11 Aug2022
By Kristen Cuthrell
Schools are a microcosm, reproducing the inequities seen in American society. As educator preparation faculty in this context, it is imperative to put equity at the forefront of programming and mission. In this volume, we position co-teaching as an innovation that can mitigate inequities in classrooms. Co-teaching is typically associated with special education or inclusion classrooms; however, more recently it is being used in general education classrooms at BK-12 level and in educator preparation.
09 Aug2022
By Michael Rose
One of the barriers to a diverse and well-prepared educator workforce is the high cost of college and student loan debt. Research has found that higher debt burdens are associated with students avoiding public service jobs, particularly in the education field. These barriers are more acute for people of color interested in entering the teaching profession and hinders their ability to stay in the profession.
09 Aug2022
By AACTE
The AACTE 2023 Gloria J. Ladson-Billings Outstanding Book Award is open for submissions. Now is your chance to nominate an author’s book for this prestigious national award. The deadline for submission is August 19.
This award, overseen by the AACTE Committee on Research and Dissemination, recognizes exemplary books that make a significant contribution to the knowledge base of educator preparation or of teaching and learning with implications for educator preparation.
09 Aug2022
By AACTE
Have you or do you know someone who recently completed a doctoral dissertation related to educator preparation? Now is the time to submit entries for the AACTE 2023 James D. Anderson Outstanding Dissertation Award. The deadline for submission is August 26.
This award recognizes excellence in doctoral dissertation research (or its equivalent) that contributes to the knowledge base of educator preparation or of teaching and learning with implications for educator preparation.
09 Aug2022
By Jenna Press
This article originally appeared on Communique.
UCCS has partnered with Calhan School District to offer a new K-12 Teacher Apprenticeship program. The program, offered through the College of Education, helps paraprofessionals become certified to teach in their own classrooms.
“There’s a huge teacher shortage, especially in the rural communities, it’s especially difficult to recruit and retain teachers there,” explained Katie Anderson-Pence, Interim Associate Dean for the College of Education. “What this program looks to do is help people who are already at those schools, working as a paraprofessional or a teacher’s aide, to help them get their teaching license.”
09 Aug2022
By Georgia Southern University
Georgia Southern University special education faculty created an Accelerated Bachelor’s to Master’s (ABM) program to assist undergraduate special education students with earning an advanced degree in special education in less time.
The team, including the College of Education’s Eric Landers, Ph.D., Cynthia Massey, Ph.D., Stephanie Devine, Ph.D., Kathryn Haughney, Ph.D., Caitlin Criss, Ph.D., and Karin Fisher, Ph.D., received approval for the new ABM to begin this fall, encouraging special education undergraduates at Georgia Southern to complete a M.Ed. in Special Education.
08 Aug2022
By Meghan Grenda
AACTE’s Member Spotlight features an individual from a member institution, highlighting how their work makes a difference in classrooms across the country. Nominate yourself or another member by providing a response to the following questions and sending to mgrenda@aacte.org.
Get to know Sara Skretta …
02 Aug2022
By AACTE
AACTE is hosting a three-session Back to School Webinar Series, which will begin in August with its first event, “The Growth and Impact of Alternative Certification: Findings from Two Studies.”
For-profit alternative educator preparation programs have seen their enrollment almost triple in the last 10 years. Join AACTE and researchers from the University of Texas, Austin, who have examined national and state trends among alternative certification programs, paint a rich — and concerning — portrait of the impact of these programs as they continue to expand across the United States.
02 Aug2022
By Natalie Khairallah
Over the past several years, teacher residency programs have shown immense promise meeting the needs of future teachers and students across the country. However, with the range of different features offered by these programs, an exact definition of teacher residencies has been difficult to identify.
02 Aug2022
By AACTE
AACTE has named its annual Outstanding Dissertation Award in honor of James D. Anderson, a leading scholar of American education. Anderson currently serves as dean of the College of Education, the Edward William and Jane Marr Gutgsell Professor of Education, and affiliate professor of History, African American Studies, and Law at the University of Illinois Urbana-Champaign. His landmark 1988 book, The Education of Blacks in the South, transformed the field of African American educational history and also won the American Educational Research Association outstanding book award in 1990.
02 Aug2022
By Kaitlyn Brennan
This weekly Washington Update is intended to keep members informed on Capitol Hill activities impacting the educator preparation community. The views expressed in this post do not necessarily reflect the views of AACTE.
This week marked the 32nd anniversary of the Americans with Disabilities Act (ADA). This landmark civil rights legislation represents the promise of inclusion and access for individuals with disabilities across our nation. While our country has made significant progress since the law was signed over three decades ago- there is more work to do to live up to the promise of ADA.
Senate Appropriations Committee Releases Draft FY2023 Funding Bills
On Thursday, the Senate Appropriations Committee released its proposed Democratic fiscal year (FY) 2023 funding bills along with an explanatory statement and summary for each bill. The explanatory statement comes in lieu of a Committee Report and explains the intent behind the funding values and includes an overview and descriptions of each account, list of earmarks, and a programmatic funding table at the end. The Senate bills won’t be marked up, but they will serve as a starting point for negotiations in the fall.
29 Jul2022
By Andrea Blankemeyer
University of Findlay’s College of Education is able to offer the Addressing Educator Shortages Program thanks to the support of the Ohio Department of Higher Education and the University.
Findlay’s Addressing Educator Shortages Program allows post-baccalaureate students to receive up to $14,600 in scholarships towards earning a teaching license in the following areas:
29 Jul2022
By Virginia State University (VSU)
The Virginia State University College of Education has announced an innovative program which will enhance the experience of future teachers serving Richmond and Petersburg, while earning a Teacher License and Masters degree “free” of charge.
In the new teacher residency program, graduate students will co-teach and earn a Master of Education within one year, while gaining real-world experience in a classroom under the supervision of a master teacher. Once the co-teacher earns the degree, they must commit to full-time teaching positions in their residency school division for an additional 3-years.
29 Jul2022
By Patrice Scott
The Kansas State University College of Education is adding a new pathway to the teaching profession for career changers who want or need to work full time while pursuing their teaching license and master’s degree in education.
The Kansas State Board of Education recently approved the Master of Arts in teaching residency, which leads to elementary licensure. It is an 18-month online program with three entry points each year: August, May and December. The equivalent program for those seeking licensure for secondary classrooms was approved in March.
26 Jul2022
By Margaret Caspe and Reyna Hernandez
Last summer, the National Association for Family School and Community Engagement (NAFSCE) released, in partnership with AACTE and other vital partners, findings of our national survey of educator preparation programs. We thank many of the AACTE members who responded to the survey the purpose of which was to investigate how educators are prepared to engage families and communities in their practice. Results of the research showed that only half of educator preparation programs have a standalone course on family and community engagement and nearly all struggle to embed family and community engagement topics throughout their curriculum meaningfully. This is unfortunate, particularly in light of the teacher shortage crisis, given that strong respectful relationships with families and communities are key reasons that educators choose to stay in the profession.
