College of Education Research Team Explores Nation’s K-12 Teacher Needs

By Amanda Nelson

(From left:) Molly Fisher, Ph.D., professor of STEM education in the College of Education and principal investigator; and REU student fellows Jacquelyn Armstrong and Alexandra Boardman.

A new study designed at the University of Kentucky College of Education is gauging the types of supports teachers across the nation need in the wake of the COVID-19 pandemic’s impact on schools. It is supported by a Research Experiences for Undergraduates (REU) grant from the National Science Foundation.

“We are seeking K-12 teachers from anywhere in the U.S. who taught during the pandemic, or who were student teaching during the pandemic, to respond to a survey that will collect information on access to resources and the types of demands being faced as our schools return to normal,” said Molly Fisher, Ph.D., principal investigator and professor of STEM education in the College of Education.

Teachers willing to participate in the study can take the survey now. Responses will help researchers share information that will lead to equipping teachers to meet the demands of the current educational system, Fisher said.

In the States: Indiana Superintendents Struggle to Fill Positions with Qualified Candidates

By Kaitlyn Brennan

The new “In the States” feature by Kaitlyn Brennan is a weekly update to keep members informed on state-level activities impacting the education and educator preparation community.

In a recent survey of school superintendents across the state of Indiana, 95% of respondents say they are contending with a shortage of qualified candidates to fill vacant teaching positions. School district leadership identified the greatest shortage areas continue to be special education, science, math, English, foreign language, and elementary education. The survey was sent to all 291 traditional public school superintendents in Indiana, which resulted in 176 responses, or a 60.5% response rate.

Supporting the Educator Profession with COVID Funds

By Michael Rose

Following the outbreak of COVID-19, Congress passed several pieces of legislation to support the safe re-opening of schools and address the impact of the COVID-19 pandemic on the lives and learning of students.  Funds included in the Elementary and Secondary School Emergency Relief (ESSER) funds played a critical role in helping achieve these and related goals.

Connect, Advocate, and Innovate at #AACTE23

Register by January 6 to lock in the lowest rate.

By AACTE

Educator preparation advocates are invited to join peers and be among the nation’s thought leaders at the 2023 AACTE Annual Meeting in Indianapolis on February 24–26. Join us in exploring the latest research and practices to ensure a bright future for all learners.

Now is the time to reserve your spot at #AACTE23! Time is running out before prices increase — get the lowest rate by Friday, January 6.

Not an AACTE member? Join AACTE today.

AACTE’s 75 Days | 75 Ways Campaign Offers Innovative Ways to Support Educators and Educator Prep in the New Year

By Brandi Palmer

AACTE continues its 75 Days | 75 Ways to Advocate for Education campaign launched in December, a celebration of AACTE members taking a leading role in advancing educator preparation for 75 years.

Recent tips encourage education leaders to consider how to make positive changes in the profession.

“My advice to all educators is to find your way from isolation to collaboration and flexibility by creating teams of teachers with distributed expertise,” said Arizona State University Mary Lou Fulton Teachers College Dean Carole Basile, Ed.D.

A New Program Will Train Teachers to Teach Climate Change, Without the ‘Doom and Gloom’

By Madeline Will

Climate change is expected to affect every facet of our lives, and students are hungry to learn more about it. Many experts say the topic goes beyond science class and should be woven through subjects and grade levels.

Yet more than three-quarters of teachers have never received any professional training or education on climate change or how to teach it, according to a nationally representative survey of teachers, conducted by the EdWeek Research Center in December.

Texas State Teacher Education Program Selected as Raising Texas Teachers Partner

By Texas State University College of Education

Jingjing Liu Named Holmes Scholar of the Month

By Leslie Ekpe

Congratulations to Jingjing Liu, Holmes Scholar of the Month. Liu is a Ph.D. candidate in the Educational Policy, Planning & Leadership Program with a concentration in higher education administration at the College of William & Mary. Her dissertation, titled “Faculty Involvement in Vertical Transfer: A Case Study of A Rural Community College,” explores the role of community college faculty in supporting transfer students. Liu’s research agenda focuses on the educational experiences of marginalized groups and social, cultural, and political contexts of learning in higher education.