By Reena Patel-Viswanath
The 71st AACTE Annual Meeting was held in Louisville Kentucky from February 22-24, 2019. The AACTE theme this year was “Sustaining and Advancing the Profession.” The attendance was impressive, surpassing the number of attendees from previous years. The meeting allowed the members and alumni of the AACTE Holmes Program to escape daily routines, work distractions, and be fully present during a vibrant and innovative experience. This special environment fostered rich dialogue, sharing of research ideas, and collaboration on finding solutions to complex problems.
Interactive Sessions, Dynamic Conversations, Innovative Solutions, and Tangible Outcomes
The AACTE Holmes preconference agenda centered around growth—both professionally and personally. While lecture-style sessions are beneficial, this year the strategic planning team implemented more interactive sessions. For example, during the Career Choice Pathway sessions, the audience was intentionally involved and invited to participate in dialogue. This year also consisted of tangible outcomes such as productive writing skills. A session was dedicated for focus based-research writing, which allowed for experimentation of a new writing tool to aid in efficient writing. Students were able to share and connect over similar writing experiences and provide guidance on how to stay motivated. Lastly, this year we were honored to have alumni host sessions, provide their mentorship, and invite collaboration on projects.
By Chandra Floyd
Spencer Niles, dean of the School of Education, College of William & Mary poses with Holmes Scholars (L-R) Okenna Egwu, Leila Warraich, Jessica Scott, Denise Lewis, Chandra Floyd, Jingjing Liu, Shuhui Fan
Twelve College of William & Mary (W&M) Holmes Scholars attended the Holmes Scholars Annual Meeting in Louisville, KY in February as part of the 71st American Association of Colleges for Teacher Education (AACTE) Annual Meeting. The AACTE Holmes Program encourages diversity in education by providing mentorship opportunities to students from high school through doctoral programs who are interested in careers in education. William & Mary’s 14 current Holmes Scholars are high-achieving doctoral students from populations underrepresented in higher education.
By Brandon R.T. Frost
AACTE invites you to view a livestreamed presentation and panel discussion about the results of a new, groundbreaking study by the RAND Corporation on the impact of principal pipelines on districts, principals and students. The livestream is on Monday, April 8 from 10:30am – 12:00 noon ET. Register now!
Research has long confirmed principals’ influence on student achievement and the role districts play in shaping school leadership. Yet, until now, there’s been no evidence that districts approaching school leadership strategically and systematically could achieve benefits districtwide.
Launched in 2001, the Wallace Foundation’s Principal Pipeline Initiative (PPI) sought to test this hypothesis. The foundation funded six districts that implemented four interlocking components of a principal pipeline: rigorous leader standards, high-quality pre-service training, hiring procedures informed by data, and on-the-job evaluation and support.
By Katrina Norfleet
Opening keynote speakers Marilyn Cochran-Smith of Boston College and Marvin Lynn of Portland State University, explored the challenges with accountability in teacher education in a provocative discussion on Friday, February 22.
Cochran-Smith is the Cawthorne Professor of Teacher Education for Urban Schools in the Lynch School of Education at Boston College. A teacher educator for more than 40 years, she stressed that teacher educators are passionate about accountability for the learning and development of the teacher candidates they work with, as well as the students, families, and communities the future teachers will serve.
“I have never met a teacher educator who didn’t feel accountable and who didn’t want to be accountable for his/her work,” said Cochran-Smith. “The trouble with teacher education accountability is not with accountability itself; it’s what teacher education has been held accountable for.”
By Jacqueline King
Your association wants you! Are you ready to become a leader in the national educator preparation community, or do you know someone who is? Nominate yourself or a colleague by May 10 to serve in an AACTE governance role.
AACTE is currently seeking applications from volunteers to serve on the AACTE Board of Directors and the following standing committees:
- Global Diversity
- Government Relations and Advocacy
- Innovation and Technology
- Meetings and Professional Development
- Membership Development and Capacity Building
- Professional Preparation and Accountability
- Research and Dissemination
By Carlos Richardson
Congratulations to the Shanita. Pettaway, the March 2019 Holmes Scholar of the Month!
Pettaway, a native of Mobile, AL is a Ph.D. candidate in administration of higher education at Auburn University. She is focusing her research on the areas of administrative law, higher education law, human resources, public policy, historically black colleges and universities, as well as, the higher education professoriate—a logical and instinctive continuation of her previous graduate education. Her dissertation consists of a multi-content analysis of Title IX policies at historically black colleges and universities.
Graduating in 2008, with the highest academic average of a senior in business Administration from Alabama Agricultural & Mechanical University, Pettaway is also an alumna of Southern University Law Center (Juris Doctor), Southern University and Agricultural & Mechanical College (Master of Public Administration), and Auburn University (Master of Education, Administration of Higher Education; Graduate Certificate in College and University Teaching).
By Leah Wasburn-Moses
“It is a phenomenal program. It allows for all kinds of growth in both teacher candidates and high school students” – Michael Dantley, Dean, Miami University, and AACTE Board Member
“It gives students one-on-one intervention, ability to build relationships, and just increases their successes overall” – Talawanda School District Superintendent Kelly Spivey
Campus Mentors is a clinical practice model that enables teacher candidates to work with youth who are at risk. It creates classrooms on university campuses to support these young people through individualized instruction of any selected curriculum, pedagogy, technology, or assessment. The program is an evidence-based, fiscally sustainable framework that has received national recognition for its youth outcomes. Like other clinical preparation programs, Campus Mentors exposes aspiring educators to real-life challenges and rewards of the teaching profession. Schools and colleges of education, as well as partnering public schools have experienced a number of benefits from partnering with the program.
By Matthew Wales
Now through May 29, AACTE is accepting session proposals for the 72nd Annual Meeting, to be held in Atlanta, GA, February 28 – March 1, 2020. We also invite applications by May 15 for AACTE member faculty to review proposals.
The conference theme is “Disrupting Inequities: Educating for Change,” conceptualized as follows in the call for proposals:
Over the last year, we have witnessed a rapidly changing society. These changes are driven by policy and policymakers with limited knowledge of best practices for working with dynamic and diverse school communities. In turn, this politically-motivated process has produced a grand narrative, while claiming to be colorblind and neutral, that tends to represent a small, privileged portion of the U.S. population.
By Jerrica Thurman
AACTE joins its fellow members of the Learning First Alliance (LFA) in celebrating Public Schools Week, March 25-29. The initiative is supported by national education groups representing teachers, principals, superintendents, parents and school board members to honor the achievements our public schools are making and the significant contributions public school educators and education advocates bring every day to public schools and their communities.
LFA members are hosting the second annual Public Schools Week on Capitol Hill in Washington and in communities large and small across the U.S. During Public Schools Week, groups representing LFA are inviting community members, lawmakers, parents and others into schools to see firsthand the wide array of programs and policies available to students that will showcase excellence in teaching and learning.
By Ward Cummings
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.
By Ward Cummings
Teacher shortages vary across the country by subject area, but the shortage is worst in high-minority, low-income schools, in lower wage states, and in districts with poorer working conditions. This topic was explored during a “Deeper Dive” session at the AACTE 2019 Annual Meeting titled “Successful Strategies for the Teacher Shortage.”
Jessica Cardichon of the Learning Policy Institute led the panel discussion, which included Patricia Alvarez McHatton (University of Texas), Selma Powell, (University of Washington), and Mario Santos (Newark Public Schools). Each participant shared their strategies for addressing the teacher shortage in three critical areas: recruitment, completion, and retention.
By Michael Dantley
Greetings! It has been several months since the last update on AACTE’s strategic planning process, and there is plenty to report. First, if you have been following these blogs you will note that I am not writing with my friend and colleague, Kim Metcalf. Kim is now the chair of the AACTE Board of Directors, and he has asked me to assume the solo chairmanship of the Strategic Planning Task Force since he will have a lot on his plate. I know he will stay close to the work and will be a huge help as we work to complete he plan.
Along with Kim’s departure from the Task Force, there have been additional changes. We have bid a fond farewell to Dean Alberto Ruiz of Texas A & M University Kingsville, who has rotated off the AACTE Board of Directors, and have welcomed Chair-elect of the Board Ann Larson, dean of the College of Education and Human Development at the University of Louisville and new board member Dale-Elizabeth Pehrsson, who is president of Clarion University of Pennsylvania and a former college of education dean. These new Task Force members join Laurie Mullen, dean of the College of Education at Towson University, and members of the National Office staff (see the full Task Force roster).
By Kirsten O'Brien
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.
By Jerrica Thurman
Front Row (left to right): Amber Haley, Azaria Cunningham; Middle Row (left to right): Ke-La Harris, Sacha Cartagena; Reena Patel-Viswanath, Lydia Carsenale, Valentina Contesse, Timara Davis; Back Row (left to right): Adegoke Adetunji, Marquess Vela; Absent: Carla Roberson
AACTE welcomes the 2019-2020 Holmes Scholars Council, elected during the preconference events at the Annual Meeting last month. The council will work closely with AACTE liaison, Brandon Frost, to plan activities and communicate with Holmes participants throughout the year.
By Ward Cummings
We all know educator preparation is held accountable at the state level. That is why the ability to advocate and engage with your state elected official and agencies is such a consequential part of developing and preparing educators. For those interested in engaging with their elected officials, the question then becomes, where do I start and how can I build the strong relationships that are such a vital part of effective advocacy?
On March 14, the members of the AACTE Government Relations and Advocacy Committee hosted a webinar to address these and other important questions. The organizing theme of the webinar was identifying and constructing the building blocks of effective and productive engagement with legislators, their staff, and key regulators at the state level.