13 Dec2019
By Laura Saylor
Two professors of education at Mount St. Joseph University, in partnership with the Ohio Department of Education and University of Cincinnati School Psychology program, have been awarded a $1.2 million federal grant to work with three local school districts on improving the literacy of students with or at risk for dyslexia.
The U.S. Department of Education Model Demonstration Projects for Early Identification of Students with Dyslexia Grant was awarded to a team led by the Ohio Department of Education’s Office of Approaches to Teaching and Professional Learning in collaboration with Amy Murdoch and Wendy Strickler, professors of reading science at the Mount.
13 Dec2019
AACTE’s DEI Video: Helping students of color pursue careers in education
By Jerrica Thurman
Ed Prep Matters features the “Revolutionizing Education” column to spotlight the many ways AACTE, member institutions, and partners are pioneering leading-edge research, models, strategies and programs that focus on the three core values outlined in the current AACTE strategic plan: Diversity, Equity, and Inclusion; Quality and Impact; and Inquiry and Innovation.
AACTE is excited to feature its Holmes Program as part of the new Diversity, Equity and Inclusion in Educator Preparation video series. For nearly 30 years, the AACTE Holmes Program has supported students who self-identify as racially and ethnically diverse and are obtaining graduate degrees in education at AACTE member institutions.
12 Dec2019
By Azaria Cunningham
Congratulations to Gelawdiyos Haile, Holmes Scholar of the Month for December 2019. Haile is pursuing a doctorate in counselor education at the University of Central Florida (UCF). He currently works as a graduate research assistant, where he coordinates a mentoring program. Haile is also a registered mental health counselor intern with the state of Florida, and serves as a professional tennis registry adult development instructor.
His primary research interests include the process of addiction and recovery, multicultural counseling, human performance, and interpersonal neurobiology. He is currently involved in two empirical investigations that explore counselor preparedness, crisis work, and substance abuse in college students.
12 Dec2019
New Education Doctorate Focused on Social-Emotional Learning Is One of the First of Its Kind
By Kate Stringer
Kindergarten teacher and doctoral student Kimberly Atkinson directs her students in a stretching exercise with belly breathing to help them reset their bodies and minds for learning.
Ed Prep Matters features the “Revolutionizing Education” column to spotlight the many ways AACTE, member institutions, and partners are pioneering leading-edge research, models, strategies and programs that focus on the three core values outlined in the current AACTE strategic plan: Diversity, Equity, and Inclusion; Quality and Impact; and Inquiry and Innovation.
This article originally appeared in The 74 and is reprinted with permission.
Seven years ago, Michael P. Alfano was sitting in his office at Southern Connecticut State University when a faculty member ran into the room in tears. That was how he first learned about the deadly school shooting 20 miles away at Sandy Hook Elementary School, where 26 people—including a student in his graduate education program, first-grade teacher Victoria Soto—were killed.
The tragedy sparked a reckoning in Alfano—and educators across the country—who questioned whether school systems had failed to support individuals who acted out so violently. For Alfano, part of preventing a shooting, bullying, or any other form of violence in schools meant addressing childhood trauma, helping students understand and manage emotions, and training educators in this work.
10 Dec2019
By Jacqueline King
Congratulations to the following individuals who will join the AACTE Board of Directors effective March 1, 2020:
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Carine Feyten, President, Texas Woman’s University
President/Provost Representative
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John Henning, Dean, School of Education, Monmouth University
At-large Representative
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Marvin Lynn, Dean and professor, College of Education, Portland State University
Council of Academic Deans from Research Education Institutions (CADREI) Representative
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Jesse Mendez, Dean and professor, College of Education, Texas Tech University
At-large Representative
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Kimberly White-Smith, Dean, LaFetra College of Education, University of La Verne
Association of Independent Liberal Arts Colleges for Teacher Education (AILACTE) Representative
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10 Dec2019
By Jacqueline Rodriguez
“Clinical learning experiences for candidates must include real-time work with real data and in real settings,” said Janis Carthon, an associate professor at Albany State University in response to AACTE’s Twitter chat question focused on the use of data to support principal preparation for 21st century learning. Carthon joined other experts in the area of principal and leader preparation during AACTE’s second Twitter Town Hall on December 5.
AACTE is hosting four Twitter Chat Town Halls in 2019 aligned with its Wallace Foundation Webinar Series. All AACTE members and education stakeholders are encouraged to follow the Twitter hashtags noted below to participate in the Twitter chats, where experts join the public in dialoguing about principal and leader recruitment, retention, support, and successful clinical experiences.
The next Twitter Chat Town Hall will take place December 10, and will addresses the From Teacher to Principal: Educational Leadership Tracking Systems that AACTE partner the Wallace Foundation developed in collaboration with their University Principal Pipeline Initiative. Follow @AACTE and use #principalpipeline to join the conversation from 5:00 – 6 p.m.
09 Dec2019
By Patricia Alvarez McHatton
Racist Curricula in the 21st Century Do Exist
Any curriculum, even the most enlightened, has traces of racism. This is simply because we all have biases that come through in multiple ways. Our responsibility as educators is to be critically self-reflective and continuously monitor ourselves, our work, and our interactions with both the students we teach and those around us.
Invariably, believing we are culturally and linguistically responsive and sustaining is an indication that we still have work to do. This is because we are always in a state of becoming. New experiences and knowledge expand our ways of thinking and intersect with our lived experiences making the familiar strange. This is true for individuals and curriculum. That is why continuous critical self-reflection is essential as it affords us the opportunity to negotiate uncomfortable and challenging spaces, experiences, and interactions. It is through this disruption that we learn.
06 Dec2019
Augusta University on a Mission to Recruit More African American Male Teachers
By Stacey Eidson
Ed Prep Matters features the “Revolutionizing Education” column to spotlight the many ways AACTE, member institutions, and partners are pioneering leading-edge research, models, strategies and programs that focus on the three core values outlined in the current AACTE strategic plan: Diversity, Equity, and Inclusion; Quality and Impact; and Inquiry and Innovation.
This article originally appeared in JagWire and is reprinted with permission.
Growing up in Elberton, Georgia, Marcus Allen had a lot of incredible teachers who inspired him to be the man he is today.
They were thoughtful, patient and caring, but Allen, who is now the principal of Grovetown Middle School in Columbia County, admits there was one major component missing throughout his childhood education.
“Back then, I didn’t see people who looked like me teaching,” Allen said. “I didn’t have any African American male teachers at my school. And I think it’s important for students to be able to see someone who they can relate to in the classroom. Somebody who they can say, ‘He really might be able to advocate for me.’”
06 Dec2019
By Deborah Koolbeck
As the year comes to a close, it is time for AACTE State Chapter presidents and ACSR Liaisons to cast their ballots in the 2019 election for the ACSR Executive Committee. As a reminder, the state chapters are divided into four regions: West, Midwest, South and Northeast. Annually, the ACSR voting members elect the ACSR Executive Committee Chair-Elect, and two regions elect their Region Representative to serve on the ACSR Executive Committee. This year the South and the Midwest regions are electing new Region Representatives.
06 Dec2019
By Katrina Norfleet
The new Data Quality Campaign (DQC) annual report, Time to Act 2019, underscores that the most effective state efforts to improve student outcomes don’t exist in a silo; they cut across multiple policy priorities to make data work for students. The report, released this week, highlights that state policymakers—state education agency leaders, state boards, legislators, and executive leadership—must prioritize investments in data access and use.
DQC’s policy priorities provide a framework to organize action that supports K-12 student achievement and emphasize that people must have the data they need to answer questions and take action. DQC outlines the following four priorities for states:
- Measure What Matters. Be clear about what students must achieve and have the data to ensure that all students are on track to succeed.
- Make Data Use Possible. Provide teachers and leaders the flexibility, training, and support they need to answer their questions and take action.
- Be Transparent and Earn Trust. Ensure that every community understands how its schools and students are doing, why data is valuable, and how it is protected and used.
- Guarantee Access and Protect Privacy. Provide teachers and parents timely information on their students and make sure it is kept safe.
