Washington Week Viewpoint: A Day on the Hill

By Lisa Bisogno

In a recent Q&A with AACTE, Lisa Bisogno, associate dean, College of Education, Associate professor of special education Northeastern State University, shares her viewpoint as a 2020 AACTE Washington Week Day on the Hill participant.

Why do you believe it is important for AACTE members to actively advocate for education?

It is greatly beneficial for higher education institutions from their designated states to express the barriers encountered by teacher preparation programs as one collective unit to their elected officials. More often than not, legislators may not be aware of the obstacles our teacher preparation programs are confronting and their impact on school districts in surrounding communities. You can learn how to advocate for the importance of the Higher Education Act, Teacher Quality Grants, and other fiscal appropriations that pertain to teacher preparation in the hopes that legislators will move it to the forefront of their agenda. This is a time when universities can come together to advocate the need for teacher preparation to be an equitable education for all children.

Does the virtual session have the same value as the in-person meetings with representatives/senators?

Considering this was my first Day on the Hill, I do not have the comparison to in-person meetings other than legislation visits within my state. However, I would emphasize that the virtual sessions aided in easing my nerves during our virtual congressional visit and provided adequate practice for when the opportunity presents itself for in-person congressional visits. Another wonderful aspect of the virtual annual meeting is the cost efficiency by saving on travel and the ability to access the sessions following the conference.

You’re Invited to AACTE’s 2021 Leadership Academy Series

By Robert Floden

As chair of the AACTE Board of Directors, I personally invite you to attend AACTE’s virtual Leadership Academy Series. This year’s event offers three sessions, with the first session occurring in just a few days.

Join AACTE for “When We Get Together Again: Creating New Opportunities Post COVID,” an interactive discussion on Wednesday, August 11 from 2:00-3:30 p.m. ET. This session, facilitated by John Kuykendall, dean of the School of Education at the University of Indianapolis, and John Henning, dean of the School of Education at Monmouth University, explores our new “normal” environments and examines how other educational leaders are navigating challenging conditions.    

State Leaders Institute Kicks off 2021 State Affiliate Award Application Season

By Ward Cummings

The 2021 State Leaders Institute (SLI) marks the beginning of the 2021 State Affiliate Award application process. Attendees will have an opportunity to learn how to apply for a State Affiliate Award and discuss how the funds can be used. To that end, day-one of SLI will begin with a panel discussion led by the leaders of the Kentucky, California, and Nebraska AACTE State affiliates, who will describe and take questions regarding the projects for which they were awarded 2020 State Affiliate Awards. All applicants for Affiliate Awards are required to submit a State Affiliate Report (formally, “State Chapter Report”) as a part of the application process. Attendees of SLI will be informed about the requirements and timelines associate with the Affiliate Report.

SLI is being held virtually this year, September 30 and October 1 from 1:00 to 5:00 p.m. ET. As with previous years, the schedule of events is designed to give AACTE members ample opportunities to catch up with old friends, engage in professional development activities and strategize about the future of the teaching profession.

Washington Week Reflection: Finding a Seat at the Table

By Anthony Webster

Have you ever felt like you were in the right place at the right time? Attending Washington Week during the early stages of a global pandemic was an experience I will never forget. It honestly helped solidify my why and purpose.

As a first-year Ph.D. student, I was looking forward to the learning experiences that laid ahead. However, I did not expect them to come so soon. During my first week in the Ph.D. program, I attended the 2020 Holmes Program Washington Week sessions. Between work and school, I was “Zoomed” out. So, I was skeptical of the impact this would have since it was virtual. As a natural extrovert, I was unsure how I would connect with others. So, you can see why I had my doubts.

Weade James and Jane West could not have hosted a better virtual Washington Week. Since my time as an admissions recruiter at the University of Michigan – Ann Arbor, I have always been interested in policies, particularly educational policies that impact historically marginalized populations. From the achievement gap to the allocation of resources, I have witnessed first-hand how this hinders the success of students and educators within urban school districts. Attending Washington Week provided me with some fundamental tools to make a difference in my corner of the world.

During Washington Week, I learned how to connect with state senators and representatives regarding policies and ideas to move education forward. West insisted that Twitter was a great platform to connect with government officials because, believe it or not, someone is always watching. I had an opportunity to engage with dynamic leaders from across the world who are doing great work on behalf of students and educators. Everyone that spoke during Washington Week mentioned that there is much work to be done. The participants also talked about knowing that they make a difference motivates them to do their job. Despite the politics that come with policymaking and seemingly seeks to undo the impact educators and policymakers strive to have, they have no choice but to show up because people need them.

During our discussion, I heard that if you don’t have a seat at the table, you might end up on the menu. This phrase may sound a bit cliché’, but during Washington Week 2020, I found my voice. This statement will stick with me for the rest of my life. From this experience, I am looking forward to claiming my seat at the table and making a difference.

Anthony Webster is a Holmes Scholar and Ph.D. educational leadership and policy studies candidate at Wayne State University.

Education Students Honored as Among Best in State

By Danielle Rush

This article originally appeared on the IU Kokomo website and is reprinted with permission.

Five Indiana University Kokomo education graduates earned recognition for being among the best new teachers in the state, receiving Indiana Association of Colleges for Teacher Education (IACTE) Outstanding Future Educator awards.

Those honored included Autumn Bundy, Sheridan; Cordell Ford, Frankfort; Vicky Mattucci, Gaston; Rachel Moore, Tipton; and Kassie Silvers, Peru.

“It’s nice to be recognized for doing something I love,” Ford said of the award. “It made me feel good that my host teacher suggested I apply. It was a difficult year because of the pandemic, but it all worked out at the end. I love teaching.”

Ford will continue teaching at Frankfort’s Suncrest Elementary School, where he did his student teaching as part of a year-long teacher residency program. In fact, he completed the school year teaching a third-grade class, after the job opened up midway through the spring semester and also taught summer school.

Silvers also participated in the year-long student teaching program, as a math teacher at Maconaquah High School.

“It’s a great honor,” she said. “I worked hard for it, and I feel like I made my professors proud. It was a lot of work to create assignments and lessons plans, and projects and games for the students. I’m glad to take a moment to enjoy the hard work I put into my teaching.”

Expect an Explosion of Work and Tight Timeline in September

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.

Here is what to keep on your radar for Congress’s return to work in mid-September:

Passage of a Continuing Resolution (CR)

Passage of a CR would prevent a government shutdown on September 30 when the current fiscal year expires. While there has been movement in the House and the Senate on FY 2022 appropriations bills, it is impossible that they could all be completed by the September 30 deadline. Thus, a temporary extension of current funding levels will be on the agenda. The dicey political aspect of this is that Senate Democrats may attach the “must pass” debt ceiling limit extension to this bill, putting Republicans in a difficult spot. In recent times Republicans have balked at increasing the cap on the debt limit demanding spending cuts in exchange for their votes. The high wire act here is that a government shutdown is at stake if the bill is not passed by September 30. Who will blink first?

Action on the Bipartisan Infrastructure Bill

If the Senate has passed the bill before they adjourn, all eyes will be on the House. Politically, the bill is in a vise with Democrats seeking to ensure that their own members will hang tight for the next move after this bill passes—which will be the Democrats-only reconciliation bill. Democratic leadership, particularly in the House, has pledged not to move this bill unless the reconciliation bill (see below), is moved simultaneously. At the heart of this is Senate Democrats holding all 50 members—from the liberal and the conservative wings of the party–together to support the reconciliation bill. Without all 50 members, the bill would fail, as no Republicans are likely to support it. Speaker Pelosi (D-CA) believes that tying the two bills together (bipartisan infrastructure and partisan reconciliation), she will ensure the 50 Democratic votes needed in the Senate, as well as her own Democratic caucus, which also holds a slim majority. Her fear is that some Democrats in the Senate may bail after the bipartisan bill is passed. So, the fate of these two is intertwined in the politics of a closely divided Congress.

Bring Your Passion to AACTE’s Day on the Hill

By Michael Rose

AACTE’s virtual Day on the Hill is scheduled for September 21-23. As we prepare for AACTE’s premiere advocacy event, some may wonder, “What legislation should we prioritize?” The simplest answer is whatever you are most passionate about.

The nation is facing a teacher shortage. We are all familiar with the statistics: there were an estimated 100,000 classrooms in 2018 staffed by instructors who did not complete some type of educator preparation program; despite increased need for PK-12 teachers—and growing enrollment in higher education—the number of students completing bachelor’s degrees in education has been declining over the last two decades; in a recent survey, 27% of teachers said they were considering leaving their jobs, retiring early, or taking a leave of absence due to COVID-19.

However, there are legislative proposals that seek to address these issues and more.

Submit Your AACTE Dissertation Award Entry by August 20

By Linda Minor

The AACTE 2022 Outstanding Dissertation Award deadline is quickly approaching. Submit your application by August 20 through the online submission system. This award recognizes 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. The Outstanding Dissertation Award includes a $1,000 cash prize, as well as special recognition at AACTE’s 74^th Annual Meeting in New Orleans, LA, March 4-6, 2022.

Who’s eligible?

Individuals receiving a doctorate since January 1, 2020 are eligible to apply for this award. The primary selection criterion is quality of scholarship.

What should you include in your entry?

The narrative summary file should answer the following questions about the dissertation:

Listen to Latest Revolutionizing Education Podcast: Transforming Teacher Prep

By Gaelle Gilbert

Series one, episode five of the AACTE Podcast, Revolutionizing Education, is now available.

The latest episode features one of the largest Hispanic-Serving Institutions in the nation, the University of Texas Rio Grande Valley (UTRGV), embarking on a transformation of its teacher preparation program centered on the college mission, vision, and three priorities: quality, culture of inquiry, and positionality. In this episode, Sandra Musanti and Alma Rodriguez from UTRGV share what they have identified to be the three areas of emphasis to guide the transformation work: a practice-based teacher education model, culturally and linguistically sustaining pedagogies, and technology for the 21st century.

Listen now to Episode 5: Transformiing Teacher Preparation 

Make Your Voice Heard at AACTE Washington Week

By Jerrica Thurman

AACTE is committed to making your voice heard at the state and federal levels. Augment your advocacy skills while advancing educator preparation at AACTE’s premiere advocacy event, Day on the Hill, September 21-23.

AACTE’s Day on the Hill: An Opportunity to Advocate for Ed Prep Programs

By Michael Rose

The past year and a half have been a challenge. Everyone’s lives have been disrupted and we have had to adapt, adjust, and endure like never before, especially within the educator preparation community. However, there appears to be a light at the end of the tunnel.

There is good news. For example, President Biden proposed the biggest increase in funding for the Department of Education and teacher preparation programs in history. Specifically, he called for increasing the Department’s budget by more than $29 billion, or 41%, including an increase of $9 billion for teacher preparation programs.

Connect with AACTE Holmes Scholars at Washington Week

By Weade James

This year’s Washington Week virtual conference is quickly approaching, and we have exciting events planned for AACTE members – including participants of the Holmes Program. Holmes Scholars are encouraged to participate in the Holmes Policy Institute (September 8 – 9) and Holmes Advanced Policy Short Course (September 14-15) during Washington Week. These events will focus on policy solutions to address systemic barriers that impede on the academic achievement of diverse students.

Some confirmed speakers include Jessica Cardichon, assistant deputy secretary, office of planning, evaluation, and policy development at the U.S. Department of Education; Erica McCray, co-Ddrector of the Collaboration for Effective Educator Development, Accountability, and Reform (CEEDAR) Center; Michael Brady, professor and chair at Florida Atlantic University; Amanda Lewis, director for research on race and public policy at the University of Illinois – Chicago; Amy Wells, professor at Columbia Teacher’s College, and Genevieve Siegel-Hawley, associate professor at Virginia Commonwealth University.

AACTE Wins APEX Award for COVID-19 Resource Hub

By Gaelle Gilbert

AACTE is the winner of an 2021 Apex Award for Publication Excellence for its online COVID-19 Resource Hub.

AACTE earned the Award of Excellence in the COVID-19 Media –Education and Training category. This award, sponsored by Communications Concepts Inc., is an annual competition for publishers, editors, writers, and designers who create print, web, electronic and social media. Nearly 1,200 entries were submitted to this year’s competition.

AACTE developed the  COVID-19 Resource hub to in response to the global crisis to address the immediate needs of its member institutions. The pandemic caused many unprecedented challenges in education preparation—whether it be the move from in person to virtual learning or putting safety measures in place, colleges of education had to quickly adapt their teaching methods to prepare their students to step into virtual classrooms while fighting teacher shortage and burnout.

A Holmes Scholar Reflects on Advancing Anti-Racist Teaching through Educational Research

By Denise Michele Lewis

Keith Brooks of Chosen Path Consulting, LLC, opened the second Holmes Summer session on the afternoon of July 21 by asking participants to reflect on a video. I quickly recognized the animation from the Schoolhouse Rock! America Rock series. “Elbow Room” focuses on our nation’s expansion west and south from the 13 original colonies. Initially, this video brought to mind fond memories of watching Saturday morning cartoons with my sister and brothers as children. Those memories faded as I watched the images with a critical lens and listened intently to the lyrics with critical ears. Participants began to type their reflections into the chat space, and it was clear that our histories and perspectives were not reflected in this mini-lesson. Only one perspective was portrayed—that of whiteness, of white males in particular. There was little diversity, no regard for the brutal violation and experiences of BIPOC, and no mention of the contributions of Asian or Mexican Americans toward the expansion. There was a lot to unpack in the 3-minute vignette.

When We All Get Together Again: Creating New Opportunities Post-COVID

By John Henning

The coming academic year looks to be wholly different than the one just past. Campuses are busy reopening; professors are readying for in person instruction, and students are anticipating sharing space with their peers once again. But despite these upbeat developments, this year is very much like the last one in an important respect—uncertainty.   

It is hard to foresee what the coming year will bring for several reasons. First, our experience during the past year has changed expectations. For instance, students have different expectations as to how classes are conducted, how accessible they should be, and what constitutes doing school. Faculty and staff have differing expectations regarding their presence on campus, what is needed to make the campus safe, and what is the right balance between personal freedom and social responsibility.