During the virtual AACTE 2021 Annual Meeting, attendees are invited to join their peers at the Learning Lab session, Preparing Educators for Equitable Family, School, and Community Engagement on Thursday, February 25 from 3:45 – 4:45 p.m. AACTE member Gail Richmond of Michigan State University addresses this topic in the following thought leadership article.
Effective educators see themselves as more than just employees in a building. They consider themselves to be contributing members of a greater community. Educators do so much more than teach children academic lessons; they play a very important role in helping families and preparing young people to lead healthy and productive lives and to make their communities supportive and safe places to live. The more teachers know about the needs of their students, their families, and the communities in which they live, the more responsive they can be to those needs.
Powerful professional learning is the result of identifying and addressing relevant problems specific to individuals based on their own development and needs. Powerful professional learning also enables teachers to expand their perspectives and to refine their teaching strategies in order to be responsive to the students they educate, their family members, and the greater community.
This article originally appeared in the AACTE Journal of Teacher Education (JTE) and is co-authored by Gail Richmond, Christine Cho, H. Alix Gallagher, Ye He, and Emery Petchauery.
The unprecedented health crisis caused by the spread of the novel coronavirus has resulted in innumerable complications and challenges with respect to schooling in the United States and globally. With the closure of schools, parents and guardians and often older siblings have had to oversee the learning of younger, school-aged children. One consequence of what might be called “emergency teaching” or “crisis schooling” has been a recognition, largely by those thrust into such roles of how hard this oversight actually is and a call for more respect and recognition for classroom teachers. Most frequently, this call for recognition and respect has actually been in the form of a recommendation for higher pay. While such an expression of support is laudable, it once again reveals a lack of deep understanding on the part of the general public about the substantial and specialized knowledge and skills teachers need and the scope of their work as effective classroom educators.
While we have learned much about the specialized knowledge and skills that teachers must have to be effective (e.g., Phelps, 2009; Shulman, 1986), given how teaching and learning are unfolding during this COVID-19 “era,” there is much that we need to understand better about these processes (Richmond et al., 2020). At the time in which we are writing this editorial, two such examples include (a) the knowledge for online, face-to-face, or hybrid teaching and learning and (b) the cognitive, social, and emotional transitions for students (and for some, substantial trauma) to new learning platforms and different learning dynamics. There is also much to understand about the specific kinds of supports for students and for teachers that are necessary to maximize effective learning. Despite these needs, the novelty of the pandemic and the conditions students, educators, leaders, and scholars are living through call for a particular kind of pause. In this editorial, we (a) unpack this pause and the relationship to the production of academic scholarship, (b) direct scholars to the complexity of conditions unfolding during 2020–2021 academic years, and (c) encourage action-reflection as an integral part of the research process.
The editors of the Journal of Teacher Education (JTE) invite manuscripts for a special issue on historical and contemporary issues in teacher education. Manuscripts are due February 1, 2017, and the editors anticipate that the issue will be published later that year.
As is the case in many other fields, historical events and issues in education have the potential to inform contemporary ones, and it is clear that the field would benefit from attention to the connections between the past and present.
The editors of the Journal of Teacher Education are pleased to be organizing our annual major forum for AACTE’s 68th Annual Meeting. This year’s session, “Equity, Access, and the Digital Divide: Challenges for Teacher Education,” will be held Wednesday, February 24, 9:00-10:15 a.m. (Be sure to add it to your personal schedule in the Online Event Planner!)
Our goal is to bring together representatives of stakeholder institutions and organizations to discuss how AACTE members, working together, might effectively respond to the challenges teachers face in using technology to meet the needs of all students despite the inequities posed by the digital divide.
The events that recently took place at the University of Missouri are not isolated incidents. Sadly, they are only the most recent examples of a growing trend and reflect the injustices on campuses and in communities across the United States and worldwide. Rather than use this space to recapitulate these events, we instead consider how and why the field must be responsive to these injustices, how we should use these events to make decisions about instruction and about the culture we establish in our classrooms, and how we might use our scholarship to aid in the struggle for justice.
On one hand, acts of injustice seem incompatible with the culture of higher education—which is supposed to support rational thinking, human rights, and informed debate. Yet even at institutions of higher education, where most individuals consider themselves scholars, each of us carries with us experiences, prejudices, and perspectives that are not informed by scholarly work or debate. We cannot take the position that we are “above” the prejudices and stances which have long personal and sociological histories.
The editors of the Journal of Teacher Education (JTE) invite manuscripts for a special issue on preparation for teaching to changing standards (e.g., Common Core, Next Generation Science Standards, C3 Framework for Social Studies Standards). Manuscripts are due February 15, 2016.
The Common Core State Standards for mathematics and for English/language arts have been adopted by more than 40 states. Many states have either adopted or are considering the Next Generation Science Standards. The C3 Framework for Social Studies Standards was intended to provide guidance to states wishing to revise their standards.