents of change in education. Discover why the missing link in the recurrent conversation about teacher diversity and inequities is the millennial generation—the most diverse, educated, socially connected, and now largest generation in the workforce.
New CCSSO Report Offers Guidance for Building a Diverse and Learner-Ready Teacher Workforce and AACTE’s 2019 Annual Meeting Amplifies This Effort
The Council of Chief State School Officers (CCSSO) released yesterday A Vision and Guidance for a Diverse and Learner-Ready Teacher Workforce, a report that outlines key recommendations state education chiefs, leaders in educator preparation, local education agencies, and others can take to ensure each child in the public school system is taught by a diverse and learner-ready teacher workforce. The report highlights actions for attracting, preparing, placing, supporting, and retaining teachers from diverse ethnic or racial backgrounds and socioeconomic experiences. It identifies specific policy levers state education agencies (SEAs) have authority over that should be activated to achieve the vision of what success can look like for students and teachers as well as highlight distinct responsibilities of SEAs where they have a moral imperative to lead for equity. Additionally, the report appendix references some of the best practices and policy recommendations states have implemented to push this work forward.
Along with state chiefs, AACTE and other national education organizations partnered with CCSSO on its new initiative to diversify the teaching profession through its Diverse and Learner-Ready Teachers (DLRT) Initiative. The collaboration led to the production of the new report—a viable resource for state teams that provide model research- and evidence-based state best practices and policies.
The Third Annual Diversified Teaching Workforce (DTW) Institute will convene on February 21, 2019 at the AACTE Annual Meeting in Louisville, KY. The Institute will convene a group of national leaders at colleges and universities across the United States to spotlight and explore innovative efforts for addressing racial/ethnic teacher diversity across five key areas: recruitment and retention, teacher preparation, mentorship, induction and professional development, and advocacy. Recognizing the need to create spaces within professional networks to discuss and unpack the challenges and possibilities for increasing teacher diversity, the institute offers presentations on current research, opportunities to converse in working groups, and panel sessions focused on best practices from teacher preparation and teacher diversity pipeline leaders. A brief overview of potential panels at the Institute include:
This article originally appeared on oswego.edu and is reprinted with permission from the SUNY Oswego Office of Communications & Marketing.
The SUNY Oswego School of Education has joined three other educator-preparation schools in Bank Street College’s Prepared to Teach-New York Learning Network, an initiative designed to develop sustainable funding pathways for residency programs that embed teacher candidates in schools and communities for two full semesters.
Prepared to Teach-NY, recipient of a $500,000 grant from Carnegie Corporation of New York, cites evidence to support a sea change in what represents "student teaching" in the state. The new model takes a page from residencies in medical professions for deeper, richer, authentic experiences linking school placements to concurrent education coursework.
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.