By Jacqueline King
Have you been thinking about volunteering for a leadership position in AACTE, but put it off because of the pandemic? As life begins to return to a “new normal,” now is a great time to step forward. Educator preparation is an essential element of our nation’s recovery from the pandemic, and AACTE is at the center of national efforts to ensure that all students receive the expert instruction and support they need and deserve.
By Richard Long
During the COVID-19 pandemic, millions of children—at least one in five—have missed critical vaccinations that keep them healthy and our communities free from disease.
Students without these vaccinations may not be eligible to return to in-person learning in the fall. Even worse, losing herd immunity could put millions of unvaccinated children and adults at risk for deadly or debilitating diseases such as measles, whooping cough and polio.
By JTE Insider
Listen 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 “Proposing Core Practices for Social Studies Teacher Education: A Qualitative Content Analysis of Inquiry-Based Lessons” by Alexander Cuenca. The article was published in the May/June 2021 issue of the Journal of Teacher Education.
By Laurie Henry
Photo by Allison Shelley for EDUimages
This thought leadership article is written by an AACTE member. The views expressed in this post do not necessarily reflect the views of AACTE.
The COVID-19 pandemic has set back learning for millions of students and exacerbated existing educational inequalities countrywide. A recent study by McKinsey Analysis found that Black, Latinx and lower-income students are less likely to have access to high-quality remote learning, resulting in their falling further behind and expanding the achievement gap by 15% to 20%. To help these students overcome pandemic learning loss, the Partnering Aspiring Teachers with High-Need Schools (PATHS) to Tutor Act was introduced on February 25 by a bipartisan group, including Senators Cory Booker (D-NJ), John Cornyn (R-TX), Chris Murphy (D-CT), and Susan Collins (R-ME).
By Jerrica Thurman
In just a few weeks, Connect360 has become the go-to source for AACTE members to explore innovative solutions for revolutionizing educator preparation. With over 20 communities, and more on the way, this is the place to address trending topics in education, engage with colleagues around areas of interest, and expand your knowledge and network.
Recent posts in the Open Forum, a community where members share best practices and resources, address effective ways to prepare teacher candidates to work for racial justice. Here is a sample of what members have to say:
By Gaelle Gilbert
Rebecca Kantor, Ed.D., dean of the School of Education and Human Development (SEHD) at the University of Colorado Denver (CU Denver) passed away from a terminal illness in late April of 2021.
AACTE President and CEO Lynn M. Gangone, says, “Through our many walks together at CADREI, I developed a deeper understanding of and admiration for her passion to the profession. She was an exemplary leader for educator preparation, both within the state of Colorado and nationally, and leaves behind a lasting legacy of excellence through the innumerable lives she touched, mentored, and impacted.”
By Makenzie Kenny
This article originally appeared on KOMU 8 and is reprinted with permission.
Education programs across the country were presented with unforeseen challenges during the pandemic, in a career field that is already difficult to recruit for.
Despite these challenges, the University of Missouri’s program has not seen any impact on their enrollment numbers from the pandemic.
A survey conducted by the American Association of Colleges for Teacher Education found that 19% of undergraduate-level and 11% of graduate-level teaching programs saw a significant drop in enrollment this year, according to the New York Times.
Associate Dean for Student Success and Academic Affairs and Professor John Lannin said this is because of intentional outreach to prospective students.
By Jane E. West
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.
President’s Detailed Budget to be Released May 27
President Biden will release his full FY 2022 funding proposal on May 27. In April, he released a budget framework (often called a “skinny budget, though there is nothing “skinny” about the numbers in it), a $1.5 trillion proposal that provided the rough contours of his vision for $753 billion in defense spending and $769 billion in non-defense discretionary spending. The proposal in the “skinny” budget represents a 41% increase in spending to the Department of Education—the largest increase since the Department’s inception in 1979. The full budget proposal will include more details on proposed funding levels for specific programs.
By Maria Salciccioli and Gretchen Mills
Prepared to Teach and WestEd have partnered on the Sustainability Project, a series of reports and interactive tools to support high-quality, financially sustainable teacher preparation. Three reports are being released this week through that project. Two are co-authored by Prepared to Teach and WestEd—Beyond Tuition, Costs of Teacher Preparation, and Going Further Together: Building Ownership and Engagement to Support High-Quality Teacher Preparation. The co-authored papers are being released simultaneously with a third piece authored by Prepared to Teach – Dollars and Sense: Federal Investments in Our Educator Workforce.
AACTE members know that aspiring teachers need high-quality, affordable options for teacher preparation—and research has shown that when candidates from diverse backgrounds have access to excellent programs, everyone benefits. Graduates of these programs stay in the classroom for longer and are more well-prepared than their peers who become teachers through faster, less rigorous pathways to the classroom.
By Meghan Grenda
According to many 2021 travel trend reports, some pandemic-era habits from last year show no signs of slowing down. Most will continue to travel domestically, take road trips, explore small towns, and take scenic drives to nearby lakes, beaches, and explore the great outdoors. With 59% of families reporting that they are more likely to drive instead of fly, 2021 will be another year filled with road trips.
Plan your next getaway and enjoy the open road with deals from AACTE’s Avis and Budget Car Rental Savings Program. As an AACTE member, you can save up to 30% off the base rates on every rental, plus receive additional offers, such as dollars off, a complimentary upgrade, or a free weekend day.
As a member of the National Coalition of Educators, AACTE announces the release of the second edition of What it Means to be a Professional Development School: Nine Essentials, published by fellow member coalition member, the National Association for Professional Development Schools (NAPDS). AACTE shares NAPDS’s goal to support high quality teacher education through effective professional development and are looking forward to collaborating with them on projects aimed at achieving that goal.
The National Association for Professional Development Schools (NAPDS) recently announced the publication of its policy statement, What it Means to be a Professional Development School (PDS): The Nine Essentials (2nd Edition), a culmination of several years’ worth of work by the association’s Nine Essentials Committee. The committee worked to identify the relevance of the essentials, which were originally published in 2008, and how they are used in the field by schools of education and P-12 schools. The document brings to light an updated and robust version of the Nine Essentials grounded in key concepts and educational research.
By Nicole Dunn
AACTE is honored to share that it has joined the leaders from the nation’s largest health, education, child welfare, legal, and juvenile justice organizations in support of the Human Rights Campaign’s Project THRIVE, a multi-year national campaign to create more equitable, inclusive support systems and communities for LGBTQ youth. The initiative will build the skills and capacities of all youth-serving professionals to better meet the needs of LGBTQ young people.
Every organization that is part of Project THRIVE has a unique role to play in strengthening family permanence and support, improving health and well-being, increasing school connection, and building a foundation of resilience so that all LGBTQ youth can thrive. Project THRIVE is committed to an intersectional approach in this work, and to ensuring that LGBTQ youth of color and those who are system-involved or have a history of homelessness are a priority focus.
By Leslie Ekpe
Congratulations to Ariela Martinez, Holmes Scholar of the Month for May 2021. Martinez is currently pursuing an Ed.D. in higher education leadership at Texas Christian University (TCU) in Fort Worth, TX. Her research interests examine enhancing undocumented and Deferred Action for Childhood Arrivals (DACA) student college success.
Prior to pursuing her doctoral studies, Martinez was a college access and higher education professional who served students from diverse academic, socioeconomic, and cultural backgrounds at the high school and collegiate levels. She has held professional titles that include TRiO Student Support Services Lead Ambassador, College Adviser via TCU College Advising Corps, Success Coach at Tarrant County College (TCC), and Senior Transfer Admission Counselor and adjunct instructor at TCU. Martinez earned her associate degree from TCC and her B.S. and M.Ed. degrees from TCU. As a critical scholar, her research interests center on issues of educational equity in higher education for minoritized students.
By Michael Rose
To effectively amplify the voice of members to policy makers to better help them understand what is happening in the field and offer sound policy recommendations, AACTE partners with other organizations to highlight the importance of certain issues.
For example, AACTE is a member of the Committee for Education Funding (CEF). CEF was founded in 1969 with the goal of achieving adequate federal financial support for our nation’s educational system. The coalition is a voluntary, nonprofit, and nonpartisan group. AACTE is one of more than 100 member organizations that represent the full spectrum of education—early childhood education, elementary and secondary education, higher education, adult and career education, and educational enhancements such as libraries and museums. CEF’s current campaign is “5 Cents Makes Sense,” which calls for 5 cents of every federal dollar to be spent on education. The campaign’s official hashtag is #5Cents4EdFunding.
By Anne Tapp, Beth Kubitskey and Christine C. Gorowara
One value of being a member of AACTE is the national advocacy for the profession and information about federal regulations influencing the field. What does not go unnoticed is the need and priority of work at the state level. The state level ACTEs provide a space for influencing state policies that ultimately guide the profession. AACTE values these essential contributions, and recognizes the value of this work as also informing advocacy going forward. A third, and critical, addition to this professional triumvirate is AACTE’s Advisory Council of State Representatives (ACSR) community, which serves as a collaborative network of State chapters. ACSR provides a place to share common issues, goals, events, white papers, advocacy tips, etc. at the regional level during monthly meetings. This serves each state well as our shared goal is to serve our students, pre- and in-service teachers and leaders, which is tertiary to our desire to prepare quality teachers and leaders for today’s and tomorrow’s P-12 children. Here we share a brief snippet of some of the contributions of ACSR.