The Holmes Program continues to expand with exceptional graduate students and future education leaders. We are proud to welcome new scholars from Boston University, University of Florida, University of North Florida, and George Mason University to the Holmes community.
We are excited to welcome four outstanding scholars to the Holmes Community. Please join us in welcoming Jordana Simmons (Rowan University), Zhan Shi (Texas Christian University), Denise Mugabe (Texas Christian University), and Monica Manzur (Texas Christian University).
AACTE will host its annual Holmes Program Research and Dissertation Retreat in Boca Raton, FL on November 9 – 10. The event, co-sponsored by the PNC Foundation and Florida Atlantic University, is AACTE’s annual flagship event to advance research and scholarship of graduate students of color who are pursuing doctorate degrees in education.
The National Association for Family, School, and Community Engagement (NAFSCE) is seeking proposals from educator preparation programs and their school and community partners to take part in the Family Engagement Educator Preparation Innovation Project.
AACTE is excited to announce that registration is now open for the 2022 Holmes Research and Dissertation Retreat! The event will take place November 9 -10, 8:30 a.m. – 4:30 p.m. on both days at the campus of Florida Atlantic University in Boca Raton, FL.
To improve data collection, scholar support and alumni relations, AACTE has instituted these new Holmes Program forms for institutions and scholars: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.
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.
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.
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 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 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.
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.
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, 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.
