Lynn M. Gangone
President and CEO, AACTE
Last month, the AACTE Board of Directors approved the Association’s new strategic priorities. Along with our new vision, mission, and core values, these priorities will guide AACTE’s work. Our values of diversity, equity, and inclusion; inquiry and innovation; and quality and impact will permeate all of our initiatives. Please take a few minutes to watch the video (or read the transcript) to learn more.
AACTE collaborates with its members and partners to revolutionize education for all learners. Learn more at aacte.org. And stay tuned for our November Board of Directors elections!
P.S. Secure your spot for AACTE’s 2020 Annual Meeting at the early bird rate by October 30!
America is a country of immigrants. Through each wave of immigration, our public schools incorporate immigrant children into the fabric of our country. Our public schools serve as a cultural incubator to aid and nurture acceptance of diversity. Our local classrooms should be a microcosm of a global demographic. We, as educators, need to harness that belief for our teachers and the students they teach and guide.
How do America’s immigration challenges impact schools?
The challenge is that there are undocumented students entering U.S. schools, colleges, and universities who were not given the option to decide for themselves whether they wanted to come to this country. They have been incorporated into society, but are affected by current practices that impact their safety and security. It is projected that by the year 2040, one in every three children in the United States will grow up in an immigrant household (Suárez-Orozco, Suárez-Orozco, & Todorova, 2008). It begs the question: How do we work with those students?
Educators, school support staff, and service providers are often the first individuals in whom a student and/or family confides and reveals that they are undocumented. Recent efforts to identify undocumented parents and children in the United States challenge public schools in their efforts to meet the needs of all children residing within their school districts. Public schools are often embroiled in politically and legally sensitive situations, in which they must balance their responsibilities to serve immigrant and undocumented children, while meeting the expectations of local authorities to identify undocumented individuals.
What role do educators play in supporting immigrant children and their families?
Earlier this week, I published an article about the recent PDK Poll results, which depict teachers’ opinions and the realities of what is happening in our public schools. In the face of challenging times, AACTE members remain committed to educating students to become teachers, as well as change agents, wherever they serve. Our work includes developing teacher leaders to be role models and mentors so they can affect the change we need in our schools and communities.
Please take a few minutes to watch the video below (or read the transcript) and discover more about AACTE’s work to promote teacher leaders. We would like to hear from you! I invite you to share how your educator preparation program is working to produce teacher leaders. Email us at email@example.com.
While serving on this year’s (Phi Delta Kappan) PDK Poll Advisory Board, I listened and collaborated with scores of thought leaders in the education ecosystem—The National Education Association, The Learning Policy Institute, The Learning First Alliance, The Gay, Lesbian and Straight Education Network, among others. We determined what approaches to take to quantify, understand, and disseminate the vast amount of information and data garnered from this extremely worthwhile and useful poll. We discussed the results and how they could be utilized to advance 21st century classrooms, its students, and those who lead them.
What is the importance of the PDK Poll?
This year’s PDK Poll was entitled, “Frustration in The Schools: Teachers Speak Out on Pay, Funding, and Feeling Valued.” The new release is one of several polls PDK has conducted to examine opinions on public education for more than 50 years. The poll, according to PDK, is “a steady reflection of U.S. opinion about public education.” Its results are meaningful because they offer an annual review of one of the most important parts of our society—public schools, and focuses on of some our nation’s most crucial people—teachers. The poll measures opinions on the value of a public-school education and its teachers while giving us a sense of how our schools are supported, or more importantly, how they are not supported. It gives us a hypothetical picture of what the future of the educational world might hold and enlightens us about current issues from the perspective of the public. It informs and helps us contemplate how students are changing and what we, as educators, need to do to support and foster
Educators and students are facing unprecedented times. The challenges both students and their teachers confront today vastly affects the efficacy of even the best educator’s efforts to create and foster students’ zeal for learning and to contribute to the society they will one day shape. Yet, educators must stay committed to fulfilling their social responsibility now more than ever before.
What Should Social Responsibility Look Like in the Teaching Profession?
This varies from educator to educator, so the answer to this question is complicated and multi-faceted.
Education is about opening minds, creating new knowledge. It is an expansive endeavor. In theory, education should provide us with the understanding and capacity of what it means to be a citizen of this nation and the world. Our nation’s founders understood the importance of an educated citizenry. Today, I believe that we need educators to support both a students’ academic development and citizen development.
As today’s leaders in educator preparation, we must address the persistent problems and inequities of access, discrimination, and bias that plague our schools and communities. It has long been the work of educators to embrace their social responsibility and instill in children the importance of making a difference in the world. We must continue to tackle social justice issues, including the underrepresentation of culturally and linguistically diverse populations among educators. Please take a few minutes to watch the video below (or read the transcript) to learn how you can engage with AACTE to promote the social responsibility of educators.
I am excited to welcome Leslie T. Fenwick, Ph.D. who will serve as the first AACTE dean in residence at the National Office beginning this month. I invite you to join me in welcoming her to the AACTE team as we enhance our services to meet the current needs of deans leading colleges of education. Leslie is dean emeritus of the Howard University School of Education and a tenured professor of educational policy and leadership. In a short interview, she took time to share her perspectives about her new role by providing responses to the following questions.
What is your vision for the new role as the AACTE dean in residence?
I’m so invigorated by AACTE’s new vision statement to collaborate with its members and partners to revolutionize education for all learners. What a gift to be part of AACTE as it launches in this direction at this particular time, when our PK-12 public schools are the most diverse the nation has ever seen. What will it take to revolutionize education for this new generation of students who are more likely to be bilingual, kids of color, and from families experiencing
I am excited to report that the AACTE Board of Directors approved a new Strategic Plan framework during their meeting in Washington, DC last month. Our Board adopted new vision and mission statements that are bold, innovative, and will facilitate building the Association’s overall strategic plan. Please take a few minutes to watch the video above (or read the transcript) to learn more about your Association’s new direction.
AACTE is committed to elevating education and educator preparation through research, professional practice, advocacy, and collaboration. Be a part of our exciting work by actively engaging in our efforts. Learn more about AACTE’s initiatives and how to get involved by visiting aacte.org.
This article by President and CEO Lynn M. Gangone was originally published in the “Empowering Our Educators” supplement to USA Today and on the Education and Career News website. The article and photo are reprinted with permission.
Effective educators are developed, not born. Their preparation begins in colleges and schools of education and persists through the professional development during their careers. As the needs of student learners evolve, so too must our development of educators.
This month, AACTE members, colleagues, and students converged on our nation’s capital and made their voices heard during AACTE’s Washington Week events. From increasing teacher diversity to a renewed respect for the profession, attendees promoted educator preparation and pushed for their representatives’ support in making education the center of American values. Please take a few minutes to watch the video above (or read the transcript) to receive an update on AACTE’s advocacy efforts on your behalf.
Rest assured, AACTE tackles policy issues not only during our annual advocacy week but also throughout the year to continually move forward our legislative agenda. Stay connected to AACTE for up-to-the-minute information on policies and legislation by visiting aacte.org.