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SHEEO Invites Proposals, Attendees for Summit Focused on Minority Males in EPPs

Historically black colleges and universities (HBCUs) and other minority-serving institutions (MSIs) are uniquely positioned to engage higher education policymakers, researchers, practitioners, and other stakeholders to increase the participation of males of color throughout the teacher pipeline. To that end, Project Pipeline Repair: Restoring Minority Male Participation and Persistence in Educator Preparation Programs is a three-year, research-based initiative that emphasizes cross-sector collaboration as foundational to addressing three interconnected problems: nationwide teacher shortages, the lack of teacher diversity, and the teaching profession narrative.

On October 2-5, 2019, the State Higher Education Executive Officers Association (SHEEO) will host the Project Pipeline Repair Summit that will bring together P-16 policy, institutional, and community leaders to culminate this collaboration between state agencies, HBCUs, and partnering school districts in four states (Arkansas, Louisiana, Mississippi, and South Carolina). During the Summit, we will engage in deep conversations with higher education policy and practice experts, including educator preparation researchers and practitioners. Representatives from other MSIs and organizations with similar aims are welcomed, and will also be present to expand the learning and build capacity in these important policy and practice areas.

Project participants have learned a great deal since its launch in 2016, but we are eager to assemble on the historic campus of Southern University A&M at Baton Rouge and learn more about how to promote the sustainability and scalability of this promising initiative.

Summit organizers are accepting session proposals that address these key questions:

What is the impact of policies and practices on the participation and persistence of males of color in educator preparation programs?

  1. What are the unique roles of HBCUs and other MSIs in mitigating teacher shortages, increasing teacher diversity, and shifting the narrative about the teaching profession?
  2. What promising collaborative models exist between state agencies, institutions, and school districts to mitigate teacher shortages, increase diversity, and shift the narrative about the teaching profession?
  3. What is the impact of state and institutional dual credit/concurrent enrollment policies and practices on teacher shortages and diversity?

The deadline to submit proposals is May 6, 2019.  For more information, please email me at dpearson@sheeo.org.

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