In 2017-18, North Carolina reported 1,618 teacher vacancies. Those represented classrooms that were without a teacher at worst or were without a properly trained teacher at best. At the same time, enrollment in the UNC system’s schools of education has dropped 30% since 2010.
Across the country, teacher shortages are affecting public education. In Oklahoma, the state has issued 3,000 emergency teacher certifications which allow people to begin teaching without education coursework, classroom experience or passing state certification exams. Data collected by the Oklahoma Association of Colleges for Teacher Education shows that emergency-certified teachers are rated lower and leave teaching at a higher rate. We do not want to see this troubling trend happen in North Carolina.
UNC system teacher graduates make up the bulk (37%) of teachers in N.C. public schools. UNC system teacher graduates are more likely to return in years 2-5, showing a commitment to the public schools of N.C. And UNC system science and math teacher graduates outperform teachers prepared in other ways.
In the coming months the East Carolina University College of Education will continue to showcase how we prepare our graduates to be the best in their chosen fields
On September 20, the University of South Carolina hosted “Dreaming Beyond Graduation,” an event where Holmes Scholars Ayan Mitra, Lydia Carnesale, Priscila Costa, and Shelby Gonzales participated in various capacities. The event was sponsored by Richland One School District (R1) and the University of South Carolina (UofSC). The College of Education, through the Office of Diversity, Equity, and Inclusion, organized the event in partnership with the International Students Service, Admissions Office, the University Visitor Center, and Russell House University Union.
The Teacher Diversity Research Award is presented by the AACTE Diversified Teacher Workforce (DTW) Topical Action Group (TAG) for outstanding research and advocacy related to various policies, practices, programs, pedagogies, systems, and/or institutions for the purpose of advancing teacher diversity. The research leadership embodied by the recipient of this award reflects the DTW TAG’s mission and goals and advances our current understanding of how to diversify our teacher workforce to enhance educational opportunities for all students. Recipients of this award have published articles, books, and /or created professional development services or products that function as tools and resources to help facilitate teacher education programs, leaders, and/or policymakers in strategic planning and project implementation that actualize the goal of creating a diverse teacher workforce in the 21st century. In addition, recipients of this award will evidence a service-minded disposition toward addressing teacher diversity in research and practice through their leadership and participation in the local community, school, and/or grassroots service efforts.
In recognition and honor of this important work, the recipient of this award will receive a $1,000 honorarium and be invited to give a featured research talk at our 2020 DTW Institute at the 2020 AACTE Annual Meeting in Atlanta, GA. Also, the recipient of the award must participate in the 2020 DTW Teacher Diversity Research Award Selection Committee and /or contribute to the planning of the 2021 DTW Institute.
In order to nominate someone (self-nominations accepted) for the DTW Teacher Diversity Research Award, email the following documents with “Teacher Diversity Research Award” as the subject line to Marvin Lynn at firstname.lastname@example.org by December 15, 2019:
Congratulations to Claudine McLaren Turner, Holmes Scholar of the Month for October 2019! Turner is a Ph.D. candidate and a Holmes Scholar at the University of Central Florida. Her research interest resides in teaching in higher education, and is currently investigating professional access and equity in higher education.
Turner’s published works have examined the experiences of former foster care youth and Black male professionals in institutions of higher education, as well as institutional diversity initiatives in postsecondary education. Most recently, she completed the final revision of a co-authored book chapter titled “Still Lifting as We Climb: Sisters of the Academy on Being Queen Mothers.” The book is scheduled for publication in fall 2019.
The American Association of Colleges for Teacher Education (AACTE) publicly announced today their new strategic plan effective through 2023. The plan reflects the Association’s ongoing commitment to high-quality educator preparation while leveraging opportunities to be forward thinking in addressing challenges that come from an ever-changing educational landscape.
“It positions AACTE to truly revolutionize educator preparation,” said Kim Metcalf, chair of the AACTE Board of Directors and dean of the college of education at the University of Nevada Las Vegas. “It provides AACTE members support and encouragement to be innovative in ways that address not just today’s needs in our local communities, but the needs that those communities will have in years to come.”
As educators, protecting and nurturing the health and well-being of our nation’s most precious investment—our youth—is always top of mind. Safeguarding their welfare and creating supportive learning ecosystems should be national priorities. Unfortunately, no one piece of legislation, no one initiative, no one activist, or caring teacher can bring that umbrella of safety to every student, everywhere, all the time. What we need to be talking about openly and often across the nation is prevention: training, learning, and preparing. This begins at the federal level with funding to equip our state and local leaders with the tools necessary to create and foster a safe and balanced learning environment for all students.
There are classrooms and schools in this country where teachers are armed with weapons. It is a dark reality, and one that AACTE does not support. Federal funds should not be used to arm teachers. Funds should instead be used to incentivize building learning communities through supportive training in social and emotional learning, and to prepare profession-ready teachers. Federal money
This blog post is written by AACTE consultant Jane West and is intended to provide update information. The views expressed in this post do not necessarily reflect the views of AACTE.
November 21 Deadline Looming to Fund the Government: Will Congress Act?
Just before Congress left town for their 2-week recess, they passed a short-term funding bill to keep the government open, but only until November 21. As that deadline comes closer, the pressure to act increases. The ball is in the Senate’s court, as the House has passed 10 of its 12 funding bills.
The Senate is planning to move bills next week, but hot-button issues related to the border wall, homeland security, and abortion will likely crop up, as well as significant funding level differences between the House and the Senate that will likely hold things up.
Possible outcomes include another short-term spending extension (perhaps through December),
Time is running out to take advantage of the Early Bird Registration rate for AACTE’s 72nd Annual Meeting in Atlanta, Georgia! This special offer expires October 30 at 11:59 p.m. EDT.
At the Annual Meeting, you’ll get a high value for your registration dollar. Hundreds of enriching sessions, networking opportunities, multiple meals and receptions, and access to the latest research and best practices are all included—giving you a great bang for your buck!
Get inspired at the Opening Session with keynote speaker Robin DiAngelo, who coined the term “white fragility” in an academic article and influenced the national dialogue on race. Then during the Closing Session, you will hear from keynote speaker Rodney Robinson, the 2019 National Teacher of the Year. Six Deeper Dive sessions, offered in three stand-alone time blocks, will provide valuable ideas and tangible tools you can take home to drive change in your local institution and community.
Join educators from across the nation in sharing research, experiences, and collegial feedback to move forward “Disrupting Inequities: Educating for Change.” Plan now to attend the AACTE 72nd Annual Meeting, February 28 – March 1, 2020, at the Marriott Marquis Atlanta Hotel. Register by October 30 to take advantage of our Early Bird registration rates.
Learn more about the conference theme, schedule, and venue at aacte.org. Follow us on Twitter and Facebook and join the conversation using #AACTE20.
Around the country, regulators and legislators are demonstrating that they understand the urgent need to promote school safety. The 2019 state legislative session was an active one on the subject. Hundreds of bills were introduced covering every aspect of the matter from prevention to response. Join me as I present a wide-ranging overview and analysis of some of the most noteworthy school safety bills introduced over the year, with a particular focus on legislation impacting student and teacher mental health, in an upcoming State of the States webinar.
We encourage you to register in advance for the member-exclusive State of the States webinar, which will take place Thursday, October 31 from 11 a.m. to noon ET.
There will be time at the end of the webinar for questions and answers. The webinar will be recorded and posted on the website for future viewing.
For questions, please contact me at email@example.com.
Photo: Courtesy of The California State University
This article and photo originally appeared on The California State University website and are reprinted with permission.
Three California State University (CSU) campuses were awarded nearly $3 million from the U.S. Department of Education’s Teacher Quality Partnership (TQP) program to recruit and prepare science, technology, engineering, mathematics (STEM) and computer science teachers to serve students in low-income and high-need schools throughout the state. California State University campuses in Chico ($1,027,195), Dominguez Hills ($1,028,844) and Monterey Bay ($811,719) have received a total of $2,867,758 in funding for the program.
“Collaboration is a key component among educators,” said Marquita Grenot-Scheyer, assistant vice chancellor for Educator Preparation at the CSU Chancellor’s Office. “By expanding the ongoing collaborative partnerships between the CSU and high-need school districts and through development of engaging STEM and computer science programs, more students will succeed in the classroom.”