Are you curious to find out more about what it’s like to incorporate Mursion into your program, including how to recruit and train your own simulation specialist? Come hear AACTE member institution Southern Methodist University (SMU) share their experiences as a licensee of the Mursion simulation platform during the Education Roundtable on Tuesday, June 23, at 1:00 p.m. ET. Register to attend (or to receive the link to the recording of the event).
The webinar will feature SMU’s Jillian Conry, research and evaluation coordinator, and Paige Ware, associate dean and professor of education. They will share how Mursion can be used in a number of flexible ways: as a tool for practicing skills and receiving feedback, as a way to evaluate specific teaching competencies, and as a way to create shared experiences that enrich classroom conversations.
This article originally appeared in eCampus News.
With the onset of coronavirus (COVID-19), school districts, institutions of higher education, and educators are finding themselves in uncharted territory. COVID-19 hit hard and fast. And with that, so did the shift from in-school instruction to online learning, which brought to light very complicated issues and inequities.
The onset of remote learning has magnified the disparity between students who have access to computers and internet and those who do not. The digital divide in our communities, particularly among children from underrepresented and low socioeconomic communities, raises questions that need to be answered.
What technologically based tools make a difference? What context is critical for successful introduction and integration of such tools? What scale of implementation might be possible?
This article originally appeared on the Graduate School of Education at Touro College website and is reprinted with permission.
To the Touro GSE community, our candidates, and in particular, the youth and children we serve by way of our educator preparation programs, I write to you in solidarity with the many educators across the United States who collectively speak out against the horrific brutality and the death of George Floyd and many others. The world is watching. These are indeed troubling times coupled with the COVID-19 pandemic.
Our president of Touro College and University System, Dr. Alan Kadish has led the charge for those of us within the Touro academy to “Be part of the solution.” To our Black and brown youth, our first desire is your safety and to let you know you are valued. This too we hold dear for all communities of color. Yet, desires without actions are delusions. We must also move beyond rhetoric and engage the tools of professional educators. This we must and will continue to do as researchers, practitioners, and advocates focusing on educational equity.
AACTE celebrates Juneteeth in honor of African American history and closed the National Office today. On June 19, 1865, the emancipation of Black slaves was realized when Union troops arrived in Galveston Bay, Texas, to enforce the 1863 Emancipation Proclamation for these citizens. The newly freed people called this day “Juneteeth.” Prior to this time, Confederate-controlled states refused to free slaves so an executive decree was issued and enacted by Union military.
The AACTE National Office Staff took time to discuss and reflect on the importance of Juneteeth during a recent team meeting. Staff shared stories as well as resources to help others learn about this historical event. Having been enriched and enlightened, staff chose to share with the AACTE community key points and resources that stemmed from the discussion to help promote the importance of this monumental occasion in our nation. The following includes excerpts of the staff participants’ statements. Here’s what they had to say:
“I think it’s important that we acknowledge this holiday and take time to reflect on its meaning,” said Lynn M. Gangone, AACTE president and CEO. “There are 20 states that honor this holiday. It is a celebration of the end of slavery.”
The effects of COVID-19 on students and families require district leaders to collaborate with local stakeholders — including administrators, classroom teachers, school support staff, parents, and students — to plan strategic actions that allow digital learning to effectively and equitably continue into the summer and beyond.
The International Society for Technology in Education (ISTE), Turnaround for Children, the National Center for Learning Disabilities (NCLD), the Future of Privacy Forum (FPF), and the New Hampshire Society for Technology in Education (NHSTE) — who are members of the broader COVID-19 Education Coalition — provide three key considerations that districts must keep in mind as they build immediate and long-term plans: equitable infrastructure, active digital learning content, and educator capacity building.
View this new resource: Providing Effective and Equitable Digital Learning for all Students: Key Considerations for Districts.
The Executive Board of NCACTE grieves with the nation and joins in solidarity with our black brothers and sisters during this tragic period in our nation’s history. Systemic racism stole the lives of George Floyd, Rayshard Brooks, Ahmaud Arbery, Breonna Taylor, Eric Garner, Trayvon Martin, Michael Brown, and many more that are not named here. As teacher educators, we believe Black Lives Matter and we see the impact of racism in both our K-12 schools, colleges and universities. As a body, we agree students in our schools need and deserve antiracist teachers as well as teachers who are mirrors for themselves. This statement is our initial commitment to action, which will begin months and years of work ahead. We are also committed to finding the right people to lead this work for and with us.
Each moment defines us, and this moment calls us to stand up and call for justice. As Dr. Pamela Senegal, President of Piedmont Community College states, “The fact of the matter is this in the United States—race still matters far too much in nearly every aspect of living. Housing. Credit. Education. Prison. Jail. Health.”
This article originally appeared in the Texas Tech Today and is reprinted with permission.
The University-School Partnerships for the Renewal of Educator Preparation National Center (US PREP) was launched in December 2015 with the intention of creating partnerships that would focus on teacher preparation and student success. The center, part of Texas Tech University‘s College of Education, started with just six partnerships in a handful of states and has grown over the years to include partners from coast to coast.
Now, US PREP is expanding again, with the addition of a third cohort of nine university-school partners. The addition brings the total number of partnerships to 21, including higher education institutions and school districts in Texas, California, Louisiana, Mississippi, New York and Oregon. The center also has ramped up its virtual training and resources—already a part of what it provides to institutions and teacher candidates—to help partners navigate the COVID-19 pandemic and the resulting shift to virtual learning for teacher candidates and the students they will eventually lead in their own classrooms.
This article originally appeared on the School of Education at Virginia Commonwealth University website and is reprinted with permission.
The VCU School of Education wishes to express our solidarity with the recent anti-racist protests and efforts to eradicate structural and systemic racism that began after the brutal murder of George Floyd in Minneapolis by police officers. His murder is not just a recent upsetting event, as so many other incidents come to mind: Amy Cooper in New York calling the police with false allegations regarding a black man; Ahmad Aubrey who was shot to death by Gregory and Travis McMichael; Breonna Taylor who was killed by police raiding her home; Eric Garner, and on and on and on. These incidents, and many more, are part of a pattern of ongoing, systemic, racist behavior against black people in this country since the beginning of slavery. Additionally, efforts to eradicate structural and systemic racism must continue. The grief that people of color are experiencing goes well beyond these recent events but is historical grief, exacerbated by these events.
We will support this movement with not just words, but actions.
This article originally appeared in the AACTE Holmes Bulletin e-newsletter.
Graduate students all across the nation are adjusting to new academic schedules and research timelines as a result of the impact of coronavirus (COVID-19). Students have contemplated many questions about how to be productive, and how to recharge and refocus their energy as they continue to pursue their academic goals. Below are some tips to help our Holmes students cope during this crisis.
Weekly Check-Ins: Checking in on family and friends is always a good idea. However, instead of asking general questions like “How are you today?”, ask specific and detailed questions that will offer support or solutions. For example, “Are there any tasks this week that I can help you with?” Counselor education students at University of Central Florida have been hosting weekly check-ins with other first-year Holmes students in an effort to build strong communities of practice during the pandemic.
Congratulations to Shanett Dean, Holmes Scholar of the Month for June 2020. Dean is currently pursuing a Ph.D. in curriculum and instruction at Florida Atlantic University (FAU). Her research interests include the school-to-prison pipeline, critical pedagogy, technology integration, and critical literacy. She earned a B.A. in English literature from the University of South Florida and an M.A. from New York University. Dean has 10 years of experience as a literature, philosophy, and research instructor, and has facilitated professional development sessions on the implementation and implications of technology in secondary classrooms.
As a Holmes Scholar, Dean has presented her research at several national conferences, including the Association for the Study of African American Life and History. She is also the recipient of many awards and recognitions, including the FAU’s Provost Fellowship, the Broward Education Foundation Teacher Grant for her work on micro-narratives and project-based learning, and the Super Teacher Award received in March 2019 for her creative and fun learning techniques in the IB Literature class that she teaches at Boyd Anderson High School in South Florida. Dean has also created a website for her students, which can be found at deanintheory.com.