Sets the Stage for Educator Workforce Policy and Practice
AACTE President and CEO Dr. Lynn M. Gangone recently addressed a cohort of Hunt Kean Leadership Fellows during a policy discussion titled, “Setting the Stage: Educator Workforce Policy and Practice.” The discussion was part of the second in-person session for the Cohort 9 Fellows. Gangone was joined by Dr. Melody Schopp, former chief state school officer of South Dakota, in examining how the teaching profession has changed over time, the advocacy and political influence of educators, and major issues facing the workforce.
A program of the Hunt-Kean Institute, the Leadership Fellows program partners with senior-level political leaders to be effective, equity-minded education policymakers at the state level. Named for two former renowned education governors, Jim Hunt (D-NC) and Tom Kean (R-NJ), the national, nonpartisan Fellowship launched in the fall of 2014. The current group of high-ranking elected state officials that make up Cohort 9 have committed themselves to a nine-month immersion in the full education continuum.
During the moderated session, Gangone shed light on the developments AACTE members are undertaking to address the needs of the educator workforce, sharing three specific examples: 1) embracing competency-based education at the undergraduate level, 2) offering higher education-based alternative certifications and 3) debunking the one teacher-one classroom model as addressed by AACTE member-institution Mary Lou Fulton Teachers College at Arizona State University.
To honor the outstanding efforts and contributions in this vital field, AACTE proudly presents the AACTE Awards Program, which acknowledges both member institutions and individuals who have made significant strides in the realm of educator preparation.
AACTE is thrilled to recognize and celebrate excellence in education and educator preparation. Check out last year’s AACTE Awardees and read about their 2023 winning entries. If you are an educator, a program administrator, a researcher, or a passionate advocate for education, we invite you to nominate yourself, your institution, or your colleague for a 2024 AACTE Award:
Don’t miss out on the final opportunity to submit proposals for the 2024 Annual Meeting or to submit entries for the 2024 James D. Anderson Outstanding Dissertation Award. Both submissions are due by Friday, August 11.
AACTE has extended the Call for 2024 Annual Meeting proposals, and will accept submissions through Friday, August 11, 11:59 p.m. PT. AACTE is inviting proposals that align with this year’s theme “Ascending New Heights: Propelling the Profession into the Future,” and address one of five strands:
- Strand I: Advancing Innovation and Impact
- Strand II: Resilient Leadership During Unprecedented Times
- Strand III: Education Policy and Advocacy in an Era of Inequity
- Strand IV: Deepening the Impact of Education Research and Research to Practice
- Strand V: Prioritizing Diversity, Equity, and Inclusion
To have your bold, innovative idea considered for inclusion at next year’s Annual Meeting, view the Proposal Guidelines and submit your entry before the August 11 deadline
AACTE President and CEO Lynn M. Gangone, Ed.D., CAE, represented the association alongside state and national leaders to unveil the National Guideline Standards (NGS) for K-12 Teaching Apprenticeships released today at a briefing hosted by the U.S. Department of Education and U.S. Department of Labor.
Federal, state, and local workforce and education leaders gathered to set a benchmark for high-quality teaching apprenticeship programs in August 2022. This initiative, launched by First Lady Dr. Jill Biden at the White House in collaboration with the U.S. Departments of Education and Labor, tasked leaders to develop comprehensive guidelines for high-quality educator apprenticeships. One year later, at today’s event, the Department of Labor announced the approval of the NGS, the culmination of an effort led by the Pathways Alliance through a working group co-chaired by Jacqueline King, Ph.D., of AACTE and representatives from Deans for Impact and National Center for Grow Your Own. These guidelines are a framework for states creating a registered apprenticeship program for K-12 teachers, outlining the requirements and responsibilities apprenticeship programs must fulfill.
As the deadline for 2024 Annual Meeting proposals approaches, AACTE invites diverse voices from both the higher education and PK-12 communities to submit a proposal for consideration in the 2024 Annual Meeting program. AACTE strongly encourages doctoral students pursuing an Ed.D. or Ph.D. to share their perspective on addressing current issues and providing innovative ways to approach that which has yet to be considered in educator preparation.
Individuals from all educational fields are invited to bring their research and practice to the Annual Meeting that aligns with this year’s theme: Ascending New Height: Propelling the Profession into the Future.
The “Strengthening Educator Preparation: Addressing Needs and Exploring Innovative Solutions” congressional briefing organized by AACTE, University of Northern Iowa (UNI), and American Association of State Colleges and Universities (AASCU), took place today, Tuesday, July 18, on Capitol Hill. The briefing brought together a group of university presidents and deans, all AACTE members, from around the country for a candid conversation on issues impacting educator preparation and innovative solutions.
The issue summary provided to briefing participants stated, “the educational profession is in crisis.” The summary outlined the following four legislative actions necessary to address the crisis:
- Removing financial barriers to entering the education profession
- Updating and expanding the Teacher Quality Partnership Grant Program
- Reauthorizing the Augustus F. Hawkins Centers of Excellence Program
- Increasing Capacity of Educator Preparation Programs
AACTE invites you to step into a more influential role and help shape the content at the 2024 Annual Meeting. The deadline is fast approaching. Apply to be a reviewer by July 21.
By becoming a reviewer of Annual Meeting proposals in this highly selective process, your service to the field will be celebrated and shared with peers and educational leaders.
- Sharpen your skills: Stay at the forefront of educational innovation and enhance the quality of your writing, teaching, and research.
- Bolster your portfolio: Acquire service to enhance your assessment for tenure and promotion by demonstrating your commitment to advancing the field.
- Increase your influence: Receive a certificate of appreciation, highlighting your expertise and dedication to the field.
Service as a reviewer of Annual Meeting proposals is open to doctoral students and faculty. And don’t forget, you can still submit an Annual Meeting proposal, even while serving as a reviewer.
Have you or do you know someone who recently completed a doctoral dissertation related to educator preparation? Now is the time to submit entries for the AACTE 2024 James D. Anderson Outstanding Dissertation Award. The deadline for submission is July 28.
This award recognizes excellence in doctoral dissertation research (or its equivalent) that contributes to the knowledge base of educator preparation or of teaching and learning with implications for educator preparation.
Overseen by AACTE’s Committee on Research and Dissemination, the award includes a $1,000 cash prize as well as special recognition at AACTE’s Annual Meeting in Aurora/Denver, CO, February 16 – 18, 2024.
The 2023 Leadership Academy is not just another leadership program — it’s a transformative experience that will:
- Enhance leadership skills;
- Address current issues; and
- Build a professional peer network.
Join a professional network of deans, chairs, and heads of education preparation programs who have already registered. Secure your spot at this must-attend event for higher education leaders and register before Friday, July 14.
: Denver, CO
: July 30 – August 4
With all the summer activities and vacation breaks, AACTE understands that you may not have gotten around to registering for the 2023 Leadership Academy, so we have extended the registration deadline to Friday, July 14.
The Leadership Academy is an exclusive opportunity for deans, chairs, and heads of education preparation programs to connect with each other. Join your peers and be part of strategic conversations to elevate the work you are doing at your institution.
The Supreme Court’s recent decision to deny student loan debt relief to as many as 40 million low- and middle-income Americans will have many adverse personal, economic, and social consequences. One of those consequences will be to exacerbate the nation’s shortage of PK-12 educators. By making it less affordable to become or remain a teacher, principal, or other education professional, this decision will impede our ability to build the diverse, highly qualified educator workforce that our nation’s children need and deserve.
Student loan debt plays a significant role in shaping the education workforce. Concern about compensation—including being able to repay student loans—is the most commonly cited factor dissuading young people from choosing teaching as a career. AACTE (American Association of Colleges for Teacher Education) has documented that, because teachers earn less than other college-educated workers, even comparatively modest levels of student loan debt are difficult to afford. This problem is particularly acute for students of color, and so these students are far less likely to choose education as a career compared with better compensated fields such as business or healthcare. Moreover, current educators who were counting on debt relief will now be forced to leave education for better paying jobs and those who had hoped to advance in their careers by pursuing graduate education will be unable to do so.
Since its founding in 1948, AACTE (American Association of Colleges for Teacher Education) has been committed to advancing the field of educator preparation and ensuring that those preparing to be teachers, principals, and other professional educators represent the diversity of the children they educate. Today’s Supreme Court of the United States decision in Students for Fair Admissions, Inc. v. President and Fellows of Harvard University is contrary to our collective efforts to build an educator workforce that is diverse and representative.
Diversity in the college student population is important to recruiting a cadre of teachers, principals, and other education professionals who reflect the diversity of the K-12 student population. Today, 79% of public school teachers identify as white while the majority of public school students are students of color.
Are you registered for the 2023 Leadership Academy?
You still have time to reserve your seat alongside other higher education thought leaders to expand your network of supportive colleagues and peers and develop strategies together.
Hear more about this exciting opportunity from AACTE Board Chair Monika Williams Shealey, new dean of the College of Education and Human Development at Temple University and a proud Leadership Academy Alumna.
Submit your Proposal by July 18
Do you want to feature your work at AACTE’s 2024 Annual Meeting at the Gaylord Rockies in Denver, CO, being held February 16 – 18? This year’s theme is Ascending New Heights: Propelling the Profession into the Future; therefore, we are looking for proposals that share perspectives on addressing current issues and providing innovative ways to approach that which has yet to be considered in educator preparation. Before you submit, watch the Tips for Submitting a Successful Proposal Video in which Roben Daubler, veteran member of AACTE’s Committee on Meeting and Professional Development, provides advice that can help ensure your proposal is selected.
Proposals are due July 18.