Appalachian State University has partnered with Winston-Salem/Forsyth County Schools (WS/FCS) as part of a five-year, $102 million initiative to prepare school principals who are capable of advancing equity in education.
The Equity-Centered Pipeline Initiative, sponsored by the Wallace Foundation, supports eight large, high-needs school districts in building evidence-based principal pipelines—with the goal of developing principals who can advance each district’s own vision of equity.
Photo by Allison Shelley for EDUimages
This article originally appeared in MSUToday and is reprinted with permission.
Students interested in becoming elementary teachers now have an exciting new pathway at Michigan State University.
Faculty in the nationally known MSU College of Education have redesigned the elementary Teacher Preparation Program to not only address changes in how Michigan certifies new teachers, but to ensure that Spartan educators are even better prepared to meet the challenges of today’s schools.
“It is important that we continue to evolve as a teacher preparation program to reflect changing times,” said Tonya Bartell, associate professor and associate director of elementary programs. “This means preparing high-quality beginning teachers ready to serve our nation’s diverse student population, including teaching English learners and students with disabilities, and serving as agents of change toward equity and social justice.”
Western Governors University’s (WGU) Teachers College will mark the National Education Association’s (NEA) 2021 American Education Week Nov. 15-19 by announcing its WGU Loves Teachers and Become a Teacher scholarship programs, together totaling $6 million, for current and future education professionals who wish to pursue bachelor’s or master’s degree programs in the Teachers College.
This article originally appeared on UofLNews.com and is reprinted with permission.
Lorita Rowlett, like so many students, wears a variety of hats: mother, teacher and student, to name a few.
Rowlett is pursuing her doctoral degree in special education through the College of Education and Human Development and says it is the only path she could have imagined pursuing.
“After I graduated with my bachelor’s degree, I went right into teaching and taught in a self-contained classroom for eight years,” Rowlett said. “I switched to special education because I have a son who was diagnosed with autism, so it became my life. I wanted to help other moms like me.”
Initially inspired to improve the curriculum and instruction for students in her own classroom, Rowlett returned to UofL to receive her master’s degree in special education with a focus in autism studies.
The University of Wyoming College of Education and UW Trustees Education Initiative (TEI) have partnered with Mursion, a company that develops virtual reality training simulations, to present the inaugural College WYTeach competition.
UW and Wyoming community college students who are freshmen or sophomores and interested in becoming teachers can participate in the contest. The top three participants will be awarded scholarship money to UW or a Wyoming community college.
In Wyoming and across the nation, schools are experiencing a shortage of teachers. The WYTeach competition was developed to get students interested in teaching careers and provide a stream of highly qualified teachers into classrooms. This exposure will provide students the opportunity to practice their professional skills and put their teaching abilities to the test by leading a class of students inside a virtual reality simulation.
This article originally appeared in the Morehead State University news webpage and is reprinted with permission.
Since its founding, Morehead State University has always prioritized training teachers and serving the Appalachian region. Both priorities have come together in the development of the Appalachian Future Educators (AFE) Scholars program.
Created by Dr. Antony Norman, dean of the Ernst and Sara Lane Volgenau College of Education, the AFE Scholars program encourages qualified students from MSU’s 22-county service region to enter the education profession through scholarship, support, and mentorship. The program will enhance the pipeline of qualified educators and educational leaders by strengthening partnerships with school districts in identifying, recruiting and mentoring students to return and give back to their home communities as rural educational leaders.
The University of Tampa (UT) announced a partnership last month with Pasco County Schools that will provide Pasco educators interested in taking leadership roles a path to pursue either a certification in educational leadership or a master’s degree in educational leadership.
According to the agreement, the partnership is intended to “increase the supply of effective school leaders in public schools in Florida, and to produce school leaders who are prepared to lead the state’s diverse student population in meeting high standards for academic achievement.”
Kennesaw State University computer science professor Dan Lo and mathematics education associate professor Brian R. Lawler have been awarded a National Science Foundation (NSF) grant to help meet the increasing demand for computer science teachers in grades 6-12.
The College of Computing and Software Engineering will partner with the Bagwell College of Education, as well as with the Georgia Department of Education and local school districts, to create multiple programs to train teachers in computer science. The one-year, $75,000 NSF grant has a stated goal to “create a metro Atlanta hub for computer science teacher education at KSU.”
The University of Maryland, Prince George’s Community College and Prince George’s County Public Schools announced a dual enrollment program to increase the teaching workforce in the state.
The Middle College Program enables high schoolers from county schools to earn an associate of arts degree in teaching while completing their high school requirements. Dual enrollment students can then transfer seamlessly into the UMD College of Education’s undergraduate teaching program; the program also aligns with Bowie State University and Howard University’s academic requirements.
“The collaboration is a reflection of our commitment to developing innovative new pathways to prepare an excellent and diverse teacher workforce for Prince George’s County Public Schools and for the state of Maryland,” said Jennifer King Rice, dean of the College of Education. “This model of ‘growing your own’ teachers will increase diversity in the education field, develop teachers from the local community and address critical teaching shortages.”
This article originally appeared in the USBE Information Technology magazine and is reprinted with permission.
Although minorities make up more than half of the student population in public schools, people of color make up about 20 percent of teachers. More than 70 percent of the total number of teachers are female. With support from the Education Writers Association, Chandra Thomas Whitfield took a close look at the shortage of Black male teachers in 2019. Nationwide, Whitfield found that only 2 percent of teachers are Black men.
Eleven months after Whitfield’s report, Alabama A&M University launched its Males for Alabama Education initiative to recruit Black male students who have an interest in teaching.
In October 2020, the Males for Alabama Education (M.AL.E.) Initiative announced that the scholarship program is accepting applications again.
Coordinated by the College of Education, Humanities and Behavioral Sciences and its Department of Teacher Education and Leadership, the M.AL.E. Initiative aims to:
The University of Michigan’s TeachingWorks is offering a series of free virtual mini-courses for English language arts teacher educators as part of its goal is to create a system for teacher preparation and establish support that will produce skillful beginning teachers who disrupt inequity.
The mini-courses will help build an understanding of critical content in ELA and develop practice-based approaches for teaching that content to novice teachers. This series will support ELA teacher educators to develop K-12 instruction and teacher education that fills immediate needs for children and contributes to building an education that dismantles injustice instead of perpetuating it.
The next course available for registration takes place on December 4, 2020:
This is Part 2 of an article by Hannah Reeder and Betsy Rosenbalm of Appalachian State University in which they share how they’ve moved from pivoting to disrupting the status quo as a direct result of the COVID-19 pandemic.
Being forced to think creatively about how to support student teachers and beginning teachers at Appalachian State University has resulted in changes that we are now continuing into this semester and beyond. Using virtual platforms such as Zoom, we have been able to establish connections that have reached more people without the logistical barriers that are typically present. Taking away barriers such as travel, parking, and time constraints that previously seemed inevitable and unavoidable, have challenged us to consider if they are indeed necessary. What we have realized is that what started out as Plan B is now becoming Plan A. Providing seamless support for students and teachers that disrupts the status quo has many advantages.
Overcoming barriers and offering meaningful learning opportunities for pre-service and in-service teachers has led us to think differently about how we support our students and teachers. During the summer of 2020, both of our offices teamed up with the Reich College of Education’s Math & Science Education Center to host a virtual education conference called IDEA-CON. The conference offered a variety of sessions for educators of all levels, from beginning teachers to teacher educators. From brief resource sharing sessions to 30-minute idea discussions to panels to plenary speakers, IDEA-CON had something for everyone. And best of all, we were able to offer this conference for FREE.
The following article is an excerpt from Inspire Magazine and is reprinted with permission.
After schools shut down in March due to COVID-19, teacher Sarah Thornburg and her team tackled remote teaching with gusto.
“We were like, ‘Let’s go.’ We found out, not only could we not teach the way that we wanted, but we shouldn’t,” the Columbus, Ohio, teacher said. “Everything had to slow down and focus not on content but on (students’) mental well-being.”
Some high-schoolers doubled work hours to pay bills. Some feared they would expose grandparents to the virus. Families lost businesses.
“That’s a burden that’s incredible for anybody to have, much less for a 15-year-old to deal with,” Thornburg said. “You can’t teach a child who’s completely freaking out about, ‘Are we going to lose our home?’ That was eye-opening.”
This article, part two of a three-part series, originally appeared on the Education First Blog and is reprinted with permission.
Tackling curriculum in a teacher preparation program is complicated work. At Jackson State, we have three pathways and 18 teaching faculty members across multiple course offerings in the junior and senior course sequence run by the college of education. But we knew that if we wanted to truly transform the experience and eventual effectiveness of our teacher candidates, overhauling the clinical experience—which I described in my previous post—wasn’t enough. And we knew we needed to come together as a team of administrators and faculty to develop a strong vision for the why and how to do it successfully.
In 2016, we set two goals for ourselves: first, we needed to tightly align each course to the Mississippi Teacher Intern Assessment Instrument (TIAI), the instructional rubric we use to measure our candidates’ proficiency with teaching. (As I described in my previous post, US PREP was a key partner and critical friend in all of our transformation work, including the curriculum work.) This alignment work included revisiting the early field experiences embedded in coursework that precedes candidates’ formal clinical experience. Second, we revisited the sequence of courses to ensure within each pathway, faculty could build teacher candidate skills in a logical progression.
Fast forward to today: although daunting, we did it. With US PREP’s support and the momentum from our clinical experience work, we channeled the urgency we all felt to achieve our goals. With the exception of a few legacy candidates, our teacher candidates are right now taking revamped courses. And by this time next fall, we will have fully implemented the program-wide curriculum changes.
This article is part of a series on clinically rich teacher preparation in New York State, coordinated by Prepared To Teach at Bank Street College. The text is adapted from their latest report, Making Teacher Preparation Policy Work: Lessons From and For New York, and shared by the featured institution.
The College of Staten Island (CSI) enrolls many diverse first-generation college students. A number of these students support their families and themselves, working multiple jobs and limiting expenses while studying—making it impossible to pursue a traditional student teaching pathway that includes a semester of unpaid, full-time student teaching. Seeing that many students were effectively being excluded from teacher preparation, the College and its partner schools set out to create a teacher residency that paid students for their time spent in classrooms, providing an accessible path to a teaching career.