This article originally appeared online at news.ecu.edu and is reposted with permission.
ECU research group studying effects of school leadership secures $9.7M grant
A group of East Carolina University researchers studying the effects of school leadership has secured a five-year, $9.7 million grant from the U.S. Department of Education.
The AACTE Co-Teaching in Clinical Practice Topical Action Group (TAG) has awarded two scholars with funds to attend the 2018 National Conference on Co-Teaching, which is being held at St. Cloud State University in Bloomington, MN, October 24-26. The awardees, Brenda Harrison and Rhonda Mannon, are education professionals at the Ceredo-Kenova Elementary School in Wayne County, WV, who have collaborated with Marshall University over the years to implement a Professional Development School (PDS) model of educator preparation that incorporates co-teaching in clinical practice. The funding was made available from an AACTE grant to support the activities and projects of the TAG.
To learn more about the work of the TAG awardees, I invite you to attend the National Conference on Co-Teaching. The conference will examine co-teaching between pre-service and in-service teachers during the student teaching experience and how it enhances the induction and mentoring of teacher candidates, as well as enriches the practice of veteran teachers who have found new energy in teaching and working with students.
Southern New Hampshire University (SNHU) in Manchester launched its new clinical master’s degree program during the 2018-19 academic year. The program offers dual certification in elementary and special education or early childhood and early childhood special education. It is designed to prepare teacher candidates for certification and to ensure that new educators have the required skills, competencies, knowledge, and dispositions specifically needed to support the development and learning of students in elementary grades (K-8) and general special education (K-12).
“It’s an accelerated 15-month clinical program that enables teacher candidates to work clinically with students during 11 of those months,” said Mary Ford, Interim Dean in the School of Education at SNHU. “They are [working] in supervised clinical experiences learning the craft and skill of teaching as well as monitoring the learning progress of their K-12 students.”
This column originally appeared in Chatanoogan.com and is reposted with permission.
With education on the forefront of conversations in our community, it is now more urgent than ever that we send passionate teachers into the classroom with the knowledge, resources, and drive to lead our schools through this transformation.
As director of the University of Tennessee at Chattanooga School of Education, I am charged with providing our students with a high-quality education and preparing them for the classroom. Our program trains and prepares the bulk of teachers entering Hamilton County Schools from high school to their own classrooms and beyond.
This article originally appeared in UConn Today and is reposted with permission. The University of Connecticut is 1 of 10 institutions participating in AACTE’s Black and Hispanic/Latino Male Teacher Initiative Networked Improvement Community (NIC). To learn more about how UConn developed the programs noted in the article through its participation in the NIC, visit this AACTE webinar and Ed Prep Matters blog post featured in 2016.
A lack of diversity among classroom teachers in elementary and secondary schools has long been a national issue. In the state of Connecticut alone, less than 8 percent of teachers are of color, while students of color represent 40 percent of the population.
Rowan University’s College of Education is the founding college on campus but that doesn’t stop it from continually innovating its practice and creating forward-thinking opportunities for teaching and learning. And so, this year, the oldest college on campus is offering an innovative new degree: the Bachelor of Arts in Inclusive Education.
The concept of inclusive education is simple, yet profound: teachers must be prepared to meet the needs of ALL the learners in their classroom, regardless of differences in race, language, culture, and physical ability.
The North Dakota Association of Colleges for Teacher Education received a 2017-2018 AACTE State Chapter Support Grant for work on supervisor training modules to enhance the reliability and utility of the state’s new student teacher observation tool. Other AACTE chapters have also recently pursued collaborative work around assessment instruments, including those in Kansas and Ohio.
In 2016, the 12 member institutions of the North Dakota state chapter of AACTE collaborated to develop a student teacher observation tool (STOT). We were seeking a high-quality instrument to facilitate program improvement through meaningful, valid, and reliable data. We also knew that working together decreased the workload for all and leveraged resources and expertise across campuses. Finally, we were interested in adding to the common metrics used statewide to enable continued collaboration to improve teacher preparation in North Dakota.
As leaders of AACTE’s Coteaching in Clinical Practice Topical Action Group (TAG), we are pleased to invite applications from PK-12 personnel to secure funding to attend the National Conference on Coteaching in Bloomington, Minnesota, October 24-26. Applications are due September 1 so don’t delay!
About the National Conference on Coteaching
CarolinaTIP Director Nicole Skeen, right, works with first-year teacher Karlee Baxter and students in Baxter’s classroom.
Teacher shortages are a critical concern across the United States, and the University of South Carolina is tackling the crisis head-on with an innovative response to teacher retention. While recruiting new teachers into the profession is vitally important, reducing the alarming rate at which novice teachers leave the profession must be a central focus in addressing the teacher shortage, as shared in a recent op-ed by University of South Carolina College of Education Dean Jon Pedersen.
“If you add the belief that teacher preparation and support should not end at graduation, a desire to gather data to inform programmatic improvement, and a teacher retention issue to new accreditation standards and a college leadership team determined to make a positive impact on the profession, beyond the walls of the university, you arrive at the impetus for the Carolina Teacher Induction Program (CarolinaTIP),” said Cindy Van Buren, assistant dean and one of the developers of the college’s induction program.
Congratulations to the August 2018 AACTE Holmes Scholar of the Month, Taewon Kim!
A doctoral student in counseling psychology at Purdue University since 2017, Kim studies the meaning found in academic and work experiences, especially for women and underprivileged populations. She hopes to explore and develop factors that promote resilience for people with low social status.