Author Archive

Weade James

Senior Director, Development and Research

AACTE Welcomes New Holmes Scholars from UNLV and Austin Peay

The Holmes Program continues to grow! We are excited to welcome four new Holmes Scholars from the University of Nevada Las Vegas and Austin Peay State University. Learn more about the new scholars:

Adjoa Mensah is a doctoral student in Teaching and Learning with an emphasis on teacher education. She holds a bachelor’s in psychology from the University of Western Ontario, a M.Ed. from Daemen College, and a M.A. in French from the University of Kent. Her research interest focuses on the effective integration of technology for diverse learners in K-8 classrooms.

Last Call for Washington Week

We’re getting close to kick off for AACTE’s Washington Week, June 6 – 8! Join us in the nation’s capital for the first, in-person Washington Week since 2019.

We are excited to share our lineup of exemplary speakers, including DoE Deputy Secretary Cindy Marten. They will cover critical topics in education and teacher preparation, including censorship, teacher shortage, and educator diversity. View the full schedule here.

National Urban League VP to Speak at Washington Week

AACTE’s upcoming Washington Week conference will feature speakers from national civil rights and advocacy organizations who have sought to empower and increase educational access and opportunities for disenfranchised communities. One of these organization is the National Urban League. Founded in 1910, the National Urban League, also known as The League, is a historic civil rights organization whose mission is to help African-Americans and underserved communities achieve their highest true social parity, economic self- reliance, power, and civil rights. The League promotes economic empowerment through education and job training, housing and community development, workforce development, entrepreneurship, health, and quality of life. Through their signature education programs, The League strives to ensure that every child is ready for college, career, and life. 

Representing The League at the upcoming Washington Week conference is Horatio Blackman, vice president of education policy, advocacy, and engagement. Blackman’s work has focused on educational improvement, access, and opportunity for marginalized communities, specifically Black youth, utilizing data and evidence to support change efforts at the local, state, and national levels. Central in his practice is engaging communities in education improvement efforts. In his role at the National Urban League, Blackman leads the Equity & Excellence Project and related education policy and advocacy work.

Blackman joined the League after serving as an assistant professor in the College of Education and Human Development and a research associate with the Center for Research in Education and Social Policy at the University of Delaware. Blackman is an expert in connecting evidence to policy, practice, all with a focus on supporting the needs of historically underserved communities. He is a graduate of Cornell University and the University of Pennsylvania’s Graduate School of Education.

Register today for AACTE’s Washington Week conference.

Perspectives of Faculty, Teacher Candidates, and Teachers on EPP Entrance Exams

Teacher working with student at his desk.Performance assessments that serve as a gateway to teacher preparation programs (i.e., Praxis Core, similar state-developed assessments) are intended to measure students’ basic skills in reading, writing, and mathematics. While these skills have no correlation to a candidate’s ability to be successful in a preparation program or relationship to effective teaching, many states require educator preparation programs (EPPs) to ascribe to the use of entrance assessments as a perquisite for program admissions.

The AACTE Consortium for Research-Based and Equitable Assessments (CREA) is examining how cut scores are being set for these assessments and its impact on aspiring teachers and the teacher-of-color pipeline. In its recent infographic, The Impact of Program Entrance Assessments on Aspiring Teachers and the Teacher of Color Pipeline,  AACTE highlights key themes and findings from focus groups held with in-service teachers, teacher candidates of color at various institutions, and faculty of historically black colleges and universities (HBCUs).

AACTE and UFLI Invite Participation in Science of Reading Focus Group

Teacher reading to a group of young studentsAACTE in partnership with the University of Florida Literacy Institute (UFLI) invites faculty and in-service teachers to share their experiences relating to literacy development and effective reading instruction. In 2019, 35% of grade 4 and 34% of grade 8 students scored at or above proficient on the National Assessment of Educational Progress (NAEP), a decline since 2017.  The longstanding reading achievement gap has been further exacerbated by the COVID-19 pandemic, leading to a growing number of states sounding the alarm on solutions to increase literacy development and reading proficiency in students.

AACTE Introduces 2022-23 Holmes Council

2022-23 Holmes Council

AACTE would like to congratulate newly elected officers of the Holmes Scholars Council. The Council members are elected by the general Holmes student body. As a service entity, the Council coordinates events to promote scholar engagement, and shares ideas and scholar needs with AACTE to ensure that our Holmes programming is relevant and impactful.

AACTE Announces Holmes Dissertation Funding Competition Awardees

Holmes Dissertation Funding Winners

The AACTE Holmes Program Dissertation Funding Competition, sponsored by the Council for Academic Deans for Research Education Institutions (CADREI), Teacher Education Council of State Colleges and Universities (TECSCU), Association of Independent Liberal Arts Colleges for Teacher Education (AILACTE), National Association of Holmes Scholars Alumni (NAHSA), and AACTE was held during the recent Holmes Preconference at the 74th AACTE Annual Meeting in New Orleans. The Holmes Program provides mentorship, professional development, and a supportive peer network to racially and ethnically diverse students who are pursuing graduate degrees in education. The purpose of the dissertation competition is to support Holmes Program participants’ dissertation research expenses, which are essential to the completion of their doctoral studies. These expenses vary and may include travel for ethnographic field work, specialized software, research assistance, transcription costs, and other research-related expenditures.

AACTE Welcomes New Holmes Scholars

The AACTE Holmes Program continues to grow with diverse scholars who are engaged in innovative and impactful research in the education field. AACTE is excited to welcome three new scholars from the University of North Texas and Lehigh University. Congratulations to these new scholars on being selected to join the Holmes Program: Zutella Holmes, Mohammad Bahadori Fallah, and Devon Carter.

AACTE Partners with TCU to Launch Holmes Post-Doctoral Fellowship

TCU - AACTE Holmes Scholars logo

AACTE, in partnership with Texas Christian University (TCU), is pleased to announce a new Holmes post-doctoral fellowship opportunity. TCU is seeking a DEI Scholar Fellow in the Educational Leadership Higher Education Leadership program designed to support teaching and research efforts. The DEI Scholar Fellow will receive culturally relevant supports from the Holmes Program at AACT. Launched in 1991, the Holmes Program provides mentorship, peer support and professional development to master’s, doctoral and post-doctoral scholars who self-identify as racially and ethnically diverse and are pursuing a program of study in education. The selected fellow will engage in shared learning experiences alongside 200 active Holmes Scholars from across the country and will benefit from an alumni network of 700+ faculty, deans and leaders in education.

AACTE’s Consortium for Research-Based and Equitable Assessments Needs You

Marketing segmentation, target market, target audience, customers care, customer relationship management (CRM), human resources recruit and customer analysis concepts, bokeh in background.The Consortium for Research-Based and Equitable Assessments (CREA) is seeking your help to recruit teacher candidates, teachers, and faculty for its upcoming focus groups. The Consortium, which is comprised of educator preparation programs (EPPs) and state and local education agency representatives across 14 states, is examining the processes and considerations that states use to determine cut scores for entrance (i.e., Praxis Core) and teacher licensure examinations.

Through data collection of key stakeholders, analysis of trends and policies, and shared learning, the Consortium will produce recommendations and guidelines to establish equitable criteria for setting qualifying scores and model state policies that promote equity and diversity in the profession.

Congressman Mondaire Jones Will Speak to Holmes Scholars at AACTE’s Washington Week

Mondaire JonesAACTE is excited to announce Congressman Mondaire Jones will participate in its 2021 Washington Week virtual conference Holmes Program. Representative Jones serves on the House Committee on Education and Labor. He is a champion of public education and understands that a quality education leads to intergenerational mobility.  

About Rep. Mondaire Jones

Congressman Jones is serving his first term as the Congressman from New York’s 17th District, encompassing all of Rockland County and parts of central and northern Westchester County.

A product of East Ramapo public schools, Rep. Jones was raised in Section 8 housing and on food stamps in the Village of Spring Valley by a single mother who worked multiple jobs to provide for their family.

AACTE Welcomes New Holmes Scholars

The AACTE Holmes Program continues to expand to support new scholars in their academic pursuit. We are pleased to welcome Ava Jackson, Holmes Post-doctoral Fellow at Boston University, and Elizabeth León Zaragoza, Holmes doctoral student at University of Nevada Las Vegas, to the Holmes community. Congratulations to these scholars and their institutions for their commitment to promoting excellence and success of diverse scholars.

Connect with AACTE Holmes Scholars at Washington Week

This year’s Washington Week virtual conference is quickly approaching, and we have exciting events planned for AACTE members – including participants of the Holmes Program. Holmes Scholars are encouraged to participate in the Holmes Policy Institute (September 8 – 9) and Holmes Advanced Policy Short Course (September 14-15) during Washington Week. These events will focus on policy solutions to address systemic barriers that impede on the academic achievement of diverse students.

Some confirmed speakers include Jessica Cardichon, assistant deputy secretary, office of planning, evaluation, and policy development at the U.S. Department of Education; Erica McCray, co-Ddrector of the Collaboration for Effective Educator Development, Accountability, and Reform (CEEDAR) Center; Michael Brady, professor and chair at Florida Atlantic University; Amanda Lewis, director for research on race and public policy at the University of Illinois – Chicago; Amy Wells, professor at Columbia Teacher’s College, and Genevieve Siegel-Hawley, associate professor at Virginia Commonwealth University.

COVID and Beyond: An Eye Toward High Expectations for Quality Teaching

Addressing the needs of new teachers affected by the twin crises.

Teacher working with young students

Over the past year, COVID-19 created an uncertain landscape that deeply impacted our nation’s educational systems. Compounding the effects of the pandemic, another crisis emerged—racial injustice. These twin crises together have generated new obstacles and exacerbated those that have long been a concern of the educator community. As we reopen schools and return to in-class instruction, teachers face unprecedented challenges toward “getting back to normal,” including safety concerns, the need to address learning loss, and the social and emotional well-being of their students—a daunting undertaking for even the most experienced teacher.

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