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Lynn M. Gangone

President and CEO, AACTE

AACTE Member Update: 2020 Annual Meeting Registration Deadline – January 24

 

Lynn M Gangone

Happy New Year! Today we celebrate the life and legacy of Dr. Martin Luther King, Jr. I encourage you take a moment today to reflect upon Dr. King’s work and consider what each of us can do to further his vision. AACTE is committed to keeping his dream alive by elevating social justice, equity, and diversity in education. 

Join us in Atlanta next month, as we work together to disrupt inequities at the 2020 Annual Meeting. Please take a few minutes to watch the above video and learn more about what the conference has to offer.

U.S. Department of Ed Reports Student Load Debt and Earnings of Education Majors

USDoE - College Scorecard

On November 21, the U.S. Department of Education announced that new data on federal student loan debt and earnings of recent graduates by institution, degree program, and field of study had been added to the College Scorecard consumer website. In addition, the Department of Education made these data available to the public at collegescorecard.ed.gov/data.

As a service to members, AACTE has excerpted the data on education graduates, along with documentation about the data, and provided instructions on how to search for your institution in this large database. Log in and access these resources.

The Department of Education Data suppressed results for smaller programs to safeguard the privacy of graduates. Our review of the data revealed that privacy suppression affects a considerable portion of the database. At larger institutions, data are only available for sizable programs and at smaller institutions, no information may be available. Despite this considerable limitation, AACTE is sharing these data because it is rare to have access to student loan debt and earnings information for recent graduates by field of study. 

To provide members with a much richer understanding of how students in education programs are paying for college—and the potential implications for recruiting students to become teachers—we are also preparing a new data brief that will be available at the upcoming Annual Meeting. This report is one in a series of briefs summarizing important data on our profession that we will be releasing early next year. More to come as the AACTE 2020 Annual Meeting approaches!

If you have questions about the College Scorecard data, please contact Jacqueline King at jking@aacte.org.

AACTE Gives Thanks for Our Members

Lynn M. GangoneThe AACTE National Office Staff and I wish you a peaceful holiday and are grateful for your active involvement in AACTE. In this video, I share updates about what’s happening in the Association as we near the end of the year, including the latest details on the 2019 AACTE Board of Directors Election. Remember to cast your vote by November 29.

Please take a moment to watch the video message below (or read the transcript) to discover how you can stay involved with AACTE this holiday season.

AACTE Member Update: Association’s New Strategic Priorities

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!

Immigration and Its Impact on American Schools

Lynn M. Gangone

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?

The Importance of Teacher Leaders

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 communications@aacte.org.

2019 PDK Poll Results and Their Meaning to Mindful and Meaningful Education

Dr. Lynn M. GagnoneWhile 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 Social Responsibility: What This Means to Informed Citizenry

Dr. Lynn M. GagnoneEducators 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.

The Social Responsibility of Educators

Lynn M. Gangone

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.

AACTE Welcomes New Dean in Residence to National Office

Leslie T. Fenwick, PhDI 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

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