Archive for 2021

AACTE Diversified Teacher Workforce TAG Hosts Building Culturally Efficacious University-School Partnerships Learning Lab

AACTE Diversified Teacher Workforce Topical Action Group (TAG)  Learning Lab on Building Culturally Efficacious University-School Partnerships Learning LabJoin the AACTE Diversified Teacher Workforce Topical Action Group (TAG) Learning Lab on Building Culturally Efficacious University-School Partnerships on Tuesday April 2O, 1:00 -2:30 p.m. (CST) via the Zoom: https://us02web.zoom.us/j/8406529033

Across the field of education (PK-20) students, teachers, administrators, professors, and program leaders continue to witness and lament the chronic disparities in representation and lack of ethno-racial and linguistic diversity among teachers (relative to their students) in our nation’s schools. And in the wake of a global pandemic, enduring civil unrest, and calls for racial justice related to systemic anti-Blackness and anti-immigrant within all aspects of society, educational institutions are being forced to engage in introspection with greater magnitude. Teacher preparation programs in particular are feeling increased pressure to recruit, retain, and effectively prepare a highly-qualified, racially-literate, diverse pool of candidates as districts scramble to hire teachers with the content knowledge and pedagogical skills as well as the cultural and linguistic competencies needed to meet the needs of their increasingly diverse student populations.

AACTE Call for Entries: 2022 Dissertation Award

concept  image of the education,certificate,moartar board and globeHave you recently completed a doctoral dissertation related to educator preparation?  AACTE is now accepting application for its annual Dissertation Award, recognizing excellence in research (or its equivalent) that contributes to the knowledge base of educator preparation or of teaching and learning with implications for educator preparation. Overseen by AACTE’s Committee on Research and Dissemination, this award includes a $1,000 cash prize, as well as special recognition at AACTE’s 74th Annual Meeting in New Orleans, LA, March 4-6, 2022.

Applications for AACTE’s 2022 Outstanding Dissertation Award are now being accepted in our online submission system now through August 20.

Education Data 101: A Briefing Book for Policymakers

Education Data 101 - Briefing Book for Policymakers

Data Quality Campaign (DQC) released an updated version of it  Education Data 101: A Briefing Book for Policymakers. With information on everything from student growth data to state longitudinal data systems to teacher data literacy, our resource brings policymakers up to speed on the major data topics they need to know about. As policymakers make decisions to aid students, families, teachers, schools and districts in recovery, Education Data 101 offers the background information they need to make informed decisions.

JTE Podcast Interview: Studying Preservice Teachers’ Perceptions of Planning for CRDL

JTE CoverListen to the recent JTE Insider podcast by the Journal of Teacher Education (JTE) editorial team. This blog is available to the public, and AACTE members have free access to the articles in the JTE online archives—just log in with your AACTE profile.

This podcast interview features insights from the article Examining Preservice Teachers’ Perceptions of Planning for Culturally Relevant Disciplinary Literacy by Dr. Jamie Colwell, Kristen Gregory, and Valerie Taylor. The article was published in the March/April 2021 issue of the Journal of Teacher Education

Article Abstract

This qualitative multiple case study examined four preservice teachers’ planning and perceptions of planning for culturally and socially relevant disciplinary literacy instruction in secondary disciplines. Four disciplines were represented: art, English, history, and physical education (P.E.)/health. This research sought to understand how a secondary literacy course and its requirements, with a particular focus on culturally relevant disciplinary literacy (CRDL) instruction. Particularities of the four disciplines of study represented were also considered to inform cross-content literacy coursework. Findings indicated preservice teachers (PSTs) recognized potential of CRDL to engage students in critical thought. However, core disciplines (English and history) had varying viewpoints of the reality of such instruction compared with noncore disciplines (art and P.E./health), and all PSTs struggled to perceive CRDL as a primarily student-focused approach to instruction.

JTE Authors Discuss Use of Inquiry Community Framework in Clinical Setting

JTE banner

Check out a recent JTE Insider blog interview by the Journal of Teacher Education (JTE) editorial team. This blog is available to the public, and AACTE members have free access to the articles in the JTE online archives—just log in with your AACTE profile

This interview features insights from the article Becoming Clinically Grounded Teacher Educators: Inquiry Communities in Clinical Teacher Preparation by Rachel Wolkenhauer and Angela Hooser. The article was published in the March/April 2021 issue of the Journal of Teacher Education.

Article Abstract: Calls for the renewal of teacher preparation through clinical practice have left many novice teacher educators to learn on the job. This article reports on the research of two such novices, studying their own practice. Addressing the need to better understand the approaches teacher educators take to clinically grounding their work, the authors used a hermeneutic approach to naturalistic inquiry to study their use of an inquiry community framework in a teacher preparation clinical setting. The authors found that within an arc of practitioner inquiry, explicitly teaching guided reflection and professional dialoguing skills within an inquiry community were key teacher educator practices. They found that an inquiry community approach holds promise as a structure and space for teacher educators to advance teacher preparation toward clinical practice.

AACTE NIC Video Case Study: Reducing Barriers for BIPOC Male Students

Black male teacher in classroom - Reducing Barriers

With the exacerbation of our nation’s teacher shortage brought on by the pandemic, the new White House administration will need to address this crisis strategically, keeping equity top of mind. As AACTE looks forward to improving the capacity and representation in the teacher workforce, it is essential for policy makers to tie decisions back to the historical context of structural oppression that has created barriers for a diverse teacher workforce in the past. As part of the AACTE Network Improvement Community (NIC) Black and Hispanic/Latino Male Teacher Initiative, NIC members identified a number of barriers and solutions to these obstacles, which are highlighted in Reducing Barriers, a segment of AACTE’s new NIC video case studies series.

How Would President Biden’s $2.5 Trillion Infrastructure Proposal Impact Education?

White HouseThis 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.  

President Biden Unveils Massive Infrastructure Bill with Billions for Education

On Wednesday, President Biden took his first steps towards a months-long sprint to pass a $2.5 trillion infrastructure and jobs bill. The robust plan includes an emphasis on rebuilding America’s schools, broadband access, and increasing access to Community Colleges. Biden is proposing  $100 billion to help repair crumbling classrooms and build new public school buildings. The plan includes $50 billion in direct grants for school construction and an additional $50 billion through bonds. The allocation is slightly less than what House Democrats have proposed in their school construction legislation. The bill, H.R. 604 (117), introduced by House Education and Labor Chair Bobby Scott (D-VA) calls for $100 billion in direct grants and another $30 billion in interest subsidies on bonds that states or school districts issue to pay for school construction. The President’s plan also has provisions aimed at allowing schools to reduce their greenhouse gas emissions and other environmental policies, including helping school kitchens “go green by reducing or eliminating the use of paper plates and other disposable materials,” according to a White House fact sheet.

Build a Better Work Environment with AACTE Member Benefit

Office Depot - Exclusive Savings for AACTE members

Whether you are back on campus or still in your home office, you can create a workspace that suits your unique needs. You may spend 40-plus hours on the job every week –why not feel good while you’re there?

Your new AACTE Office Depot Savings Program can help make it easy to shop and upgrade your office furniture, facilities, technology, and printing needs or any of your other work from anywhere necessities, while saving time and money. Your AACTE membership allows you to save up to 75% on regular prices, free delivery on qualifying orders of $50, and much more! Start shopping online and save with Office Depot: business.officedepot.com/AACTE.

University of Wyoming and Mursion Talk WYTeach and VR for Curriculum Development

Innovative Training for Everyday Heroes: University of Wyoming on the use of Virtual Practice for the next Generation of EducatorsThe newest installment of the AACTE and Mursion Education Roundtable series features high school students using virtual reality (VR) to demonstrate their curriculum-building skills for a chance to earn a scholarship. The roundtable discussion, Innovative Training for Everyday Heroes: University of Wyoming on the use of Virtual Practice for the next Generation of Educators, will take place on April 13 at 1:00 p.m. ET.

Sue Wiley, business development director for education at Mursion, will host Lindsay Freeman and Colby Gull from the University of Wyoming to discuss the WYTeach Contest. During the session, the group will discuss this innovative project and how the team is using Mursion VR Simulations to recreate the classroom environment and replicate a real-world teaching experience.

New Webinar on Wallace Report: The Role of Assistant Principals

Learn about the findings from a new, comprehensive study commissioned by The Wallace Foundation, The Role of Assistant Principals: Evidence and Insights for Advancing School Leadership. Based on two decades of research, the synthesis focuses on a role that is increasingly prevalent but often overlooked. The report suggests APs could become a more powerful force in advancing equity, student outcomes, and school leadership goals.

The Role of Assistant Principals: A New Synthesis Offers Evidence and Insights

Tuesday, April 13, 2021 from 1:00 – 2:00 p.m. ET via Zoom

We invite you to register for  this important, one-hour event.

Has Your AACTE Membership Expired?

Anne TappMy name is Anne Tapp, and I was recently elected to represent you on the AACTE Board of Directors. On behalf of the Board, I would like to thank American Association of Colleges for Teacher Education for its ongoing support of AACTE.  

The year 2020 was a difficult one for all of us, but I am more confident than ever that AACTE provided the tools, resources, and network opportunities I needed to succeed this past year. Specifically, the new AACTE resources below helped me and my colleagues navigate challenges we had never experienced before:

New York Times Article Spotlights AACTE Research on Pandemic and Student Enrollment

Teacher and student wearing masks in classroom.AACTE was recently cited in the New York Times article, “As Pandemic Upends Teaching, Fewer Students Want to Pursue It,’ published in the weekend digital and print edition. NYT writer Emma Goldberg highlights AACTE’s findings from its member survey and includes quotes from Board members Marvin Lynn and Marquita Grenot-Scheyer, David Chard from AACTE-member institution Boston University Wheelock School of Education, as well as students from two other AACTE member institutions.

The article references AACTE’s two-part member survey that chief representatives of its member institutions responded to about how the twin crises of COVID-19 and racial injustice had affected their educator preparation programs and how they have responded to these crises. The results were included in a report by Jacqueline King released in February.

Leslie Fenwick Discusses Higher Education in a Washington Post Live Webinar

During the Washington Post Live’s webinar, “U.S. Higher Education: Rethinking the Possibilities,” AACTE’s Dean in Residence Leslie Fenwick, dean emeritus of Howard University School of Education, was interviewed by Eugene Scott as the first of the two guests. The interview was comprised of questions covering different facets of the education space including policy, diversity, student loans, and the pandemic.

The first question addressed President Joe Biden and what Fenwick believed should be his top priority in regard to education policy. Fenwick response focused on embracing a new and more diverse student population both in the workforce and higher education. She delved into specifics of the increasing majority of non-White students in public schools beginning in 2018 and continuing on an upward trajectory.

White House Administration Promotes Rescue Funds to Reopen Schools

Children in school wearing masks and practicing social distancingThis 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. 

 Biden Administration: COVID Funds, School Reopening, FY 2022 Budget Proposal               

Last week, on the heels of the National Safe School Reopening Summit , President Biden announced that $81 billion of American Rescue Plan Act (ARPA) funds would be released to all 50 States, the District of Columbia, and the Commonwealth of Puerto Rico. The funds will support efforts to get students back in the classroom safely for in person learning, keep schools open once students are back, and address the academic, social, emotional, and mental health needs of all students.

Ahead of the Summit, U.S. Secretary of Education Miguel Cardona announced the launch of a new Summer Learning & Enrichment Collaborative, a partnership between the Department, the Council of Chief State School Officers, and the National Governors Association. The partnership is intended to help states use ARPA funding to develop high-quality summer learning and enrichment programs for all students, with a focus on addressing the needs of student groups disproportionately affected by COVID-19. The announcements are part of the Biden-Harris Administration’s broader effort to provide states, schools, and communities with the resources and support they need to return to in-person learning safely and quickly, and achieve the President’s goal of reopening the majority of K-8 schools within the first 100 days of his  Administration. Cardona also announced  that as part of this effort, he will travel to local school districts over the coming weeks to listen and learn from them, and to help more schools and districts in their efforts to reopen and stay open. The Secretary will then report back to the White House on what he learns.

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