AACTE Thanks Leslie T. Fenwick for Her Service 

After serving as AACTE’s first dean in residence, Leslie T. Fenwick completed her five-year tenure this month. On behalf of the AACTE Board of Directors, I offer our sincere gratitude for her years of service in this leadership role.  

“While meeting Dr. Leslie Fenwick in 2018, I knew she was the person to become the inaugural AACTE dean in residence,” said former AACTE President & CEO Lynn M. Gangone. “As dean emerita of Howard University’s School of Education and a former AACTE board member, Leslie had the depth and breadth of experience and gravitas for the dean in residence position. I am grateful for all her contributions to AACTE over these past five years and even more so for her colleagueship and friendship.” 

Discover Long Beach’s Top Attractions at #AACTE25

As the AACTE 2025 Annual Meeting approaches, we are bringing you a preview of some of Long Beach’s most exciting attractions through our #RoadToAACTE25 social media campaign. The meeting, taking place February 21 – 23 in Long Beach, CA, promises to be both a professional and personal adventure for attendees.

Here are five must-see destinations to explore during your time in Long Beach:

  1. The Queen Mary

A historic ocean liner permanently docked in Long Beach; The Queen Mary is not only famous for its grandeur but also its reputation as one of the most haunted places in America.

In Illinois: Early Results from $45 Million Investment Show Improved Recruitment and Retention in State’s Most Understaffed School Districts 

The Illinois State Board of Education (ISBE) and the Illinois Workforce and Education Research Collaborative (IWERC) today released early results from a $45 million state investment that show improved recruitment and retention in the state’s most understaffed school districts. The Teacher Vacancy Grant Pilot Program, which was launched in the 2023-24 school year, provided 170 school districts that have the greatest teacher shortages state funds to invest in initiatives to recruit and license new hires and support retention of current educators.  

Data is still being collected to assess the full impact of the funding, but ISBE and IWERC announced today that school districts participating in the Teacher Vacancy Grant Pilot Program have hired nearly 5,400 new teachers and retained approximately 11,000 additional educators with the funds so far. The districts receiving the Teacher Vacancy Grant collectively serve approximately 870,000 students.  

Biden-Harris Administration Awards Over $67 Million Through Magnet Schools Program, Fostering Diverse Schools Grants 

The U.S. Department of Education (Department) announced $65.4 million in 12 new Magnet Schools Assistance Program (MSAP) awards and $1.7 million for two new awards under the Fostering Diverse Schools Demonstration Grant Program (FDS).  

These awards build on the $20 million in MSAP grants the Biden-Harris Administration announced in May ahead of the 70th anniversary of the landmark Brown v. Board of Education decision and further the Administration’s commitment to providing every student with a well-rounded education and improving the opportunities for every student to successfully learn and achieve. 

2024 Update: What’s the Cost of Teacher Turnover?

High teacher turnover undermines student achievement, and replacing teachers consumes valuable staff time and resources. Turnover also has an important impact on teacher shortages because most open positions each year are created by teachers leaving the profession before retirement.

The research used to create the teacher turnover calculator indicates that larger districts can, on average, spend nearly $25,000 on replacing a departing teacher when school and district expenses related to separation, recruitment, hiring, and training are factored in. High turnover can have additional fiscal impacts, as the investments made for hiring do not pay their full dividend when teachers leave within a few years.

AACTE Member Institutions Awarded Augustus F. Hawkins Centers of Excellence Grants for FY24

AACTE is pleased to announce that the following 12 member institutions are FY24 grantees under the Augustus F. Hawkins Centers of Excellence Program (Hawkins Program):

  • CSU Fullerton Auxiliary Services Corporation (California State University, Fullerton)
  • East Central University
  • Fort Lewis College
  • National University
  • North Carolina Central University
  • Prairie View A&M University
  • Sonoma State University
  • Texas A&M University Kingsville
  • Texas State University
  • The University of Nevada-Las Vegas
  • University Enterprises Corporation at CSUSB (California State University, San Bernardino)
  • University of Colorado Denver

The Hawkins Program is one of several federal initiatives to support historically Black colleges and universities (HBCUs), Tribal colleges or universities (TCUs), and minority-serving institutions (MSIs), such as Hispanic-Serving Institutions (HSIs). The Hawkins program funds the expansion of high-quality teacher preparation programs at institutions that serve many students of color. These grants address the teacher shortage and will further diversify the teacher workforce.

Marta Perez Drake to Serve as Interim President and CEO Through 2024

Chief Operating Officer (COO) Marta Perez Drake, will serve as interim president and CEO of AACTE through the remainder of 2024, positioning the Association to welcome the next president and CEO into their role in the coming months.

Drake has worked as COO of AACTE since January 2023. She has led all internal operations of the Association, from leading its groundwork in events like the Annual Meeting and Leadership Academy to assisting the president and CEO in carrying out the Association’s strategic priorities and diversity, equity, and inclusion initiatives, and making AACTE membership an equitable opportunity for all educator preparation professionals.

Chico State to Ease Financial Burden for Aspiring Teachers with $8.5 Million U.S. Department of Education Grant 

Chico State’s School of Education is poised to alleviate financial obstacles for dozens of aspiring teachers across Northern California. The U.S. Department of Education awarded the University an $8.5 million grant, allocated over five years, to establish the Belong, Engage, Support, Transform (BEST) Teachers Residency program, which will place the next generation of educators at elementary schools in the region. 

The BEST program will support 60 credential candidates, particularly from underrepresented groups, to earn elementary teaching credentials and masters of art degrees in teaching. They will be placed in high-need schools in the North State during a year-long residency. 

The grant proposal was drafted and submitted by School of Education professors Jennifer Oloff-Lewis, Rebecca Justeson, Mimi Miller, and Claudia Bertolone-Smith. 

Biden-Harris Administration Announces New Centers to Advance Educational Opportunity  

The U.S. Department of Education (Department) announced $46 million in new grants to establish dedicated technical assistance centers through the Comprehensive Centers program to support state and local educational agencies (LEAs) in advancing resource equity in schools, accelerating academic recovery, strengthening the educator workforce, promoting early school success, and supporting English and multilingual learners.  

The Comprehensive Centers program provides a national network of support for states, districts, and schools to promote student achievement, increase performance among schools designated for improvement under the Federal Elementary and Secondary Education Act, and equip education leaders with evidence and tools to address emerging challenges facing K-12 schools. The Department is newly awarding funds for one National Center; 14 Regional Centers covering geographic areas of the U.S. aligned to the Department’s Regional Educational Laboratories; and four Content Centers reflecting key priorities from a public input rulemaking earlier this year. Together, these 19 centers form the Comprehensive Center Network and help states and LEAs improve educational opportunities and outcomes for all students, close opportunity and achievement gaps, and improve the quality of instruction, particularly for groups of students who are most underserved, including students from low-income backgrounds and students attending schools in need of additional supports.   

In Indiana: More Students Have Access to a High-Quality Special Education Teacher Following Investment in Educator Pipeline 

The Indiana Department of Education (IDOE) recently provided an update on the state’s special education teacher pipeline and the targeted solutions that are showing a positive return on investment, connecting schools with high-quality special education teacher candidates and maximizing learning for students. 

“When we looked at our state data, we knew that we had a challenge when it came to recruiting special education teachers,” said Katie Jenner, Ed.D., Indiana Secretary of Education. “Rather than admiring the problem, we brought together educators and key partners to help us find solutions. In just a few years, our data now shows that our investments are working, placing many more special education teachers in Indiana classrooms.” 

House Committee Examines Innovations in Educator Preparation with AACTE Members

On Wednesday, September 25, the Early Childhood, Elementary, and Secondary Education Subcommittee of the House Committee on Education and the Workforce held a hearing on “Innovative Teacher Preparation:  Properly Equipping America’s Educators.” Witnesses included AACTE members Carole Basile, Ed.D., dean of the Mary Lou Fulton Teachers College at Arizona State University, and Melba Spooner, Ed.D., dean of the Reich College of Education at Appalachian State University. They were joined by Sharif El-Mekki, CEO of the Center for Black Educator Development, and Greg Mendez, Ed.D., principal of Skyline High School in Mesa, AZ.

CEO of the Center for Black Educator Development Sharif El-Mekki, and AACTE Members Melba Spooner, Ed.D., and Carol Basile, Ed.D. during Wednesday’s hearing.

In addition to describing the teacher shortage, which Chairman Aaron Bean (R-FL) likened to a car dashboard warning light for the education system, the hearing focused on solutions. Witnesses and members described initiatives including Grow Your Own programs for high school students, residencies and apprenticeships, and student loan forgiveness. Members raised concerns about teacher compensation and diversity, staffing for special education, trauma-informed instruction, and the affordability and convenience of educator preparation programs. Several members, including Ranking Member Suzanne Bonamici (D-OR), and Rep. Jahana Hayes (D-CT), described legislation they support to address concerns they raised.

A major focus of the hearing was strategic staffing as a systemic approach to redesigning teaching, the school environment, and educator preparation. Basile and Mendez described how a team-based approach to teaching works and the benefits that it conveys to teachers, students, and schools.

Shaping Ethical AI in Education: Call for Participation in Developing Comprehensive Guidelines 

This article is authored by the following: 

  • Anne Tapp Jaksa, Saginaw Valley State University 
  • Dan Dao, University of Iowa 
  • Jill Waliczek, Saginaw Valley State University 
  • Alex St. Clair, Caro Community Schools 

As the integration of artificial intelligence (AI) into educational environments continues to grow, so does the need for clear, ethical guidelines that ensure AI’s use is responsible, equitable, and transparent. Colleges of Education, in partnership with P-12 schools, are embarking on an important research project focused on the theme of “Ethics and Digital Citizenship in Colleges of Education and P-12 Environments.” 

Our goal is to develop comprehensive ethical guidelines for the use of AI in instructional design, emphasizing data privacy, algorithmic fairness, and the transparency of AI tools. These guidelines will support educators, students, and institutions in navigating the complexities of AI technology while fostering a digital culture rooted in responsibility and ethics. 

Resilience and Revolutionization: A Look-Back at Lynn M. Gangone’s Leadership at AACTE 

As Lynn M. Gangone, Ed.D., CAE, prepares to retire from her role as president and CEO of AACTE, it is an opportune moment to reflect on her impactful leadership from 2017 to 2024.  As she leaves AACTE in her eighth year of service, Gangone has not only navigated significant changes in the landscape of educator preparation but has also laid a solid foundation for the future of AACTE and its commitment to revolutionizing education for all learners. 

Navigating Change in Teacher Preparation 

Gangone’s tenure coincided with pivotal shifts in education preparation program accreditors and the growth of non-higher education alternative preparation programs. Under her guidance, AACTE adeptly adapted to these challenges, ensuring that comprehensive educator preparation programs maintained their relevance while embracing innovative pathways to educator preparation. Her foresight in recognizing these trends allowed the association to remain a leading voice in representing colleges of education and their educator preparation programs, shaping the future of innovative educator preparation.  

In Maine: Grants Provide Opportunities for Schools to Partner with Climate and Environmental Community Organizations 

The Maine Department of Education (DOE) awarded $750,000 in climate education professional development grants to 10 programs throughout the state. These programs will support partnerships between school administrative units (SAUs), schools, and community organizations to strengthen climate education opportunities for students across Maine. 

This grant funding increases access to climate education for students throughout Maine. The grant directly funds professional learning for educators to partner with climate science experts and organizations in their communities. These programs are instrumental in providing educators and schools the support needed to address climate and resiliency in the classroom.