Archive for February, 2024

How Howard University Spotlights Black History in Teacher Preparation

2024 Best Practice Award in Support of Global and International Perspectives Winner

Receiving the Best Practice Award in Support of Global and International Perspectives at the AACTE 2024 Annual Meeting was a complete honor. It was not lost on us, a historically black college and university (HBCU), that we received this acknowledgment for a program that celebrates and studies the lifestyles, cultures, histories, and lived experiences of those from the African diaspora during Black History Month.  

At Howard University, the study of Black history is not confined to one month, but Black History is woven throughout the programming, curricula, and the practices in our teacher education programs throughout the year. Our Elementary Education program ends with a culminating international experience where teacher candidates get to participate in a weeklong cultural immersion experience engaging in a breadth of activities and experiences that fully immerse them in the culture of the country. Our travel thus far has been to Cuba and Colombia (Cartagena, Cali, and Palenque). Palenque, the first free town in the Americas founded by those who fled slavery during Colonia times, always seems to be a favorite learning experience for the teacher candidates. The locations chosen have large populations of those with shared African heritage and where English is not their first language. While this international experience takes place in the Elementary Education program’s final semester, much of the learning and activities that happen throughout the time in the program have led to this final initiative.  

Looking Back and Moving Forward: Journey through AACTE’s History

This month, AACTE begins its 76th year by looking back and moving forward. In February 1948, AACTE held its founding meeting in Atlantic City, NJ, and adopted its constitution and bylaws. AACTE invites you to take a journey from then until now, with the “75 Years Leading a Profession” digital timeline.

Over the course of the last three-quarters of a century, the Association experienced “The Start of Something Big” and through the decades, it reshaped teacher preparation, became a driving influence in the field, navigated turbulence and shifts in the landscape, and so much more. These key moments —critical decisions, collaborations, and initiatives — are documented in the timeline with historical photos, notable quotes, significant publications, and important “did you know?” facts.

AACTE Celebrates Public Schools Week 2024 

AACTE is joining with the Learning First Alliance and partners nationwide to celebrate educators, students, and school communities during Public Schools Week 2024.  

This year’s week of events takes place from February 26 to March 1, 2024. Throughout the week — families, educators, and community members are encouraged to highlight the amazing things happening in their local public schools while expressing their support and advocacy for public education and all the benefits it provides children and families alike.  

“Public schools not only educate the minds of our future leaders but nurture the values of community, citizenship, and democracy that cultivate a society where every individual has the chance to thrive and contribute,” said AACTE President and CEO Lynn M. Gangone, Ed.D. “AACTE extends a happy Public Schools Week to our educator workforce that stands as pillars for the students who will one day become exemplary American citizens.” 

New Data Available in AACTE Research, Reports, and Briefs

Data Shows Positive Trends in Teacher Preparation

Since 2018, I have documented key trends in educator preparation in a series of reports for AACTE. Members can access these reports at aacte.org/resources/research-reports-and-briefs.

In these reports, I’ve shared a lot of negative information about declining participation in educator preparation during the 2010s.  So, when the U.S. Department released new data on the 2020-21 and 2021-22 academic years — the height of the COVID pandemic — I held my breath. 

I am so pleased to report that — in two new data updates released at the AACTE Annual Meeting last week — I have good news to share about several key indicators including the following: 

  • Enrollment in IHE-based teacher preparation programs leading to initial licensure 
  • Completions of these teacher preparation programs  
  • Degrees and certificates awarded in the field of education 

University of Arkansas College of Ed and Health Professions Students Gain Clinical Experience

Nursing, speech-language pathology, and occupational therapy students in the College of Education and Health Professions recently had the unique opportunity to work with children who have hearing loss at SPARK Day. 

The college collaborated with the non-profit Arkansas Hands and Voices, which supports parents and professionals who work with children with hearing loss regardless of their communication approach. 

SPARK — an acronym for Student Preparation to Care for ARkansas Kids — was partially funded through a WE CARE grant. The college’s future caring professionals gained clinical experience with this specialty population, a requirement of the American Speech-Language-Hearing Association for professional certification. The day also provided clinical training opportunities for those studying to be occupational therapists and nurses. 

Mississippi Ed Department Releases 2023-24 Educator Shortage Survey Results 

Results from the Mississippi Department of Education (MDE) 2023-24 Educator Shortage survey show there are 5,012 vacancies among teachers, administrators, and school support staff across the state, an increase of 24 compared to the 2022-23 school year. 

The survey was conducted by MDE’s Office of Teaching and Leading from August 4 – November 15, 2023 and had 100% voluntary participation from school districts. There were 5,503 vacancies reported in 2021-22 and 4,988 in 2022-23. 

Compared to last year, vacancies increased by 182 among teachers, by nine among K-12 licensed educators (library/media, counselors, and speech-language positions), and by 25 among administrators (principals and assistant principals). However, vacancies decreased by 192 among K-12 support staff such as teacher assistants, nurses, custodians, bus drivers, food service staff, and administrative assistants. 

U.S. Department of Education’s Office for Civil Rights Releases New Resources on Students with Disabilities 

The Department of Education’s Office for Civil Rights (OCR) released four new resources today with information for students, parents and families, and schools addressing the civil rights of students with disabilities, as well as a data snapshot about education access for students with disabilities drawn from OCR’s 2020-21 Civil Rights Data Collection (CRDC). 

OCR issued these new resources to inform students with disabilities, and their families and schools, about their legal rights under Section 504 of the Rehabilitation Act of 1973. Section 504 prohibits discrimination against students with disabilities by institutions that accept federal financial assistance, which includes almost all public schools and public and private institutions of higher education. 

“We issued these new resources to give students, including those with asthma, diabetes, food allergies, and GERD, as well as their families and schools, important tools to understand when and how they are protected by federal disability rights laws,” said Assistant Secretary for Civil Rights Catherine E. Lhamon. 

Austin Peay College of Education Emphasizes Collaboration During Spring Partnership Meeting

The power of partnerships is more than a talking point for Prentice Chandler, Ph.D., dean of the Eriksson College of Education at Austin Peay State University. These partnerships are elevated, celebrated, and taken seriously, and this attitude was fully apparent as the College of Education hosted its semiannual Partnership Advisory Council Meeting on February 15. 
 
“These two meetings that we have each year are some of the most important work in the college,” Chandler said. “We can do just about anything if we work together.” 

University-district partnerships are essential and have resulted in some of the college’s nationally recognized programs, including the Grow Your Own Teacher Residency. The Partnership Advisory Council is a collaborative effort that brings together Austin Peay faculty and staff with school district leaders and stakeholders from across Tennessee. These meetings allow the college to share updates on its programs and initiatives and gather feedback from partners to help guide improvements.  

Competency-Based Education & Teacher Education: Next Steps

An #AACTE24 Session Recap and Reflection

Attending the AACTE 2024 Annual Meeting Featured Session, “Competency-Based Education & Teacher Education: Next Steps” provided invaluable insights into reimagining traditional higher education models. The presenters compellingly reasoned how competency-based programs can bolster equity and accessibility by offering flexible, personalized pathways for a diverse range of learners (Patrick, 2021). Key highlights included the backward design process for developing competency-based curricula and the significance of authentic, performance-based assessments.

The session underscored how competency-based education fundamentally shifts the focus to actual student learning and the application of knowledge. As discussed, students progress by demonstrating mastery of real-world teaching competencies, rather than by accumulating seat time or credits (Klein, 2013). This mastery-based approach accommodates individual pacing and learning needs, thereby making teacher licensure more attainable for non-traditional students.

Celebrating Milestones in Education: A Look into the Latest Edition of the Journal of Teacher Education

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 Launches Inspiring Brand Refresh at 2024 Annual Meeting

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.

Grenot-Scheyer of California State University Assumes Role as AACTE Board Chair

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.”

U.S. Department of Education Releases 2023 Update to Equity Action Plan, Outlines New Commitments to Advance Equity 

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. 

AACTE’s NY State Affiliate Spotlights Student Voices for a Diversified Teacher Workforce in Upcoming Webinar

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.

 

 

Empowering Nevada Educators: The Impact of the Nevada STEM Co-Lab Project 

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.