Rebecca Kantor, Ed.D., dean of the School of Education and Human Development (SEHD) at the University of Colorado Denver (CU Denver) passed away from a terminal illness in late April of 2021.
AACTE President and CEO Lynn M. Gangone, says, “Through our many walks together at CADREI, I developed a deeper understanding of and admiration for her passion to the profession. She was an exemplary leader for educator preparation, both within the state of Colorado and nationally, and leaves behind a lasting legacy of excellence through the innumerable lives she touched, mentored, and impacted.”
Teacher Appreciation Week: May 3-7, 2021
Each year, the National Parent Teacher Association (PTA), in partnership with Office Depot and Office Max, celebrates educators. The theme, #ThankATeacher, invites all Americans to take time to honor the service teachers provide. Now more than ever, it is critical to recognize the difficult and sometimes at-risk work teachers face in the classroom during the health pandemic. Schools across the country face teacher shortages so this week’s celebration conveys an important message that teachers matter.This year’s #ThankATeacher activities include collecting imagery for scrapbooking to encourage students and parents to remember all the good from educators this year. The National PTA asks participants to share on social media platforms, including Facebook, Twitter, and Instagram, hashtags and resources from the toolkit available on their website. All of the resources within the toolkit are available in English and Spanish.
AACTE is excited to welcome the inaugural Holmes Scholars at Indiana University Bloomington. The cohort of nine students are pursuing doctorate degrees in education with concentrations in teacher education, higher education and curriculum studies, and special education. Led by Carl Darnell, associate dean of diversity, equity and inclusion, and Alexander Cuenca, assistant professor, the IU Holmes Program demonstrates IU’s commitment to supporting racially diverse students in higher education.
Below are excerpts from the Indiana University Bloomington School of Education website.
Loukisha Anderson is a doctoral student studying higher education and student affairs at IU. She received her master’s degree in educational psychology, with a concentration in human development from Ball State University. She is currently an associate instructor, supporting the student development and retention of Hudson & Holland Scholars. Some of Anderson’s research interest include traditionally underrepresented students’ retention, persistence, and success, mentoring experiences of Black women in higher education, and wellness experiences of Black women pursuing higher education at predominantly white institutions (PWIs).
The professional journal for teacher education, Phi Delta Kappan recently published an article about the effects of COVID-19 on teacher education programs, delving deeper into the under reporting of these programs’ struggles caused by the pandemic. The article references AACTE’s two-part member survey that chief representatives of its member institutions responded to about how the twin crises of COVID-19 and racial injustice had affected their educator preparation programs and how they have responded to these crises. The results were included in a report by Jacqueline King released in February.
Authors Kathryn Choate, Dan Goldhaber, and Roddy Theobald underscore that one of the most relevant issues facing educator preparation programs is the cut in clinical practice available to teacher candidates. To help move these students journeys forward, several states have passed emergency legislation relaxing teacher certificate requirements. The article cites AACTE’s Member Survey to re-enforce the changes happening within these programs—namely the 188 educator preparation programs (across 47 states) that have transitioned, at least partly, to a remote learning environment in Spring 2020.
AACTE was recently cited in the New York Times article, “As Pandemic Upends Teaching, Fewer Students Want to Pursue It,’ published in the weekend digital and print edition. NYT writer Emma Goldberg highlights AACTE’s findings from its member survey and includes quotes from Board members Marvin Lynn and Marquita Grenot-Scheyer, David Chard from AACTE-member institution Boston University Wheelock School of Education, as well as students from two other AACTE member institutions.
The article references AACTE’s two-part member survey that chief representatives of its member institutions responded to about how the twin crises of COVID-19 and racial injustice had affected their educator preparation programs and how they have responded to these crises. The results were included in a report by Jacqueline King released in February.
During the Washington Post Live’s webinar, “U.S. Higher Education: Rethinking the Possibilities,” AACTE’s Dean in Residence Leslie Fenwick, dean emeritus of Howard University School of Education, was interviewed by Eugene Scott as the first of the two guests. The interview was comprised of questions covering different facets of the education space including policy, diversity, student loans, and the pandemic.
The first question addressed President Joe Biden and what Fenwick believed should be his top priority in regard to education policy. Fenwick response focused on embracing a new and more diverse student population both in the workforce and higher education. She delved into specifics of the increasing majority of non-White students in public schools beginning in 2018 and continuing on an upward trajectory.
The Opening Keynote session at the virtual AACTE 73rd Annual Meeting included five speakers, each addressing the theme, “Policy and Practice for a Post-Pandemic World.” The keynote presenters were Jack Reed, Alma Adams, Karen Marrongelle, Leslie Fenwick and Elizabeth Warren.
AACTE President and CEO Lynn M. Gangone and Edthena CEO Adam Gheller opened the Keynote session with insight about AACTE resources. Gangone talked in depth about the COVID-19 resource hub that AACTE made available through its website, and the state policy tracker map. A tool that helps teachers identify certification and policies in their respective states. Gheller stressed the importance of video observation in today’s educational climate, and how Edthena is helping 20 AACTE Member institutions with a grant to implement its use.
There are several great reasons for starting an online community, like the continuous learning it offers participants and the sense of pride in being part of a group. For members of AACTE, the new online community it is about connecting members, building meaningful relationships, and engaging in critical conversations with each other, Board members and staff. That is why the virtual AACTE 2021 Annual Meeting was a perfect initial launching point for AACTE Connect360.
Through the online community, attendees responded to different threads in the “73rd Annual Meeting” community group. The “Introduce Yourself” thread was a popular choice for new users, allowing others on the platform to learn a little bit more about them and sharing the best piece of advice they received from a mentor or colleague.