Registration is open for the AACTE member exclusive October 2019 Federal Update webinars. AACTE offers these webinars to you on two different days of the week and at two different times to accommodate members’ teaching schedules and time zones.
Even though one might expect activities to slow down in Washington as the year begins to wind down, plenty is happening that impacts the profession. On October 15, Chairman Scott (D-VA) of the U.S. House of Representatives Committee on Education and Labor revealed his proposal for reauthorizing the Higher Education Act. What does it look like for educator preparation? Will Chairman Alexander (R-TN) move his bill through the U.S. Senate Committee on Health, Education, Labor, and Pensions? And not to be forgotten is the appropriations process—as the Congress heads toward a November 21 deadline for funding the federal government, what is the outlook? Will there be another short-term Continuing Resolution (CR), or could we see even a year-long CR? Could a government shutdown happen? This webinar will cover these topics, as well as the advocacy steps that you can take to engage in the process, and there will be a Q & A session for you to get your answers to your questions. Register today!
Tuesday, October 29, 2019, 5:00-6:00 p.m. EDT: Register now.
Wednesday, October 30, 2019 11:00 am-12:00 noon EDT: Register now
Join AACTE for a webinar, Teacher to Principal: Educational Leadership Tracking Systems, which will take a closer look at the leader tracking systems created as part of the Wallace Foundation’s Principal Pipeline Initiative. Nicholas Pelzer, program officer from the Wallace Foundation will provide an overview on how the leader tracking systems were developed. Leslie Anderson, managing director of Policy Studies Associates and Tricia McManus, assistant superintendent of leadership, professional development, and school transformation, Hillsborough County Public Schools, will share their perspectives and experiences on how data-driven decision making can inform the recruitment, preparation, and placement of principals.
Please register and attend this webinar on November 6 at 1:00 p.m. to consider how leader tracking systems can strengthen both teacher and leadership pipelines through partnerships with local school districts.
The U.S. Department of Education has awarded the Southern Regional Education Board a $5.3 million, 5-year Teacher Quality Partnership grant to create a residency-based teacher preparation program with Georgia College & State University.
The Georgia Residency for Educating Amazing Teachers will recruit undergraduate STEM majors who aspire to become middle grades math and science teachers. They will complete an online Master of Arts in Teaching during a year-long residency—practice teaching supervised by a mentor-teacher— in a high-needs middle grades classroom.
Rural school districts served by the Oconee Regional Education Service Agency in central Georgia will be the primary partners for hosting the residents in classrooms. SREB and Georgia College will support mentor-teachers and residents with coaching and specialized training on topics like project-based learning.
Over the course of the grant, 60 students will become fully certified to teach middle grades math or science in Georgia; some will also complete a computer science endorsement.
The newly certified teachers will then teach in a local school for two years with support from mentor-teachers and SREB instructional coaches. Participants agree to teach in their assigned schools for one year beyond this two-year induction period.
This article and photo originally appeared Teachers College, Columbia University website and are reprinted with permission.
Teachers College, Columbia University has won a third round of federal funding for TR@TC, its 18-month teaching residency program. The College has received a Teacher Quality Partnership (TQP) grant of $468,438 from the U.S. Department of Education for the coming year, with a projected total grant of $5,985,870 over the next five years contingent on continued federal funding and the ongoing success of the program.
The grant will fund 15 new residents this coming year, and 20 new residents annually for each of the next three years. Under the terms of the grant, Teachers College also will match the TQP funding.
The newest iteration of the program, TR@TC3 exponentially strengthens an already cutting-edge emphasis on simultaneously preparing teachers in specific content areas and to serve special education students and those who are English language learners.
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