AACTE Responds to Coronavirus
In recent interviews, AACTE Director of Marketing and Communications Jerrica Thurman met with six members of the AACTE Board of Directors to discuss how they are managing their university’s response to COVID-19. The interview participants were Patricia Alvarez-McHatton, Marquita Grenot-Scheyer, Robert Floden, Dale-Elizabeth Pehrsson, Carine Feyten, and Monika Shealey.
All participants were asked, what words of advice or lessons learned would you share with other university leaders or college deans about what you have experienced so far in your crisis response planning for the coronavirus? Here’s what they had to say:
Executive Vice President for Academic Affairs
University of Texas, Rio Grande Valley
“We have our academic affairs leadership team in which we bring all the chairs, directors, and deans together on a monthly basis. It just so happened, fortuitously, that our March meeting was scheduled prior to when this all began. We placed participants in heterogeneous groups and had them respond to five guiding questions about things to think about should this situation materialize as it has. I think it brought people together. It generated an awakening and understanding of the things that we need to think about. We were able to learn from each other. It became clear that first and foremost we need to empower and have faith in our faculty’s ability to do what needs to be done.
AACTE continues to seek opportunities to support its members in navigating through the unprecedented educational challenges the coronavirus has caused. It is exciting to discover how AACTE members are exploring innovative pathways and solutions to the complex problems and are eager to share with the educator preparation community. Next week, AACTE and Old Dominion University will co-sponsor a 60-minute webinar featuring education faculty advising world nations on COVID-19, Wednesday, April 15 from 2:00 – 3:00 p.m. The webinar is open to all AACTE members.
AACTE Responds to COVID-19
AACTE is committed to providing opportunities for its members to connect virtually during the coronavirus. One of the several initiatives the Association recently launched to support members in this outbreak is the opportunity to share their stories with the educator preparation community. In fact, AACTE has a dedicated section for “Member Voices” on its new online COVID-19 Resource Hub.
AACTE is currently accepting article submissions from members that address questions such as: What lessons have you learned during the crisis response planning process for your institution? What innovations are your programs using to adapt to the needs of your faculty, staff and students? How has the impact of the coronavirus helped you enhance as an education leader?
Article submissions should also address education topics related to the following categories:
The AACTE 2020 Annual Meeting Opening keynote speaker Robin DiAngelo, associate professor of education at the University of Washington, is widely recognized for her research in critical discourse analysis and whiteness studies. In her address, she explored how to implement strategic, intentional anti-racist actions to interrupt the system of racism in education. Her message aligns with AACTE’s core value of diversity, equity, and inclusion an integral part of AACTE’s strategic plan for 2020-23.
“The status quo of this society is racism; it is not an aberration, it’s the norm. All of our institutions effectively and efficiently reproduce racial inequality and schools are the bellies of the beast,” said DiAngelo. She noted that the concept examining the dominant culture is consistently left off the table in the conversation when discussing race issues. These discussions tend to focus on learning about other racial groups.
During her talk, she emphasized the need to decenter “whiteness” by naming it and exposing it, explaining that there is a white worldview, a white frame of reference that allowed her to move through the world from a white experience. DiAngelo shared, “Being white, I was not raised to see myself in racial terms” She reasoned that as a white person, “when we talk about race it’s about their race not mine.” She acknowledged the complexities of racism and the inability to understand every nuance. “But it’s on me to get that information, not on people of color to hand it to us.”
AACTE has chosen an article by Amy Rector-Aranda, Ph.D. of Texas A&M University, the recipient of the 2020 AACTE Outstanding Journal of Teacher Education Article Award. Her article, “Critically Compassionate Intellectualism in Teacher Education: The Contributions of Relational-Cultural Theory,” was published in the September/October 2019 issue of the journal and will be recognized formally with the award at the AACTE 72nd Annual Meeting, February 28 – March 1, in Atlanta, GA.
In the article, Rector‐Aranda explores how the critically compassionate intellectualism framework might translate as a framework for teacher education. Educational theorists Cammarota and Romero describe critically compassionate intellectualism (CCI) as a trilogy of critical pedagogy, authentic caring, and social‐justice oriented curriculum used to lift up previously disempowered Latinx youth. Because the compassion element in CCI is understudied in teacher education, yet crucial to the success of the framework as a whole, Rector‐Aranda applies the tents of Relational‐Cultural Theory (RCT) to enhance understandings of this component. Based in feminist theories of psychosocial and moral development, RCT expands the original framework to account for varied experiences of privilege and vulnerability when applying CCI to teacher education while retaining core emphases on relationships, empathy, and associate aspects of authentic caring. This study makes a conceptual contribution by offering an integrated framework for teacher education.
AACTE is delighted to announce Christina Restrepo Nazar, Ph.D. as the recipient of the 2020 AACTE Outstanding Dissertation Award for Youth as Teacher Educators: Supporting Preservice Teachers in the Developing Youth Centered, Equity-Oriented Science Teaching Practices. The author completed her dissertation for the Ph.D. at Michigan State University College of Education. She currently serves as assistant professor of K-12 science education in the Charter College of Education at California State University Los Angeles. She will be recognized formally with the award at the AACTE 72nd Annual Meeting, February 28 – March 1, in Atlanta, GA.
In her dissertation, Restrepo Nazar conducted three separate, but interrelated studies that examine the ways preservice teachers (PSTs) generatively developed youth-centered, equity-oriented pedagogical imaginaries in their methods courses and how they enacted these practice(s) in their field experiences. The purpose of this dissertation is to understand how and in what ways a science methods course can support PSTs in the critical uptake of youth (and community) knowledge(s) and practice(s) and how classroom communities in the field can shift/shape these enactments. In this work, Restrepo Nazar foregrounds youth counternarratives of the culture of power in science as a critical part of learning to teach science for PSTs—a study that has never been done before.
AACTE’s Committee on Professional Preparation and Accountability has selected Anthony Bryk, Ph.D., as the recipient of the 2020 AACTE David G. Imig Award for Distinguished Achievement in Teacher Education. Bryk is the ninth president of the Carnegie Foundation for the Advancement of Teaching, and will be recognized formally with the award at the AACTE 72nd Annual Meeting, February 28 – March 1, in Atlanta, GA.
In his current role, Bryk leads work to strengthen the research and development infrastructure for improving teaching and learning. From 2004 until assuming Carnegie’s presidency in September 2008, Bryk held the Spencer Chair in Organizational Studies in the School of Education and the Graduate School of Business at Stanford University. His main areas of expertise are school organization, education reform, and educational statistics. His early work in educational statistics contributed to the development of Hierarchical Linear Models that has transformed statistical applications across a broad array of fields in the social and behavioral sciences.
AACTE member institution University of North Carolina at Charlotte (UNC Charlotte) Cato College of Education is working to address the shortage of special education teachers through a new recruitment initiative. Its department of special education and child development received a grant to produce a video to recruit future special educators to the university. Led by Christopher O’Brien, associate professor and special education undergraduate program director, the production features faculty, students, and alumni of the special education teacher preparation program.
The special education program at UNC Charlotte’s Cato College of Education prepares teacher candidates to
Join AACTE and your professional community in Atlanta as we advance the Association’s new vision to revolutionize education for all learners. During the 2020 Annual Meeting, you will have the opportunity to learn more about the recently approved AACTE Core Values in concurrent sessions highlighting key areas.
AACTE will leverage the collective knowledge and experience of leading experts on ways to progress the Association’s strategic direction in these robust sessions:
AACTE’s DEI Video on The Importance of Culturally Relevant Teaching
Ed Prep Matters features the “Revolutionizing Education” column to spotlight the many ways AACTE, member institutions, and partners are pioneering leading-edge research, models, strategies and programs that focus on the three core values outlined in the current AACTE strategic plan: Diversity, Equity, and Inclusion; Quality and impact; and Inquiry and Innovation.
The next segment of the AACTE Diversity, Equity and Inclusion video series features AACTE’s strategic priority to advocate for high-quality educator preparation. Equitable access to education for students from all cultures requires teachers to use knowledge, frame of references, and performance styles of ethnically diverse students to make learning more relevant and effective to them. In AACTE’s DEI video, “The Importance of Culturally Relevant Teaching,” leading educators discuss a teaching pedagogy that affirms students’ differences and diversity.