Archive for August, 2023

Alliant University and San Diego Unified Partner Through TEACH-LEAD Program

Alliant International University and San Diego Unified School District (SDUSD) have partnered through SDUSD’s TEACH-LEAD program in order to support aspiring teachers on their educational journey. With both institutions dedicated to equity in education, representation in the classroom, and providing the support that teachers need both in education and practice, the partnership was a natural step toward shared impact.

TEACH-LEAD San Diego (TLSD) is San Diego Unified’s latest endeavor focused on eliminating barriers that hold future educators back from pursuing their goals. The new program offers both financial and personalized pathway resources to individuals beginning or continuing their journey towards a career as a teacher. TEACH-LEAD San Diego is the district’s new “grow your own” teacher pipeline program, dedicated to supporting individuals in becoming teachers in their local communities.

Thomas More School of Education Launches First Dyslexia Institute

Photo by Justin Merriman

A truly one-of-a-kind initiative, Thomas More University’s School of Education launches the commonwealth’s first Dyslexia Institute. The institute supports students and the greater community through sharing resources that are intentionally designed to promote awareness and create change by highlighting the dyslexic profile. Fully understanding the impact of dyslexia enables parents, teachers, and employers to ensure dyslexic children and adults have the support needed to thrive. Programming through the institute includes assessment clinics, teacher training, direct family support, and more.

“Thomas More is the first university in the commonwealth to have a dyslexia-specific resource for our students and our community,” explains Kayla Steltenkamp, Ph.D., assistant professor in the School of Education. Steltenkamp is a renowned expert in the field of literacy and dyslexia and leads the new initiative. “The Thomas More University Dyslexia Institute is a preeminent source in Kentucky to disseminate the latest research, share practical resources with the community, and to transform the instruction and intervention for all dyslexic children and adults,” adds Steltenkamp.

Charles Barnes Named July Holmes Scholar of the Month

Congratulations to Charles A. Barnes, II Holmes Scholar of the Month for July 2023!

Barnes holds a bachelor’s degree in Political Science from Rowan University-Glassboro (RU) and a Juris Doctorate from Rutgers University School of Law-Camden. He returned to Rowan to pursue a Ph.D. in Urban and Diverse Learning Environments. His area of research focuses on the intersectionality of social identities and related systems of oppression, discrimination, or domination as it relates to LGBTQIA+ communities.

Last Call: Submit Your AACTE Awards Applications by Sept. 1

It’s time you are recognized for your exceptional achievements in educational preparation. AACTE invites you to showcase your outstanding contributions and best practices (or nominate a deserving colleague!) for the 2024 AACTE Awards.

Don’t miss out on this opportunity. Applications are due by September 1.

Start preparing your submission today and get ready to be celebrated at the 2024 Annual Meeting in Denver/Aurora, Colorado during this highly coveted awards ceremony.

NJACTE Calls for Proposals: 6th Annual New Jersey Convening for Diversifying the Teacher Workforce

Sponsored by the New Jersey Association for Colleges of Teacher Education (NJACTE), in partnership with the State of New Jersey Department of Education (NJDOE), the 6th Annual New Jersey Convening for Diversifying the Teacher Workforce is a conversation among educational stakeholders aimed at creating and sustaining an educator workforce reflective of the cultural and linguistic diversity of New Jersey students.

This year’s theme is Retaining a Diverse Workforce: Teachers are Talking. Are You Listening?

Week 1 – Virtual Session on October 17 from 4:00 to 5:15 p.m. (EST)

Week 2 – Virtual Session on October 24 from 4:00 to 5:15 p.m. (EST)

Week 3 – In-Person Session at Georgian Court University on November 2 from 8:30 am to 2:00 p.m.

Wisconsin School District Employs New Approach to Address Teacher Shortage

The “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.

As I have long been reporting, school districts across America are in the midst of a staffing crisis as students across the country return to classrooms for the start of the school year. Several states and districts have turned to long-term or day-to-day substitutes often with little or no teacher training at all to fill vacancies. This week, the Milwaukee Public School District (MSD) announced that in order to address staffing shortages, the district has turned to hiring upwards of 200 teachers from 17 different counties for the new school year. 

A representative from the district spoke about the need for a different approach on recruitment saying in part, “As the shortage became national, everybody was short on teachers; we started to look where we could bring teachers from.”

TSU Alumni Take the Lead in Shaping Young Minds as Educators, While Filling Shortage

This article was originally published by Tennessee State University Newsroom.

For Tennessee State University alumna Sa’Mariah Harding, teaching isn’t just about the subject at hand but molding the minds of future leaders. Harding graduated from TSU in spring 2023 and serves as a 9th and 10th-grade honors geometry teacher.

“I always knew I wanted to teach high school math,” said the former Miss TSU, Harding, who currently works as an educator at Valor College Prep in Nashville.

Amid the ongoing nationwide teacher shortage, Tennessee State University continues to produce and nurture the next generation of educators who College of Education faculty believe will shape generations to come.

A New High-touch, Low-tech Approach to Summer Learning is Increasing Student engagement in West Philadelphia

A member of a classroom team works with a group of students in the summer program at Henry C. Lea Elementary in West Philadelphia. The format of the Netter Center and Penn GSE collaboration was transformed this year to better individualize it for students. (Photos by Joe McFetridge)

This article was originally published by Penn GSE News.

For the last six weeks, Henry C. Lea Elementary in West Philadelphia has been humming with excitement and energy as students joyfully engage with interesting, colorful educational content. The activity is part of a joint pilot led by the Barbara and Edward Netter Center for Community Partnerships and Penn GSE, which has kids from kindergarten to third grade engrossed, immersed, and learning.

“The last two years [gave] us a lot of information about what works and what doesn’t. Really listening to the teachers and being creative about how instructional teams could be built for closer support of kids were really at the heart of this new model,” said Caroline Watts, a senior lecturer, and director of Penn GSE’s Office of School and Community Engagement (OSCE).

Although this is the third summer of the Netter Center and Penn GSE collaboration, the program is being considered a pilot. That’s because this year, the learning model was radically altered. Instead of 45-minute blocks modeled to be like regular classes, students now cycle through stations within the classroom and work through smaller, more gamified tasks.

KSU Profiles its AACTE Award-Winning Innovative Use of Technology

In March 2023, AACTE awarded the 2024 Best Practice Award for the Innovative Use of Technology to Kansas State University. In this article, Debbie Mercer, dean, provides a summary of the university’s award-winning body of work.

AACTE is currently accepting nominations for the 2024 Best Practice Award for the Innovative Use of Technology The deadline is September 1. Learn more and submit an entry. 

Kansas State University’s College of Education (COE) has developed a significant body of work leveraging technologies for innovative remote learning opportunities. Through the use of telepresence robots in conjunction with more conventional remote communications platforms, the COE has developed an integrated body of teaching, research, and service activities that engage teacher education candidates, teachers, faculty, and students in bold new initiatives that build a vision for 21st-century learning and engagement on the traditional strengths of the institution. From remote field experiences that bring teacher education candidates to high-need rural schools, to international service-learning opportunities, to fully remote teaching internships, these initiatives are both sustainable and scalable.

A New Opportunity for Candidates to Observe Classrooms with ATLAS

As faculty return to campus to prepare for the year, we know a major part of that is planning robust classroom observation experiences for candidates. ATLAS (Accomplished Teaching, Learning and Schools®) is a video library that provides video cases and analysis tools of accomplished teaching practices indexed to common teaching and learning frameworks across various classroom settings. Observations with ATLAS are made even more valuable because they include insights into behind-the-scenes instructional decision-making. 

Having worked with NBTPS to elevate ATLAS as a tool during the pandemic and seeing how member institutions like Eastern Michigan University and Kansas State University continue to integrate the platform to enhance their programs, AACTE is excited to offer a discount for this tool through the end of the year. AACTE has partnered with the National Board of Professional Teaching Standards, Inc. (‘NBPTS’ or ‘The National Board’) to offer individual and institutional access to ATLAS at a reduced cost for AACTE members who are new subscribers.

In the States: Is Florida Department of Education Minimizing the Staffing Crisis?

The “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.

As the school year begins, teacher vacancies across the state of Florida are a top concern; yet the Florida Department of Education and the Florida Education Association are at odds over whose data is more reflective of the reality. In a press release issued by Florida’s Department of Education (FDOE) last week, the state’s Commissioner of Education, Manny Diaz, touted a near 10% decrease in teacher vacancy slots at the beginning of the new school year versus one year ago. As reported by FDOE, the state currently has roughly 4,776 open teaching positions — an 8% decrease in the number of teacher vacancies reported at the same time last school year. But Florida’s Education Association (FEA), the state’s largest teacher’s union, says that those numbers simply are not accurate. Last week, the FEA reported that nearly 7,000 teaching positions remained vacant at the beginning of the school year. In a statement, a representative from the FEA said:

“Now is not the time to sugarcoat or downplay the teacher and staff shortage. It’s bad, and kids are losing out. The Florida Department of Education can do its best to minimize the staffing crisis facing Florida’s public schools, but the truth is in the numbers. We stand by FEA’s August 7 count of vacancies listed on school districts’ websites, just as we stand by the counts we have conducted over the past several years. Due to low pay and a divisive political climate of fear and intimidation, the teacher, and staff shortage has gone from bad to worse under the DeSantis administration.”

The Florida teacher vacancy numbers from both the FDOE and FEA do not include the number of teachers across the state who are underqualified.

Nominate Your Work in Support of Global Diversity or Multicultural Education

Submit Your Entry in the 2024 AACTE Awards Program by Sept. 1

It’s awards season at AACTE, and all AACTE members are invited to submit entries. The AACTE Awards Program recognizes both member institutions and individuals who have made significant contributions to the field of educator preparation. In identifying notable programs, practices, activities, writing, and research, these awards encourage all member institutions to strengthen the profession of teacher preparation through innovation, high standards, and leadership.

Global education advocates are encouraged to apply at for the following awards by September 1:

Defining Global Literacies: Pathways for Engaging and Transforming Our World

This blog article is part of the Global Education Faculty PLC Professional Development Series, sponsored by the Longview Foundation. The writing series aims to elevate the perspectives of international scholars, including teacher educators, graduate students, and alike, to offer insights into how educator preparation programs (EPPs) can integrate intercultural understanding within their programs. AACTE members interested in participating in the series should contact Brooke Evans at

Note: The AACTE Call for Awards is open for the 2024 Best Practice Award in Support of Global and International Perspectives, which recognizes exemplary practice in the intercultural, global, cross-cultural, and international arenas, and the 2024 Best Practice Award in Support of Multicultural Education and Diversity that recognizes the infusion of diversity throughout all components of a school, college, or department of education (SCDE) as critical to quality educator preparation and professional development. If you wish to apply for one of these awards, please visit Applications must be received by September 1, 2023.

In response to a continuously changing and connected world, our new book published by Routledge, Critical Perspectives on Global Literacies: Bridging Research and Practice, explores research, theory and practice in the field of global literacies.  We synthesized current research to derive our four-dimensional definition of global literacies, which we argue are literacies needed to learn and communicate in, about, with, and for an interdependent world, including:

  • Literacy as a human right in all nations around the world
  • Critical reading and creation of multimodal texts about global issues
  • Intercultural communication with globally diverse others; and
  • Transformative action for positive change that traverses borders.

Register Today: 2023 Institute of Education Sciences Mathematics Summit

In October 2022, the Nation’s Report Card revealed that fourth- and eighth-grade students assessed in the 2021-22 school year experienced the largest declines in mathematics performance in the program’s history. These national declines in achievement on the National Assessment of Educational Progress (NAEP) highlight the unprecedented learning crisis that has followed the COVID-19 pandemic. Even before the pandemic, gaps in the mathematics achievement of students with the highest and lowest performance were already widening.

On the afternoons of September 12, 19, and 26, 2023, national, state, and local leaders — along with educators, researchers, policymakers, and instructional experts — will convene to explore efforts to address this crisis. The three-day summit will be led by the U.S. Department of Education’s National Center for Education Statistics (NCES) and the Institute of Education Sciences (IES). The Council of Chief State School Officers (CCSSO); the Council of the Great City Schools (CGCS); the National Assessment Governing Board (NAGB); the National Science Foundation (NSF); and the White House Office of Science and Technology Policy have contributed to the design and planning for the Summit.

SDSU APIDA Center Director Aims to Transform K-12 Education with Comprehensive Asian American History Curriculum

Virginia Loh-Hagan is involved in the Asian American Education Project, which offers resources to teach and learn often overlooked history of Asian Americans. (Aaron Burgin/SDSU)

This article was originally published by the San Diego State University News Center

On campus, Virginia Loh-Hagan is known as an educator and an advocate who impacts scores of students as director of SDSU’s Asian Pacific Islander and Desi-American (APIDA) Center.

Beyond the walls of San Diego State, Loh-Hagan’s combined passions for education and Asian American advocacy could impact millions of America’s youngest learners. 

She is the co-executive director and curriculum director of The Asian American Education Project (AAEdu), which creates and provides curriculum and professional development for K-12 schools — offering a more comprehensive and accurate look at APIDA history.