As the realm of education continues to evolve, it is essential to pause and reflect on the milestones that have shaped the landscape of teaching and learning. The newest edition of Journal of Teacher Education (JTE 75.1) offers a profound opportunity to do just that.
At the forefront of this edition is an editorial penned by AACTE President and CEO Lynn M. Gangone, Ed.D., and AACTE Dean in Residence Leslie T. Fenwick, Ph.D.
AACTE (American Association of Colleges for Teacher Education) unveiled a transformative brand refresh at its 2024 Annual Meeting in Aurora/Denver, Colo., on Feb. 16. The comprehensive update signifies a new era in educator preparation, and Phase I of AACTE’s rebranding. With a modernized logo and an inspiring tagline, AACTE reinforces its position as the leading voice in educator preparation and its charge to stay at the forefront of progressing the field.
The new logo stands as the centerpiece of AACTE’s brand refresh, a symbol of the organization’s vision for educator preparation and its role in shaping the future of education. Moving from the old logo to this new design, AACTE signifies a journey towards what’s possible — for the Association, for educator preparation, and importantly, for each student and educator in the nation’s—and world’s—classrooms.
AACTE (American Association of Colleges of Teacher Education) welcomes Marquita Grenot-Scheyer, Ph.D., into her role as the 2024-25 chair of the AACTE Board of Directors.
For the next year, Grenot-Scheyer will serve alongside AACTE President and CEO Lynn M. Gangone, Ed.D., in supporting education advocacy and innovation, strategic priorities of AACTE.
“Accepting the role of chair of the board of directors at AACTE is not merely an honor; it is a commitment to championing excellence in educator preparation,” Grenot-Scheyer said. “My goal is to navigate the currents of change with grace, to amplify educator voices, and to support our work towards a future where every educator is empowered to support student success and be an agent for positive change in the lives of our nation’s PK-12 students.”
The U.S. Department of Education (Department) released its 2023 Update to its Equity Action Plan, in coordination with the Biden-Harris Administration’s whole-of-government equity agenda. This Equity Action Plan is part of the Department’s efforts to implement the president’s executive order on “Further Advancing Racial Equity and Support for Underserved Communities Through The Federal Government,” which reaffirmed the Administration’s commitment to deliver equity and build an America in which all can participate, prosper, and reach their full potential.
The Department believes that our nation’s future is brighter when we provide every student and every community with equitable access to an academically rigorous, well-rounded education in a safe and inclusive school. We are answering President Biden’s call to prioritize equity across government by working intentionally to ensure our policies, grants, and programs address longstanding disparities in education still faced by underserved students, families, and communities.
The robust support from AACTE’s state affiliates bolsters our unified advocacy endeavors, fostering the exchange of invaluable experience and expertise. In addition, it opens doors to diverse professional development opportunities for our members. With great enthusiasm, we are delighted to announce an upcoming development opportunity, accessible to all, presented by our New York Chapter.
The New York Association of Colleges for Teacher Education (NYACTE) will host a webinar on February 28, 2024, to highlight student perspectives regarding the current status of education and the racial diversity gap among teachers in New York. Students enrolled in educator preparation programs in New York, as well as those associated with the My Brother’s Keeper Teacher Opportunity Corps (TOC II) and AACTE Holmes Masters programs, will impart their perspectives and personal experiences with the current state of education. You will also develop an awareness and admiration for the importance of programs like TOC II and Holmes in helping to eliminate obstacles to workforce diversity.
Register for this webinar online.
As more Nevada teachers join the workforce to shape and educate the youth in the state, and as technology continues to advance, it is important to build confidence in educators who teach STEM. Enter the Nevada STEM Co-Lab Project.
A collaborative partnership between the University of Nevada Las Vegas (UNLV) College of Education and Center for Mathematics, Science, and Engineering; the Desert Research Institute (DRI); and the National Institute for the Advancement of Education — the Nevada STEM Co-Lab project aims to bridge formal and informal education in Nevada communities by providing access to curriculum-centered STEM activities and training for educators.
“This project has been a nice collaboration between UNLV and DRI. It was a successful partnership and is paving the way for additional proposals and ongoing collaboration,” said Hasan Deniz, a science education professor in the Department of Teaching and Learning.
The project comes from a congressionally directed STEM grant with three important parts. “The overall grant was to support the development of the STEM Co-Lab, or the technology learning space in our Las Vegas DRI campus, as well as the development of 16 new Green Boxes covering kindergarten through fifth grade,” said Emily McDonald-Williams, STEM Education program manager for DRI.
Amidst the growing interest in artificial intelligence (AI) tools like ChatGPT, it is essential to understand how P-12 and post-secondary students, teachers, and school administrators perceive and utilize these technologies (ISTE, 2023). A July 2023 survey indicated that a majority of students, parents, and teachers viewed AI tools favorably (Impact Research, 2023b). However, the specific ways in which students engage with AI tools and their perceptions remain underexplored.
To address this gap, Saginaw Valley State University has developed surveys to collect undergraduate pre-service teachers, graduate in-service teachers, and school administrators’ perceptions and experiences with AI tools. The surveys were modeled after and will be compared to a similar survey of students in grades 10 through 12 (Schiel, Bobek, & Schnieders, 2023). The surveys delve into various aspects of AI in education, including usage patterns, the impact of AI tools on creativity and academic performance, and attitudes toward their integration into the school environment. By gathering insights directly from educator preparation program (EPP) students, we aim to better support their educational journey and inform educational practices.
The U.S. Department of Education (Department) today released a FAFSA College Support Strategy to provide additional personnel, funding, resources, and technology to help schools and students complete the better FAFSA form and to help colleges prepare to process student records as quickly and accurately as possible. The Department’s top priority is to ensure students can access the maximum financial aid possible to help them pursue their higher education goals and bring college within reach for more Americans. Since the new 2024–25 FAFSA form became available on December 30, more than 3.6 million forms have been successfully submitted.
The Department’s FAFSA College Support Strategy includes the following:
- Deploying federal personnel and expertise to help colleges prepare and process financial aid forms
- Directing funding for technical assistance and support for under-resourced colleges
- Releasing tools to help colleges prepare to quickly and accurately process student records and deliver financial aid packages
Get ready to embark on a journey that will transform how you approach teacher preparation. The upcoming AACTE 2024 Annual Meeting is set to feature a hands-on exploration of ATLAS, an online video library by the National Board for Professional Teaching Standards. In this AACTE Learning Lab, participants will uncover the multitude of ways ATLAS is being utilized by educator preparation programs (EPPs) to enhance teacher candidates’ exposure to effective teaching and cultivate their reflective abilities.
Higher education is going through a seismic change — traditional methods are crumbling as the value proposition is increasingly questioned in our public discourse. Student needs are changing, while the ways education and work are delivered are transforming.
Howard Teibel, president of Teibel Education Consulting, will deliver the closing keynote of the AACTE 2024 Annual Meeting on February 18 from 12:00 to 1:30 p.m. to explore cultivating resiliency as change is at the forefront in educator preparation programs across the nation.
Teibel will pose the questions: What skills enable emotional resiliency that allow us to lead this kind of change effort? How can we best orient faculty, deans, and their colleagues to focus and build this shared commitment?
2024 is off to an exciting start with the addition of new Holmes Scholars from Ohio University, Bowie State University, and Fresno State. Join us in welcoming these new scholars to our vibrant community at the upcoming 2024 Holmes Preconference in Aurora/Denver, CO.
Congratulations to Linzy Andre, the distinguished Holmes Scholar of the Month for February 2024. Andre (she/her/hers) is currently pursuing her Ph.D. in counseling & counselor education at Syracuse University. Originally hailing from Brooklyn, NY, she completed her undergraduate studies in psychology at Hunter College, followed by her master’s in mental health counseling.
Andre’s research focuses on the lived experiences of students of color within counseling. She specializes in various areas, including but not limited to issues of client, student, and educator diversity in counseling. Her captivating dissertation, “Becoming a Counselor: Narratives from Black Women Counselors about Healing Wounds,” provides a unique perspective as it is written from the standpoint of a fellow Black woman counselor who has dedicated a decade to this field.
Congratulations to Paris C. Pruitt, the distinguished Holmes Scholar of the Month for January 2024. Pruitt (she/her/they) is a Black feminist counselor educator and advocate for Black girls. A National Certified Counselor and licensed professional school counselor in both Maryland and Connecticut, Pruitt centers her research around supporting the academic, social/emotional, and career needs of Black girls to educate school counselors and community partners.
Pruitt has worked as a professional school counselor in Maryland and Connecticut. In 2016, she founded the non-profit “Imprint Initiative, Inc”, which provides scholarships, mentoring programs, and workshops, to help students discover their passions and define success for themselves. Upholding her principles of service as a member of Zeta Phi Beta Sorority, Inc., Pruitt was named “Activist of the Year” by the University of Connecticut’s chapter of the NAACP in 2019 and awarded the Community Service Award from the Phi Delta Zeta Chapter of Zeta Phi Beta.
We are thrilled to extend a warm invitation to all participants of the AACTE 2024 Annual Meeting to join us for a pivotal Learning Lab, “Developing Equity-Centered Principals.” In the pursuit of excellence in education, understanding and addressing issues of equity are paramount. This session, scheduled for Saturday, February 17, 2024, from 9:00 a.m. to 10:00 a.m. MST, promises to be a transformative experience for educators, administrators, and anyone passionate about creating inclusive learning environments.
Listen to Episode 2 of Preparing and Sustaining School Principals
AACTE’s newest podcast, AACTE PRESENTS: Preparing & Sustaining School Principals, shines a spotlight on the unsung heroes of schools and universities – our principals and the people who make them. As the leading voice in educator preparation, we engage in candid conversations with researchers, faculty, practitioners, and scholars to explore what makes an effective PK-12 school leader and how to prepare them.
In this episode, we delve into principal pipelines, a key factor in ensuring schools are staffed with collaborative, effective leadership. Building on insights from Wallace’s Principal Pipeline Learning Community in 2019, where 84 school districts collaborated, this episode’s guests explore the approaches, opportunities, and challenges identified in the latest Wallace knowledge, a Principal Pipeline Sustainability Guide developed by Policy Study Associates.