Does your institution have a best practice that deserves national attention? Do you want to recognize the achievements of a colleague in the field? You still have time to nominate institutions and individuals for a 2023 AACTE Award. The deadline to apply is October 31, 2022.
Help AACTE To identify notable programs, practices, activities, writing, and research that strengthen the profession of teacher preparation through innovation, high standards, and leadership. Winning entries will be recognized formally at the 2023 Annual Meeting, February 24-26, in Indianapolis, IN.
Learn more about the 2023 AACTE Awards, eligibility, and criteria. AACTE invites nominations or applications for the following awards:
AACTE joins the Learning First Alliance (LFA) in celebrating Public Schools Week 2022, February 21 – 25, a time for administrators, teachers, specialists, teacher educators, parents, and school board members to participate in events and discuss the importance of public education.
As a partnering organization, AACTE recognizes that teachers, principals, and staff who serve in U.S. public schools are key to helping students succeed, especially in these extraordinary times and circumstances. With a focus on what educators have learned and what they are currently experiencing to rethink teaching and learning, this year’s Public Schools Week honors a commitment to school safety, equity, and engagement. AACTE invites members to take part in the week’s activities.
The Council of Chief State School Officers (CCSSO) has announced four exemplary educators from across the country as finalists for 2022 National Teacher of the Year, all of whom have been prepared for teacher education by AACTE member institutions:
AACTE is happy to introduce the newest additions to its national staff: Janae Blanscet, confidential executive assistant to the president & CEO; Christine Chirichella, director of marketing & public relations; and Krislyn Mossman, senior director of operations.
Janae Blanscet has over 25 years of experience as an executive assistant. She has supported multiple executives in various for-profit and non-profit industries. She also has 12 years of insurance experience and still retains her licenses. She specializes in organization, time management, streamlining processes, as well as problem solving and implementing solutions. She holds a Bachelor’s in political science with a minor in Russian history from the University of Colorado-Denver.
CNN’s Katie Lobosco recently reported on President’s Biden’s universal pre-K plan that would make preschool available and affordable for six million more children and the resulting challenge of hiring “tens of thousands” of new teachers. In referring to the teaching shortage, Lobosco writes, “The average number of college graduates who completed teacher preparation programs fell 24% between the 2009-10 and 2018-19 academic years, according to the American Association of Colleges for Teacher Education.”
In a recent Washington Post article, AACTE Dean in Residence Leslie Fenwick and two corporate CEOs explore the research that confirms early childhood education programs advance cognitive development and academic achievement that reduces the long-term attainment gaps and produces functioning, responsible adults. Moreover, the authors underscore the critical need to counter the current historic setbacks to high-quality child care—for working mothers and their families and for the U.S. economy at large.
Fenwick, along with Roger W. Crandall, chairman, president and CEO of MassMutual, and JD Chesloff, president and chief executive officer of the Massachusetts Business Roundtable, share a perspective that the business community has a critical role to play to make universal child care and Pre-K a reality.
The article focuses on three primary areas: an evolving American workforce and caregiver model, promoting economic growth and equity in education, and advocating for a solution.
To read the full article, “The business case for public investment in early-childhood programs,” visit the Washington Post website.
Phi Delta Kappan (PDK) recently released a special report about teacher workforce diversity, Building a more ethnoracially diverse teaching force: New directions in research, policy, and practice, guest edited by AACTE members Conra Gist (University of Houston) and Travis Bristol (University of California, Berkeley). The special report highlights the forthcoming Handbook of Research on Teachers of Color (AERA, 2022) by Gist and Bristol, featuring research by Black, Indigenous, and People of Color (BIPOC) educators on developing a more diverse teacher workforce.
The Kappan report provides brief overviews of the 11 domains of inquiry that are explored in greater length in the handbook by Gist and Bristol, along with a wide range of contributors. To bring Teachers of Color, Indigenous Teachers, and other educators into the conversation about how best to diversify the teaching profession, each domain pairs research briefs with teacher-written testimonies. The domains of inquiry include the following:
Ed Prep Matters is featuring a new series, “AACTE Teacher Stories,” to spotlight the experiences of K-12 educators who are attending or are alumni of AACTE member institutions. AACTE invites preservice and in-service school teachers to reflect on how they are applying the practices, frameworks, and strategies they acquired during their educator preparation program (EPP) studies to assure student success.
This series is an opportunity to showcase how EPP students successfully translate theory into practice. AACTE is currently seeking article submissions that address questions such as the following:
Last month, President Biden called for an unprecedented investment in his FY 22 budget proposal to begin to redress the chronic inequities in our nation’s education system. In a new playbook, the Partnership for the Future of Learning offers a set of high-impact strategies and examples for recruiting, preparing, developing, and retaining high-quality teachers and bringing greater racial, ethnic, and linguistic diversity to the profession.
The 152-page Teaching Profession Playbook was developed by the Learning Policy Institute and the Public Leadership Institute in collaboration with 26 organizations and five individual experts. The digital playbook includes examples of legislation; a curated list of publications, by topic, for further reading; a guide to talking about teacher shortages and strengthening the profession; and examples of research-based policies.
AACTE is delighted to introduce the newest additions to its national staff: Ana-Maria Gutierrez, manager, digital content and IT, and interns Ann Marie Wernick and Gaëlle Gilbert.
Ana-Maria Gutierrez has 20 years of experience working in strategic communications, technology applications, graphic design, and social media. In her last position, she worked in the Disabilities Studies and Services Center at Family Health International (formerly the Academy for Educational Development) serving as deputy director for several national projects funded by the U.S. Department of Education and Health and Human Services. Her career has been focused in the special education field, working primarily to promote the use of assistive technology (AT) to serve the needs of children and youth with disabilities. As the technical lead for a national AT information and training series of more than 100 webinars, she had contact with hundreds of special education teachers, pre-service teachers and post-secondary educators, which has provided her a unique perspective on the needs of educators as well as students.
AACTE is pleased to announce Bryan A. Brown’s Science in the City: Culturally Relevant STEM Education, as the recipient of the 2021 AACTE Outstanding Book Award. Brown is being presented with the award at today’s virtual AACTE 73rd Annual Meeting Awards Forum.
Science in the City: Culturally Relevant STEM Education, published by Harvard Education Press in 2019, examines how language and culture impact effective science teaching. In the book, Brown argues that teachers need to understand how cultural issues intersect with the fundamental principles of learning, and that science education can thrive if it is connected to students’ culture, backgrounds, identities, and language.
AACTE is pleased to announce that Teresa Foulger, Kevin Graziano, Denise Schmidt-Crawford and David Slykhuis are the recipients of the 2021 AACTE Edward C. Pomeroy Award for Outstanding Contributions to Teacher Education. The foursome are being recognized for the development of the Teacher Educator Technology Competencies (TETCs) and for their efforts to broadly disseminate the TETCs to teacher educators. The recipients are being presented with the award at today’s virtual AACTE 73rd Annual Meeting Awards Forum.
AACTE is pleased to announce the University of South Florida (USF) as the recipient of the 2021 AACTE Best Practice Award for Innovative Use of Technology. Ilene Berson, professor of early childhood at USF, is being presented with the award at today’s virtual AACTE 73rd Annual Meeting Awards Forum.
AACTE is pleased to announce Sarah “Mia” Obiwo as the recipient of the 2021 AACTE Outstanding Dissertation Award for “Bringing Clarity to the Construct: A Content Analysis of Disposition for Urban Teaching and Learning.” The author completed her dissertation for the Ph.D. at Georgia State University, and she currently serves as assistant professor of early childhood education at the University of Memphis. She is being presented with the award at today’s virtual AACTE 73rd Annual Meeting Awards Forum.
AACTE is pleased to announce authors of the article, “Rethinking High-Leverage Practices in Justice-Oriented Ways,” as the recipient of the 2021 AACTE Outstanding Journal of Teacher Education Article Award. Published in the September/October 2020 issue of the journal, the authors of the article, Angela Calabrese Barton of University of Michigan, Edna Tan of University of North Carolina at Greensboro, and Daniel J. Birmingham of Colorado State University are being presented with the award at today’s virtual AACTE 73rd Annual Meeting Awards Forum.
“There is much to admire and value about the scholarship that Calabrese Barton, Tan, and Birmingham report in this award-winning piece,” said Elizabeth Birr Moje, dean of the School of Education, University of Michigan. “Their ambitious pursuit of justice-oriented teaching practice, conducted in partnership with teachers, makes invaluable contributions to our understanding of how educators engage in socially transformative teaching.”