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.
I am thrilled to announce a series of hires within the National Office. I invite you to join me in welcoming these new AACTE team members as they join us in our goal to exceed expectations for distinctive, member-centered work that continues to move our profession forward in a multitude of ways.
Jacqueline (Jackie) Rodriguez is the AACTE assistant vice president, programs and professional learning. She has a Ph.D. in education with a focus on exceptional education from the University of Central Florida and an M.A. in special education with a learning disabilities specialization from American University. She earned her B.A. in international affairs from The George Washington University. Prior to joining AACTE, Jackie served the College of William & Mary in many capacities, including as assistant professor in the School of Education (areas of teaching and research: inclusive education, culturally and linguistically diverse exceptional learners, teacher preparation, special education, education policy, and education policy to practice). A Holmes Scholars alumna, Jackie established the Holmes Scholars Program during her tenure at the college. Jackie began her career as a special education teacher. She is the secretary to the Higher Education Consortium for Special Education and active in the Teacher Education Division of the Council for Exceptional Children. She serves on several editorial boards and was a McKnight Doctoral Fellow.
Congratulations to LeTrecia Gloster, the October 2018 Holmes Scholar of the month.
Gloster is currently a doctoral candidate studying educational leadership at Bowie State University. Her research topic is a case study on the impact of mentorship on the trajectory and sustainability of African American women superintendents.
She completed her undergraduate studies at Bowie State University where she received her B.S. in mathematics education and her master’s degree at Trinity University in Washington, D.C.
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.”
As AACTE plans a lineup of dynamic presenters and content for its 2019 Annual Meeting in Louisville, local school officials from Jefferson County took time to share insights about what’s happening in education in the city and throughout Kentucky on topics related to AACTE’s Deeper Dive sessions. In response to questions regarding social justice issues and shaping the future of education in Louisville, Jimmy Adams, Chief of Human Resources for Jefferson County Public Schools (JCPS), provided the following comments:
What does Louisville have to offer education leaders from across the country in their work to shape the future of education in America?
AACTE members Vanessa Anton and Barbara Fuller of Northeastern State University’s (NSU) College of Education were recently featured on the EduTalk radio show to highlight their Robotics Academy of Critical Engagement (R.A.C.E.) program, which won the 2018 AACTE Best Practice Award for the Innovative Use of Technology. During the interview, Anton and Fuller shared that NSU’s R.A.C.E. program is the only one of its kind housed in a college of education in the U.S. and around the world.
After a successful pilot of the program, NSU opened its first robotics lab in 2012 on its Tahlequah campus, followed by a second lab on its Broken Arrow campus—which both have educator preparation programs. Every pre-service teacher at NSU is required to take an emerging technologies course that includes the robotics unit where the candidates build and program their own robot. The course prepares teacher candidates of every subject to enter the classroom ready to use robotics as part of their curriculum if they choose to do so. Most importantly, the process of learning how to work together well and improve critical thinking provides a gateway for the candidates to teach those same skills to their students.
Meeting the demands of a career and home life can be challenging, especially when the job is school administration. Join us as we discuss how demanding responsibilities test new leaders’ ability to unplug from the school world. AACTE will host a free webinar on principal leadership on Wednesday, October 24, from 3:00-4:00 p.m. EDT. Please tune in to attend the Supporting Novice Principals on the Job: Balancing Work Home Life webinar, part of a series on principal leadership sponsored by The Wallace Foundation.
Members of the Washington Association of Colleges for Teacher Education (WACTE) met with Washington state lawmakers during WACTE’s inaugural “Day on the Hill” earlier this year—an effort to familiarize legislators with teacher preparation programs across the state, present ourselves as resources to legislators on teacher preparation and K-12 education, and articulate the WACTE agenda/priorities.
In the state of Washington, the legislative process is nothing like academia, where it can take a year from proposal to approval for a new program or process. The legislative sessions move at a furious pace. A bill can be amended to do something completely different than the original intent, and a legislative lobbyist can prevent the legislative process from “getting away from you before you know it.”
This article originally appeared online at news.ecu.edu and is reposted with permission.
ECU research group studying effects of school leadership secures $9.7M grant
A group of East Carolina University researchers studying the effects of school leadership has secured a five-year, $9.7 million grant from the U.S. Department of Education.
AACTE has awarded five state chapters the 2018-19 AACTE State Chapter Support Grant. The recipients are as follows:
- New Jersey
Each year, AACTE and the Advisory Council of State Representatives (ACSR) Executive Committee select recipients of the State Chapter Support Grants to help strengthen the capacity of the chapters on various levels, including advocacy and statewide collaboration to meet key challenges, as well as strengthen AACTE’s relationship with state chapters.
AACTE is pleased to announce that social justice champion Marilyn Cochran-Smith will speak at the Opening Session of the 71st AACTE Annual Meeting. The session will take place at the Kentucky International Convention Center on February 22, 2019.
A teacher education scholar and practitioner for more than 40 years, Cochran-Smith is the Cawthorne Professor of Teacher Education for Urban Schools in the Lynch School of Education at Boston College (MA). She is widely known around the world for her scholarship on teacher education research, practice and policy and for her sustained commitment to inquiry-based teaching and diversity and equity in teacher education.
Are you an AACTE member? If yes, then the Association needs to hear your voice! The Strategic Planning Task Force would like you to tell them about your professional needs and priorities by taking the Member Flash Poll (member login required) before October 19.
You might wonder, why is AACTE going through all of this work? The simple answer is because it leads to better decisions, better engagement, and better execution. Member engagement has become critical to associations’ success and the AACTE strategic planning process is designed to be interactive and iterative for all members. I encourage you to participate in the member flash poll, which is the first of several opportunities to weigh-in and share your insights. This is an important way to help ensure that AACTE remains relevant to you, your institution, and your students.
This fall, AACTE will present a new webinar series called “Supporting Novice Principals on the Job,” supported by The Wallace Foundation as part of the Association’s ongoing partnership to disseminate the latest research and practice innovations in principal preparation. As moderators of the four webinars, we will explore the day-to-day work of a principal and how principal preparation programs can collaborate with districts to support new leaders.
The webinar series builds on the Wallace Foundation’s Theme from the Field that highlights the need for realistic clinical experiences in quality preparation programs. The webinars can be used to provide clinical expertise to principal preparation programs and to support new principals’ induction programs. The conversations will provide critical, timely information for pre-service principals, novice administrators, and university faculty who teach in principal preparation programs. If you are involved in school leadership, please join us!
Nearly 40 members of the AACTE Clinical Practice Commission (CPC) and the Special Education Task Force met in Washington, DC on September 24-26 to discuss their separate and shared initiatives that serve as next steps for advancing the new CPC report. Released in January 2018, A Pivot Toward Clinical Practice, Its Lexicon, and the Renewal of Educator Preparation by the CPC offers a framework, guidance, and common lexicon to expand the operationalization of clinical educator preparation. Its 10 proclamations and tenets identify highly effective and evidence-based practices for embedding teacher preparation in the PK-12 environment.
During the planning session, the CPC developed a working plan to advance its emissary work and to create a site-based peer-coaching model. The Taskforce focused on finalizing a series of tenets that will be added to the existing CPC proclamations to provide more specific practice recommendations for special and inclusive educator preparation.
“The CPC met on the first day to discuss the next round of their work, which is to share findings of the report more broadly through focused emissary work and the development of peer coaching strategies,” said Amanda Lester, AACTE director of programs and professional learning. “This emissary work includes a defined plan that will help AACTE members learn more about how to implement the report’s research for developing or expanding their clinical practice model.”
The AACTE Co-Teaching in Clinical Practice Topical Action Group (TAG) has awarded two scholars with funds to attend the 2018 National Conference on Co-Teaching, which is being held at St. Cloud State University in Bloomington, MN, October 24-26. The awardees, Brenda Harrison and Rhonda Mannon, are education professionals at the Ceredo-Kenova Elementary School in Wayne County, WV, who have collaborated with Marshall University over the years to implement a Professional Development School (PDS) model of educator preparation that incorporates co-teaching in clinical practice. The funding was made available from an AACTE grant to support the activities and projects of the TAG.
To learn more about the work of the TAG awardees, I invite you to attend the National Conference on Co-Teaching. The conference will examine co-teaching between pre-service and in-service teachers during the student teaching experience and how it enhances the induction and mentoring of teacher candidates, as well as enriches the practice of veteran teachers who have found new energy in teaching and working with students.