On July 1, 2021, Trenton E. Gould, dean of The University of Southern Mississippi College of Education and Human Sciences, became president of the Mississippi Association of Colleges for Teacher Education (MACTE), an affiliate of the American Association of Colleges for Teacher Education (AACTE).
During a two-year appointment, Gould will lead the statewide organization composed of faculty and administrators from all public and private institutions of higher education in Mississippi engaged in the preparation of professional school personnel.
“MACTE serves as a voice for teacher education faculty on a broad range of issues. Each of our individual institutions are working diligently to offer excellent educational opportunities that prepare K-12 teachers, and MACTE provides a hub to increase our influence,” Gould said. “In this new role, I am most excited about helping bring teacher educators together from across the state to exchange best practices and problem solve our challenges. Getting the sharpest minds around one table benefits everyone and helps develop consistency across the state in the practices we’re using to train teacher candidates.”
New Book Offers Latest Research on How to Avoid Issues Around Role Ambiguity
The initial call for chapters for the recently released Empowering Formal and Informal Leadership While Maintaining Teacher Identity was published in Ed Prep Matters in 2020. Several contributing author teams are AACTE members.
While national competencies continue to define dispositional and knowledge base for teacher leaders, Bryan Zug elder, associate dean for academic affairs and partnerships in the College of Education at James Madison University (USA), saw a need to expand the body of scholarship on this topic.
He has over 15 years of experience working in education and is also currently working as an associate professor in the Department of Learning, Technology, and Leadership Education, where he serves as faculty and program director for the Graduate Certificate and Master of Education with a Concentration in Teacher Leadership programs. He explains his motivations and discoveries for his latest publication, Empowering Formal and Informal Leadership While Maintaining Teacher Identity:
AACTE invites like-minded educators to attend the webinar, “Combating Racism in Education Prep: An Introduction to Authentic, Action-Oriented Allyship as Educators.” As part of AACTE’s Combating Racism in Educator Preparation series, this webinar is the first one produced for a “White Racial Justice” affinity group. The webinar takes place July 14 at 2:00 p.m. ET.
Who should attend?
This is an opportunity for anyone who is an educator or education advocate to learn more about and/or re-energize and re-frame the conversation on creating equitable educator preparation programs that prepare teachers to enter the nation’s schools armed with not just an understanding of how we got here, but also with strategies to be advocates for themselves and their students who may have less institutional agency.
Series one, episode three of the AACTE Podcast, Revolutionizing Education, is now available.
The latest episode features The RockTEACH Program at member institution Slippery Rock University of Pennsylvania. It covers the efforts of the university to diversify the teacher workforce by recruiting underrepresented minority high school students to the field of teaching, providing financial assistance and mentoring support through the RockTEACH Program. AACTE members Monique Alexander, Jeremy Lynch, Christine Walsh, and Linda Zane of Slippery Rock share the story, the situation, and the results of the program. Listeners will gain insight into a burgeoning and multifaceted program to support a diverse teacher pipeline and develop an understanding of the critical elements and challenges of their story.
Listen now to Episode 3: The RockTEACH Program
This article originally appeared in the Richmond Times-Dispatch and is reprinted with permission.
Charles Dickens once wrote, “It was the best of times, it was the worst of times.” This sentiment resonates to many as the education of our children resurfaces from the pandemic. Teachers and schools have been challenged by this unexpected enemy and emerged remarkably strong. Looking toward the future, the education of our children has taken on great significance since COVID-19, but it also will face unexpected—in addition to the familiar—obstacles.
There are so many good things happening in education today. Front and center of all that is good is the funding that has been given to education at the federal level through the CARES Act and from other COVID-19 relief measures. Most schools are planning for face-to-face instruction in the fall, and many are providing summer sessions to help students make academic gains lost during the pandemic. Most graduations this spring proceeded in typical fashion, with some caution and adjustments, to the delight of students and families.
Have you needed to edit your member roster, update your address, or change your areas of expertise lately? If so, you have probably noticed a few changes to the AACTE Profile Manager.
From now to August 2021, AACTE is in the final stages of a database migration. As such, you will not be able to make any edits to your member profile during this time. Do not worry, you can still access all other tools. Do you need to search for a colleague, access a resource, or register for an event? The Membership Directory, Resource Library, Registration System are still accessible. Or are you planning to renew your membership for 2022? You may also still make renewal payments via the Profile Manager.
Once the migration is complete, you will have access to all AACTE resources and much more! The only difference is that when you log into the site, it will look a little different and be more user friendly.
Do you have a question, need to edit your member profile, or would like to offer feedback? Please contact the Membership Team at firstname.lastname@example.org.
As we are prepping for the 2022 Annual Meeting in New Orleans next March, perhaps you are planning your itinerary and thinking of how to spend time when you are not attending AACTE22 sessions. AACTE staff stumbled upon some interesting information about the city and found there is a lot more to New Orleans than one would think.
Have you tried using video in your methodology courses? As the place where student teachers connect theory to practice, methods courses are perfect for video—whether you teach in person or online.
Many teacher ed programs relied on video for remote instruction during the pandemic, but some used it long before 2020—and for good reason. Research shows that video plus feedback improves student skills. In methods courses, video gives you a way to
- Show students what theoretical methods look like in practice.
- Enable students to practice methods in small groups.
- Record and give personalized feedback as students apply methods in the field.
Timothy Boerst and Meghan Shaughnessy
Working in teacher education programs at the University of Michigan and Boston University, we are well-versed with practice-based teacher education, including the usage and importance of video to connect the university classroom and K-12 schools. Especially during the COVID-19 pandemic, video has been crucial in engaging with our teacher candidates in practice-based work.
At the AACTE 2021 Annual Meeting in February earlier this year, we shared how we used video in our work as teacher educators over the 2020-21 academic year. Our presentation, “Using Video to Learn to Do the Work of Teaching When Schools are Closed,” highlighted the ways in which we used video at the University of Michigan to support practice-based work when methods courses were conducted online. While we have robustly used video in our programs for over a decade, the last year forced us to explore new possibilities.
We may be in the dog days of summer, but why not beat the heat by accessing these new AACTE resources?
ARP Funding Toolkit – Learn how members can collaborate with their local district partners to allocate ESSER funds toward strengthening the educator workforce.
Consortium for Research-Based and Equitable Assessments (CREA) – Discover how AACTE, with support from the Bill & Melinda Gates Foundation, is evaluating cut scores and how they can be refined to attract, rather than exclude, potential candidates.
AACTE Webinars – Explore the latest in the AACTE Webinar library. In July, AACTE is featuring three webinars: “Discover How to Make the Most of AACTE Connect360,” “Growing and Sustaining White Racial Justice Allyship in Education,” and “Combating Racism in Educator Prep: Justice and Joy for BIPOC Individuals.” Did you miss a webinar? No problem! You may also explore our on-demand webinar library for any discussion you may have missed.
Join AACTE for a free, members-only tutorial of AACTE’s new online community, Connect360. “Discover How to Make the Most of AACTE Connect360
” will be held Thursday, July 8
, at 2:00 – 3:00 p.m. EDT. This in-depth walkthrough will navigate how to access its many features and provide resources to better acquaint you with the online community platform. Topics covered include
- How to setup your community profile
- How to join a community and post a discussion
- How to connect with colleagues
- How to use the community libraries and explore shared resources and documents from community members
- How to engage in rich discussions with peers
- And more!
Don’t miss your opportunity to pilot test PlanWise™ tool, a Chrome Extension developed by ETS and focused on delivering formative assessment practices and strategies.
AACTE, in collaboration with ETS, is excited to provide all of its members with this exciting opportunity. The PlanWise™ tool meets teachers where they are in a number of ways, such as providing suggestions for formative assessment strategies to teachers and teacher candidates while they are lesson planning in Google Docs. After an initial pilot with K-12 teachers, novice teachers noted the value and the utility of the tool in identifying a variety of new formative assessment strategies and indicated that the strategies increased their use of formative assessment with students.
This article originally appeared in Diverse Issues in Higher Education and is reprinted with permission.
Teacher diversity is invaluable for all students. Having a teacher of color at the helm of a classroom benefits all learners, both academically and through deep and enriching social emotional connections. However, according to The White House’s fact sheet for The American Families Plan, while teachers of color can have a particularly strong impact on students of color, the U.S. Bureau of Labor Statistics reports that only one in five teachers are people of color, compared to more than half of K-12 public school students. That is why President Biden is calling on Congress to invest $9 billion in American teachers, addressing shortages, improving training and supports for teachers, and boosting teacher diversity.
Why teacher diversity matters
Representation in the classroom matters. Having a diverse teacher workforce connects cultures, sets high expectations, and reduces implicit bias. Far too often, students of color feel isolated, underrepresented or mistreated, which leads to lower graduation and higher dropout rates. Decades of research has demonstrated that teachers of color can help close access and opportunity gaps for students of color while being vital to the well-being of students of all races. With a teacher of color leading a classroom, students of color see themselves represented and identify with them as role models. A diverse teacher workforce not only supports a student’s academic and social and emotional outcomes, it can lead classroom students to consider becoming educators themselves.
A panel of experts who have dedicated their careers to the pursuit of equity in education will present AACTE’s first webinar produced for a “White Racial Justice” informal affinity group as part of AACTE’s in Combating Racism in Educator Preparation series. Join your like-minded peers and attend the webinar, “Combating Racism in Education Prep: An Introduction to Authentic, Action-Oriented Allyship as Educators” on July 14 at 2:00 p.m. ET.
Through the panelists’ diverse background and experiences, the presenters will introduce language, frameworks, resources, and strategies for the audience to use in their learning and reflection to be anti-racist educators and learn discussion and advocacy techniques to use in their professional and personal lives.
This is an opportunity for anyone who is an educator or education advocate to learn more about and/or re-energize and re-frame the conversation on creating equitable educator preparation programs that prepare teachers to enter the country’s schools armed with not just an understanding of how we got here, but also with strategies to be advocates for themselves and their students who may have less institutional agency.
House Appropriations Committee Set to Move on Education Spending Bill
While many Members of the Senate traveled home this week for a scheduled state work period, Members of the House of Representatives kept things moving on Capitol Hill setting funding levels for the FY2022 appropriations bills.
The House Appropriations Committee voted on allocations for each of the FY2022 appropriations measures which are moving through the House with hopes of meeting the September 30 deadline. Referred to as 302(b) allocations—these numbers reflect how much money is available for each of the 12 appropriations bills. Essentially, this is the House Democrats’ opening offer for proposed funding levels for FY2022. The Senate has not yet taken a position on 302(b) allocations for their versions of the bills and that could delay movement down the road.