In an article that originally appeared in The Chronicle of Higher Education, author Julia Piper explores the experiences of Valarie Kinlock as the first black female dean at the University of Pittsburgh. Kinlock, the dean of the School of Education, didn’t realize she was the first when she was hired. Since her appointment, she has gone from being the only black female dean at the university to being one of two. She emphasizes the need for more conversations about racism as more people of color progress to leadership roles.
The article highlights data on the gender of university deans, including the AACTE report published last year: Colleges of Education: A National Portrait. According to the AACTE research, the “average” dean of a college of education is a white woman.
There is a paucity of adequately powered studies; experimental research; independent replications; and studies with diverse and representative samples, settings, and contexts in the teacher-preparation research base. As such, it is difficult to identify generalizable, evidence-based practices for teacher preparation. One potential way to address these challenges is through crowdsourcing.
In contrast to the traditional research paradigm, in which individuals or small teams conduct many small studies, crowdsourcing leverages the broad scientific community to conduct studies on a scale not otherwise possible (Makel et al., 2019). “Crowdsourcing flips research planning from ‘what is the best we can do with the resources we have to investigate our question,’ to ‘what is the best way to investigate our question, so that we can decide what resources to recruit’” (Uhlmann et al., 2019, p. 713).
This article originally appeared in the Chatanoogan.com and is reprinted with permission.
As educators, we are concerned about the quality and quantity of applicants entering the field of education. Our members have often been catalysts for innovative solutions to the many challenges facing education. This is why we take an interest in the next generation of educators and why we strive to improve their experience and support as they transition from teacher candidate to classroom teacher.
In 1986, education school deans from the top universities developed a critical report that attributed much of the blame for struggling public schools on the training teachers were receiving in college.
Research reminds us that although we spend millions of dollars and thousands of hours on teacher preparation courses, we do not have much evidence justifying some of those requirements in Colleges of Education. Nor do policymakers really know how to measure and define a successful teacher training program.
This article originally appeared in the Bottom Line and is reprinted with permission.
Frostburg State University was recently awarded a $4 million grant through the Maryland Accelerates Teacher Education Program. The grant, which is in partnership with Garrett County and Frederick County public schools as well as FSU’s Master of Arts in Teaching, will serve to raise the number of certified teachers in Maryland schools. It will also provide a professional development path in which teachers will have the ability to mentor new education professionals.
The program is estimated to make a substantial impact on the community, with 40 new teachers joining the program and over 130 established educators becoming mentors. The grant will also aid approximately 4,500 students in rural communities. The program is aimed at subjects where there is a critical need for teachers.
Now in its third year, the University of Central Florida (UCF) Consortium for Future Educators is growing by leaps and bounds! On November 1, 2019, UCF hosted the third convening of the Consortium for Future Educators, including 16 Districts of Education in Florida, and over 80 participants. District leaders, lead teachers, high school students, and university faculty who partner with them came together to share knowledge and best practices as it relates to the creation, growth, and results of High School Teaching Academies and “grow-your-own” pathways.
This post is an excerpt from an article that originally appeared in Texas Tech Today and is reprinted with permission.
Situated within rural America, Texas Tech University is responding to rural challenges, with researchers in many specialties coming together to partner with rural communities, civic organizations and industries to develop models for change.
Texas Tech and Texas Tech University Health Sciences Center (TTUHSC) researchers are working to address the challenges facing rural Americans, including water supply, energy costs, national teacher shortage, obesity rates, suicide rates, and fewer mental health workers.
This blog post is written by AACTE consultant Jane West and is intended to provide updated information. The views expressed in this post do not necessarily reflect the views of AACTE.
Last Thursday, Congress postponed the showdown over government funding until Dec. 20 and hit the road for Thanksgiving. They are planning some fancy footwork upon return as the impeachment process steams forward and a government shutdown remains a possibility.
Showdown over Government Funding Postponed until Dec. 20
Once again, the Congress has punted on funding the government. December 20 is the new deadline for determining overall spending levels for each of the 12 funding bills and completing them. Funding for education hangs in the balance with the House passed bill including a $5 billion increase, but no such increase in the Senate bill. The budget agreement adopted earlier in the year provides for an increase of about $100 billion for defense and domestic spending for this fiscal year. If Congress cannot agree on new funding levels, this new infusion of funds will be left on the drawing table.
In collaboration with the Wallace Foundation, AACTE is launching a Twitter Chat Series in December dedicated to elevating Inclusive Principal Preparation. The four Twitter chats align with our ongoing Inclusive Principal Preparation Webinar Series. The Twitter chats will provide ample space to continue discussing principal preparation with you—our leaders in the field of principal and leader preparation.
Twitter allows participants to engage in conversations, follow exchanges, and locate chats through a dedicated hashtag. To participate, use the hashtags below to locate and participate in the Twitter Chat Series.
The dates for the upcoming Inclusive Principal Preparation Twitter Chat Series are also below. Each Twitter chat will take place from 5:00 – 6:00 p.m. The associated webinars are accessible via the provided links. Remember, the fourth webinar is still open for registration!
- Tuesday, December 3 – The Challenges and Successes of Principal Recruitment and Retention
- Thursday, December 5 – Successful University and District Partnerships for Preparing Principals #principalpartnerships
- Wednesday, December 11 – From Teacher to Principal: Educational Leadership Tracking Systems
- Wednesday, December 18 – What Should High-Quality Principal Preparation Look Like?* (*Link to register for the final webinar.)
You are invited to join The Wallace Foundation’s ESSA Leadership Learning Community (ELLC) and University Principal Preparation Initiative (UPPI) Professional Learning Community (UPPI PLC) livestream event on December 2, 2019, where AACTE’s President and CEO Lynn Gangone will present the Plenary address.
The livestream event begins at 1:45 p.m. ET. Gangone’s address will focus on how schools of education help further principal pipelines. The ELLC-UPPI professional learning community meeting will bring together representatives from 17 states to discuss principal pipeline policies and engage together in team planning.
AACTE is proud to partner with the Wallace Foundation to support the UPPI’s robust, clinically oriented principal preparation.
Watch the livestream event: How teacher and leader preparation can work together to further principal pipelines
Featuring AACTE CEO and President Lynn M. Gangone
Monday, December 2, 1:45 – 2:15 p.m. ET
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 recently released its 2020-2023 Strategic Plan, which includes a new vision statement: AACTE, its members, and partners collaborate to revolutionize education for all learners. Aligned with the new strategic plan, Ed Prep Matters is launching a new column called Revolutionizing Education to showcase the many ways the Association and member institutions are moving beyond traditional perspectives and are pioneering positive change in educator preparation.
The Revolutionizing Education column is an opportunity for member institutions and partners to share the leading-edge research, models, strategies, programs, and initiatives that focus on the three core values outlined in the new AACTE strategic plan:
- Diversity, Equity, and Inclusion
- Quality and impact
- Inquiry and Innovation
Congratulations to Elizabeth Ayisi, a Ph.D. student and graduate research associate in mathematics education in the Patton College of Education at Ohio University. Ayisi holds a bachelors of art degree in mathematics from The College of Wooster and masters of science in mathematics from John Carroll University. Prior to attending Ohio University, she taught high school mathematics, physics, computer science, and college applied calculus. Her expertise includes complex analysis, differential geometry, functional analysis, statistics, and the use of quantitative statistical analysis techniques (e.g., analysis of variance, linear regression, Monte Carlo simulation, structural equation modeling, research methodologies, etc).
Ayisi has presented a number of research posters and delivered presentations at local, regional, and national research conferences. She is also a native speaker of Twi, a common language in Ghana.
The 2019 ACSR Elections are open and we need you to cast your vote!
The ACSR Annual Election for the Chair-Elect and Region Representatives is now open through December 13. Only the State Chapter President or the ACSR Liaison may vote with the ballot delivered by email.
You are vital to AACTE. Your membership, your service, your knowledge, and your presence are vital to the organization.
As chair of the Committee on Membership Development and Capacity Building, I know firsthand the benefits of membership in AACTE. However, I wasn’t always aware that I could contribute to the organization. Throughout my career, I have consistently worked at AACTE member institutions, but I assumed certain roles in the organization, such as serving on a committee, were reserved for administrators. At that time, little did I know that faculty, staff, and students are fully vested members of AACTE through their institution’s membership.
After attending and presenting at several annual meetings, I knew I wanted to get more involved. I became a member of the committee when I was an associate professor of education. Through interaction with AACTE members with various backgrounds, I soon realized there are opportunities for everyone to become actively involved in AACTE.
Do you enjoy reading the latest edition of the Journal of Teacher Education (JTE)? Do you access AACTE’s free downloadable resources, such as Colleges of Education: A National Portrait or Education Students and Diversity? Then you won’t want to forget to renew your AACTE membership for 2020!
Your AACTE membership runs from January 1 to the end of the year. To ensure you do not miss the many members-only resources, renew your membership before December 31, 2019.
In addition to the benefits mentioned above, below are a few additional offerings that may be of interest:
This Opinion article by Renée A. Middleton, a past AACTE president and dean of the Gladys W. and David H. Patton College of Education at Ohio University, originally appeared in the Columbus Dispatch and is reprinted with permission.
Hate crimes are on the rise in the United States. According to the Anti-Defamation League, the United States last year saw the third-highest number of anti-Semitic incidents since 1979. There were 1,879 reported anti-Semitic acts—a 48% increase from 2016 and a 99% increase from 2015. Ohio, meanwhile, ranked third in the nation in hate crimes in general in 2016, according to the FBI. Columbus has more than doubled the number of reported hate crimes in Cincinnati and Cleveland combined.
These troubling numbers come against the backdrop of a humanitarian crisis at the southern border. Refugees are being separated from their families, detained against their will and are not being treated with dignity and respect. The majority of these refugees are children, who are powerless in every sense of the word.