Jackson State and Jackson Public Schools Launch Jackson Middle College Program

This article was originally published by Jackson State University.

Jackson State University (JSU) and Jackson Public School District (JPS) are hosting an open house and signing day for the inaugural cohort of the Jackson Middle College (JMC) on Monday, August 7, 2023, at 6 pm in the JSU College of Science, Engineering, and Technology atrium. The first cohort, composed of 17 high school juniors and seniors, will specialize in mathematics education to address the need for math teachers and educators in JPS. 

“I am extremely excited about this collaboration between Jackson State University and Jackson Public School District. Mathematics teachers are a critical need nationwide, and I am confident that Jackson Middle College will become the preferred ‘grow your own’ model in school districts across the nation for ensuring a sustainable teaching force in critical needs content areas,” said Tony Latiker, Ed.D., associate dean of accreditation and assessment in JSU’s College of Education & Human Development.

College of Education to Use Grant Award to Offer Free Tuition for Career Changers Pursuing Teaching Degrees

This article was originally published by Clemson News.

The College of Education will use a grant award from the South Carolina Department of Education to cover all tuition and associated costs for 36 career changers pursuing a master’s degree in teaching from Clemson University. The College’s “Grow Your Own” program works with partner school districts to secure paid employment for students as educational assistants while they complete their degree entirely online.

The Department of Education’s South Carolina Grow Your Own (SC GYO) program addresses the need to increase the teacher workforce in communities throughout the state. The Department of Education created the program to partner colleges and universities with school districts to help aspiring teachers pursue degrees in education.

According to Michelle Cook, associate dean for undergraduate studies in the College of Education, the program will prioritize placing Master of Arts in Teaching (MAT) students in programs that address the highest needs across the state, such as middle-level and secondary math and science teaching positions. She said hiring professionals already working as assistants in schools – or those from other industries with a strong desire to become teachers in home districts – naturally creates a motivated group of graduate students.

New Summer Academy Will Nurture the “Genius, Joy, and Love” of Future Black Educators

This article was originally published by the University of Pittsburgh College of Education.

Students from Pittsburgh Public Schools will benefit from the new initiative

The University of Pittsburgh School of Education is launching a paid summer academy for high school seniors as part of a new initiative to bring more Black teachers to Pittsburgh Public Schools. The academy will complement The Pittsburgh Promise’s Advancing Educators of Color (AEC) Scholarship, which seeks to add 35 Black educators to the district over seven years. 

“The importance of Black educators cannot be overstated,” says Valerie Kinloch, Professor and Renée and Richard Goldman Endowed Dean of the University of Pittsburgh School of Education. “However, statewide, Black educators comprise less than 4% of the teacher population in K-12 public and charter schools. Our new summer academy program will ensure that our students not only get to college but are supported along the way.”

UNM Special Education Department Celebrates Program Milestone

Ten years and 55 graduates later, UNM is responding to a critical need for Board Certified Behavior Analysts.

Copeland teaches class for ABA certificate.

This article was originally published by The University of New Mexico Newsroom

UNM’s Department of Special Education, in the College of Education & Human Sciences (COEHS) is filling a critical need in New Mexico.

Now with its 55th graduate, the Graduate Certificate Program in Applied Behavior Analysis (ABA)  is creating Board Certified Behavior Analysts (BCBAs) for the state. It’s a proper milestone for a program which just hit its 10th anniversary.

“It makes me feel really excited. Depending on which statistics you’re looking at, we have been identified as a state where sometimes there are no behavioral health providers in an entire county, so for us to have prepared these individuals who are now providing this critical service for children and families just really warms my heart,” Special Education Department Professor Susan Copeland said.

Board Certified Behavior Analysts (BCBAs) are responsible for teaching, instruction and behavioral support to individuals with developmental disabilities. While many focus on autism spectrum disorder, the field covers children and adults who have intellectual disabilities or emotional behavior disturbances.

Teacher Mentorship Collaborative Offers Support, Resources to New Teachers

This article was originally published by the University of Houston — Clear Lake Newsroom

Teaching is a tough job. So tough that the Texas Associate of School Boards reports that about half public school teachers nationally have seriously considered leaving the profession within their first five years of teaching. Although many teachers cite low pay and underfunding as a main source of frustration, TASB says that about 62% consider a different profession because as teachers, they feel undervalued and unsupported.

University of Houston-Clear Lake professors in the College of Education have a plan to address the shortage of teachers in local school districts. Before the COVID-19 pandemic, they came up with the idea to create a mentoring collaborative with the aim of setting up a progressive, responsive approach to mentoring new teachers.

“We have ideals and values that we want to embrace through this collaborative, such as communication and continuity,” said Associate Professor of Special Education Elizabeth Beavers. “We were experimenting with what we wanted mentoring to look like. From the beginning, we wanted to do something so students could stay connected with faculty after leaving.”

AI Could Improve Assessments of Childhood Creativity

This article was originally published by the University of Georgia’s College of Education

A new study from the University of Georgia aims to improve how we evaluate children’s creativity through human ratings and through artificial intelligence.

A team from the Mary Frances Early College of Education is developing an AI system that can more accurately rate open-ended responses on creativity assessments for elementary-aged students. This project was funded by the U.S. Department of Education.

Resident Teachers: Program Helps Develop Pipeline of Well-Prepared Future Educators

This article was originally published by the Tribune-Star.

As a participant in a state-funded teacher residency program, Alexis Spice — then an Indiana State University senior — spent her 2022-23 year in the kindergarten classroom of Stephanie Barnett at Terre Town Elementary in Terre Haute.

“It definitely made a huge impact on me,” said Spice, 21, who is from Vigo County and a North Vigo High School graduate.

Barnett served as her teacher mentor, and Spice learned about setting expectations for students, developing relationships with children and families and experiencing first-hand what it means to be a teacher. She observed, taught and co-taught, the kindergarten students.

ISTE Announces First AI Explorations Program for Educator Prep Faculty

The International Society for Technology in Education (ISTE), a nonprofit focusing on accelerating innovation in education, announced the first cohort of fellows for its AI Exploration for Educator Preparation Programs (EPPs).

The AI Explorations for EPPs Fellowship marks the first of its kind in higher education offerings. This year’s recipients were selected to participate in an eight-month learning and development opportunity. The fellowship aims to enhance EPP faculty and staff understanding of best practices on artificial intelligence (AI) in education, its implications on instruction, and strategies for preparing preservice educators to teach with and about AI.

WKU Hosts First Teacher Apprenticeship Summit

On June 22, 2023, over 120 individuals from Kentucky school districts, community colleges, universities, and government agencies gathered on WKU’s campus to discuss teacher apprentice programs and how they can be implemented to create a pipeline of educators returning to teach in their home districts. 

The Summit started with opening remarks from Kentucky Lieutenant Governor Jacqueline Coleman, WKU President Timothy C. Caboni, and CEBS Dean Corinne Murphy. Coleman discussed the importance of apprentice programs to address the teacher shortage because it allows students to “learn and earn at the same time.” Caboni emphasized the prominence of teachers to WKU, as the university started as a Normal School in 1906. Murphy highlighted how vital it is to show high school students the possibility of a career in education as a viable one and one with upward mobility.

VCU School of Education Earns $1.6M in Federal Funding to Address Teacher Shortage

Sen. Tim Kaine took part in a visit in February to the Franklin Military Academy classroom taught by Christal Corey, a graduate of VCU’s RTR teacher residency program and Richmond Public Schools’ Teacher of the Year for 2023. (Photo contributed by Andrew Daire)

This article was originally published by Virginia Commonwealth University News.

U.S. Senators Mark R. Warner and Tim Kaine of Virginia have announced $1,599,645 in federal funding through the Augustus F. Hawkins Centers of Excellence Program to address teacher shortages by supporting the Virginia Commonwealth University School of Education’s RTR teacher residency program.

The funding will help recruit and support more teacher candidates from diverse backgrounds and provide them with the skills to teach in high-need schools, including those in Richmond Public Schools. The VCU School of Education’s RTR program is an undergraduate and graduate teacher residency program.

Classroom Crossroads: Ohio Wesleyan Education Professor on Impact of ‘Divisive Concepts’ Laws

This article was originally published by Ohio Wesleyan University.

Ohio Wesleyan University’s Sarah Kaka, Ph.D., has testified before Ohio lawmakers, collaborated on research, and presented to peers on the impact of so-called “divisive concepts” teaching laws now adopted in more than half of the nation.

The chair of OWU’s Department of Education, Kaka also has been discussing the topic with multiple media, including The Columbus Dispatch, Education Week, and the “TeachLab with Justin Reich” podcast.

“I think it depends on who you talk to what they say the goal of the legislation is,” Kaka told Reich during their June 8 podcast, “but the reality is that all of the laws – divisive issues concepts – seek to limit what teachers can say or do in their classes.”

Offering Hope for Teacher Shortage

This article was originally published by Altoona Mirror and is reprinted with permission.

Pennsylvania’s children — many of whom face academic and social-emotional challenges — deserve high-quality, well-prepared teachers, but due to teacher shortages many school districts are struggling to hire and retain well-qualified candidates.

The teacher shortage is real and alarming, but there is hope.

The shortage has been building for many years.

Since 2010, new in-state teacher certifications have decreased by nearly 70% to record low levels. In response, the state has issued more emergency teaching permits than new certificates.

Idaho State Albion Center for Professional Development Partners with Ed3 DAO to Offer New Online Courses for Educators

The Idaho State University Albion Center for Professional Development, housed in the College of Education, has partnered with Ed3 DAO to offer a suite of online professional development courses for K-12 educators nationwide.

Co-founded by two educators, Vriti Saraf & Michael Peck, Ed3 DAO is a global launchpad and community for educators who wish to seek innovation and reimagine education using modern technology. The Ed3 DAO courses will help educators leverage concepts and tools including artificial intelligence, decentralization and democratization, financial literacy, cyber ethicism, digital cultural sensitivity, and more in their classrooms. 

“The goal of our courses is to equip educators with the knowledge and skills to navigate and illuminate the power of a decentralized web,” said Mike Peck, co-founder of Ed3 DAO. “Our courses will help bridge the gap between the traditional classroom and the digital frontier.”

T.L.L. Temple Foundation and Texas Pioneer Foundation Co-Fund Grant to Texas A & M University – Texarkana

This article was originally published by TXK Today.

The T.L.L. Temple Foundation (TLLTF) and the Texas Pioneer Foundation recently awarded a five-year $1,137,835 grant to Texas A&M University – Texarkana (TAMUT) to work on building a teacher pipeline to help address the teacher shortage, a high concern shared by school leaders across the country. While many universities talk about high school recruitment to their teacher program, TAMUT is working to develop the teacher talent pipeline as early as 3rd grade and continuing all the way through earning a college credential or degree. “Effective teachers are critical to ensuring that young people learn,” said Wynn Rosser, TLLTF’s president and chief executive officer. “We need more effective teachers, and this approach is exciting because Texarkana-area youth will be prepared to give back to their community while entering a profession with career potential.”

A New Feature of Teacher Prep Programs? Compensating Future Educators for Their Time

A student is honored at the May 2023 graduation reception for the Dallas College School of Education.

This article was originally published by EdSurge

The request came from the students.

Those who were enrolled in — or considering enrolling in — American University’s School of Education said they wanted more classroom experience and more opportunities to practice their craft before being released to do it alone every day to a room full of kids.

Wish granted. Today, and for the last year or so, aspiring educators at American University are required to spend a minimum of 40 hours tutoring students in Washington, D.C. public schools, in addition to completing the long-standing requirement of student teaching for a semester.

“We see now, as students are entering student teaching with this additional experience tutoring, how much stronger they are and how much more prepared they are,” says Ocheze Joseph, director of undergraduate teacher education at the university. “They’re more comfortable in the classroom, more familiar.”

And these students aren’t just getting relevant teaching experience. They’re also getting paid.