Congratulations to Sergio Maldonado Aguiñiga, Holmes Scholar of the Month for November 2021. Aguiñiga is currently a doctoral student in counseling psychology at Purdue University. Aguiñiga previously attended California State Polytechnic University – Pomona, where he majored in psychology with a minor in political science. While volunteering with the Prison Education Project and Reintegration Academy, he developed interests in integrating character strengths approaches in counseling practices for youth offenders and former and currently incarcerated individuals.
Aguiñiga’s interests in the field of psychology lie in positive psychology and applying the theoretical background in the practice of counseling psychology for youth offenders, former gang members, and formerly incarcerated adults transitioning into the community.
Urge Your Representative and Senators to Cosponsor the IDEA Full Funding Act Today
Senator Chris Van Hollen (D-MD) and Representative Jared Huffman (D-CA) this week introduced the IDEA Full Funding Act, bipartisan, bicameral legislation to finally ensure Congress’ commitment to fully fund the Individuals with Disabilities Education Act (IDEA). AACTE is a strong supporter of this legislation and has called for Congress to fully fund IDEA to help support students with disabilities.
The Teacher Salary Project surveyed 1100+ teachers nationally, with an oversample of recognized teachers (e.g., State Teachers of the Year -STOYs, Nationally Board Certified Teachers – NBCTs, Teach Plus Fellows, and others) and found:
- Nearly half of the surveyed teachers say their salary was not sufficient to sustain them in teaching for the medium-to-long term (two-thirds when teachers who weren’t sure if they could continue teaching on their salary are included).
AACTE’s 74th Annual Meeting, March 4 – 6, 2022, will be the first in person AACTE event in over two years. We can’t wait to welcome you to New Orleans as we rethink, reshape, reimagine, and revolutionize the profession post pandemic.
As the 2022 Annual Meeting schedule evolves, AACTE is excited to share an incredible lineup of speakers, topics, and nearly 200 interactive learning opportunities designed to sharpen your skills and equip you to drive change in both teacher preparation and the field of education.
One of the highlights of AACTE’s Annual Meeting are the “Deeper Dives.” These sessions provide a large-scale, expert-facilitated exploration of key issues facing the profession. Here’s a sneak peek at #AACTE22’s “Deeper Dive” sessions.
In a recent Washington Post article, AACTE Dean in Residence Leslie Fenwick and two corporate CEOs explore the research that confirms early childhood education programs advance cognitive development and academic achievement that reduces the long-term attainment gaps and produces functioning, responsible adults. Moreover, the authors underscore the critical need to counter the current historic setbacks to high-quality child care—for working mothers and their families and for the U.S. economy at large.
Fenwick, along with Roger W. Crandall, chairman, president and CEO of MassMutual, and JD Chesloff, president and chief executive officer of the Massachusetts Business Roundtable, share a perspective that the business community has a critical role to play to make universal child care and Pre-K a reality.
The article focuses on three primary areas: an evolving American workforce and caregiver model, promoting economic growth and equity in education, and advocating for a solution.
To read the full article, “The business case for public investment in early-childhood programs,” visit the Washington Post website.
This article originally appeared on KUNC.org and is reprinted with permission.
At East Elementary school in Littleton, a group of fifth graders is seated in a semi-circle around student teacher Stephanie Shufelt for their morning meeting.
“Yesterday we talked about resiliency. Can someone remind me of what that actually meant?” she asks.
“To keep trying,” 10-year-old Brisaida Velasco replies.
“To keep trying, right,” Shufelt says. “When tough times hit, you’re able to bounce back.”
Four days a week, time is set aside for teachers to focus on social-emotional learning and teaching students self-regulation skills. At this meeting, Shufelt discusses strategies that can help them be resilient.
In the second session of AACTE’s 2021 virtual Leadership Academy Series, attendees explored the benefits of When Thinking Wrong is Right: Purposeful Disruption of the Status Quo. Facilitated by Kandi Hill-Clarke, dean of the College of Education at the University of Memphis, and Patty Alvarez McHatton, senior vice president at Branch Alliance for Educator Diversity, participants engaged in a number of activities inspired by the book Think Wrong: How to Conquer the Status Quo and Do Work That Matters.
During the first part of the session, facilitators engaged in a review of the six practices that enable disruptive, yet productive and forward-thinking, work. These practices include 1) be bold, 2) get out, 3) let go, 4) make stuff, 5) bet small, and 6) move fast. Attendees were then challenged to reflect upon how thinking wrong is needed, both within colleges of education and the education field overall, and to consider how these six principles could be used to create deflection points that would enable a shift from how things are to how things might be in the future.
Register by midnight on November 22 to take advantage of discounted early bird rates.
Time is ticking to take advantage of the early bird rate for AACTE’s 74th Annual Meeting, March 4 – 6, 2022, in New Orleans, LA. Now is the time to reserve your seat at the premier educator preparation conference in the nation. Don’t miss out on this in person opportunity to collaborate and enhance educator preparation programs.
Why Should You Attend?
The pandemic has impacted many facets of our society, but arguably none has been more disrupted than the educational system. And as we all know, such challenges call for bold solutions. That’s why AACTE’s 74th Annual Meeting is themed “Rethink, Reshape, Reimagine, Revolutionize: Growing the Profession Post Pandemic.
The 2021 election for the AACTE Board of Directors is underway through Tuesday, November 30. This is an important year, with 12 candidates vying for six open seats:
- Two at-large representatives
- One seat representing the Association of Independent Liberal Arts Colleges for Teacher Education (AILACTE)
- One seat representing the Hispanic Association of Colleges and Universities (HACU)
- One seat representing the National Association for Equal Opportunity in Higher Education (NAFEO)
- One seat representing the Teacher Education Council of State Colleges and Universities (TECSCU)
All AACTE Institutional and Chief Representatives are eligible to vote for all positions. In addition, members are asked to vote on ratifying changes to the AACTE Articles of Incorporation and Bylaws.
AACTE’s Consortium for Research-Based and Equitable Assessments (CREA) project recently released a framing paper titled The History, Current Use, and Impact of Entrance and Licensure Examinations Cut Scores on the Teacher-of-Color Pipeline: A Structural Racism Analysis. The paper addressed the following questions: (1) How are standardized entrance and licensure tests being used as a gateway into the profession? (2) Who determines cut scores for these tests?, and (3) What is the historical significance and implications of these tests on the diversity of the profession today?
University of Wisconsin-Whitewater (UWW) represents one of fourteen lead institutions that comprise the CREA project. Lana Collet-Klingenberg, professor and interim associate dean at UWW recently reflected on the effects of entrance assessment requirements at her institution and her institution’s plans to ensure equitable access for all students who choose to pursue teacher education.
Why did University of Wisconsin – Whitewater pursue membership in the CREA project?
Increasing the diversity in our educator workforce is a high priority for our state and our institution. By many measures Wisconsin is failing when it comes to equity in our schools and in our educator workforce. As the EPP that prepares the most first-time licensed teachers in the state, we are interested in any initiative that advances the cause. In addition, in an effort to lessen the number of barriers for prospective teachers, our state changed rule, providing EPP with flexibility regarding what measures we use for admission. In our state, students can meet requirements with GPA OR test scores. Our state is continuing to address removal of barriers by recently changing rule again to allow for alternate measures to GPA for licensure (which, in turn, will allow greater flexibility with admission requirements). I believe our inclusion in the project is a means of sharing these avenues with states still requiring standardized test performance as the primary admission pathway.
The deadline is approaching to submit for a 2022 AACTE Award. These award submissions can be either self-nominated or nominated by a third party and the winner will be recognized at the 74th AACTE Annual Meeting, March 4-6 in New Orleans, LA. To submit your nomination, visit AACTE’s online submission site. The deadline is this Friday, November 19.
AACTE’s awards program recognizes member institutions’ exemplary programs as well as individuals who have made noteworthy contributions to education preparation. For an overview of the 2021 award winners, see this press release.
As the fall semester creeps to a close, it’s easy to forget about all that is available to you via your AACTE membership. Check out these member resources:
Resource Library – Have you accessed the AACTE Resource Library lately? If so, you have probably noticed a few changes, including a single sign on system. AACTE has completed its database migration and with that you will find a seamless way to transition between your AACTE profile and the improved AACTE Resource Library. Feel free to view some of the latest resources below:
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.
While Congress has been out of session this week for a Veteran’s Day recess, the action behind the scenes continues to be dominated by the prospects of finalizing the reconciliation bill, or the Build Back Better plan. Educators are eager to see this make it over the finish line, as it includes important investments for education, including $610 million for the educator pipeline.
Bipartisan Infrastructure Heads to President Biden for Signature
Last Friday, all eyes were on the House of Representatives where Speaker Nancy Pelosi (D-CA) was working overtime to schedule a vote on both the bipartisan infrastructure bill (which had already passed the Senate) and the partisan reconciliation bill (which has passed neither body but is being intensely negotiated behind the scenes). Pelosi could afford to lose only three Democratic votes and still pass the bills.
Landscape Analysis Report
A Tale of Two Cities: State Evaluation Systems of Teacher Preparation Programs
The National Academy of Education (NAEd) steering committee for Evaluating and Improving Teacher Preparation Programs commissioned the American Association of Colleges for Teacher Education (AACTE) to produce a teacher evaluation system landscape analysis, including a state-by-state summary of the evaluation system components and an analysis of similarities and differences between and among states. Authored by AACTE Dean in Residence Leslie T. Fenwick, this landscape analysis report presents information and data about state evaluation standards for teacher preparation programs and providers.
Permission granted by Jeremiah Robinson, the Office of Mayor Martin J. Walsh, City of Boston
In this time of division and crisis, we, as school leaders, cannot sit quietly by. Volatile and violent debates threaten to erode our hallways and undermine our solemn promise to America’s students—to provide them with high-quality education in safe spaces. We are compelled to reaffirm what and who we stand for and to advocate for a collective recommitment to civility in our schools and in our communities.