Having a Holmes Program at your institution is an excellent way to provide professional development and student support for racially diverse candidates in educator preparation programs (EPPs). With the upcoming financial challenges COVID-19 will bring to funding efforts that will lead to diversification in the field, AACTE is committed to helping provide those development opportunities with a new resource—the Holmes Program Coordinators Directory.
Are you interested in expanding or creating a Holmes Program? AACTE Holmes Program Coordinators have the experiential knowledge to share with those looking to learn more about the benefits and logistics to starting a Holmes Program at the Masters or Doctoral level. You can learn more by accessing the new Holmes Program Coordinators Directory in the AACTE Resource Library.
Join the final session of the AACTE Back to School Webinar Series on August 26 where presenters will discuss how educator preparation programs will use the lessons learned this past spring during the COVID-19 pandemic and apply them to the upcoming academic year. This session is already at 80% capacity, so register soon!
AACTE and EdPrepLab – Preparing educators during COVID-19: Lessons learned and new challenges for Fall 2020
August 26, 2020, 3:00 – 4:00pm
AACTE and Educator Preparation Laboratory (EdPrepLab), an initiative of the Learning Policy Institute (LPI) and Bank Street Graduate School of Education, are excited to share lessons learned during COVID on effective teacher and leader preparation strategies this past spring. Panelists discuss how educator preparation has been shaped by the experiences of the spring and the demands of the new school year. The discussion also will address how programs are continually reimagining their structures and practices even as they maintain a focus on key commitments to deeper learning and equity. Questions addressed will include: (1) How are programs applying what they learned during the spring school shutdowns to adapt to emerging conditions in the fall? (2) How are programs continuing to adapt to new challenges including remote and hybrid school start-ups, social distancing requirements, and students’ social-emotional needs? (3) How are programs positioning themselves and their teacher and leader candidates, as assets for Pk-12 schools in providing equitable deeper learning opportunities for all students?
As K-12 student populations continue to diversify, it is essential for educator preparation programs to ensure teacher candidates possess the knowledge, skills, and dispositions to meet the needs of all learners. Mixed reality simulation is an effective tool to facilitate the development of culturally responsive and sustaining educators and to foster self-reflection. Through virtual simulations, instructor and peers provide critical feedback and observation of candidates’ performance via video.
Join AACTE and Mursion for the webinar, “Fostering Critical Self-Reflection: Meeting the Needs of English Language Learners through Mixed Reality Simulation,” at 1:00 p.m. ET, Tuesday, August 18. This session will detail the process used in a STEM methods course to engage candidates in addressing the needs of English language learners and provide examples of how candidate thinking and planning changed as a result. The presenters include:
The Michigan State University (MSU) College of Education has served as editorial home of the Journal of Teacher Education (JTE) for almost six years. With the editorship have come benefits, both to the editorial leaders and to our college. To handle the large number of manuscripts that come to JTE each year, we recruited a team, with four faculty co-editors (all at MSU), a half-dozen or so faculty associate editors (some at MSU, some at other institutions), and a part-time staff member as managing editor. We also had a rotating annual appointment of a junior faculty member as assistant editor, and two part-time graduate assistants.
As a part of the editorial team, faculty members contributed to scholarship on teacher education by making decisions and providing guidance to authors, both of which ensured that the publications in JTE were substantial contributions to the field, using high quality scholarship to address important issues. Editorial team members also had opportunities to participate in writing the editorials included in each issues—editorials that were then frequently cited by other scholars.
When the COVID-19 pandemic began, many teachers, students, and parents rushed to navigate online learning. Some schools may reopen with social distancing guidelines in place, while others may incorporate a virtual component. To limit COVID-19 exposure while maintaining the quality of education for students, educators will need to embrace online instruction.
Navigating new technology can be a big hurdle for veteran teachers. As many school districts are announcing plans to incorporate virtual learning for the upcoming school year, there will be little time for teachers to prepare. Seasoned educators will need a lot of training to master remote instruction and help their students succeed.
Teacher candidates enrolled in online programs can help bridge the gap. These candidates have developed technology skills and experienced asynchronous learning, which puts them in a great position to pivot to remote teaching. With 50 years of experience in distance education and online learning, Walden University faculty are prepared to provide teacher candidates with the knowledge and experience needed for online instruction in PreK-12 schools. Walden even helps teacher candidates develop and practice their skills for the classroom through virtual reality training simulations.
Since AACTE and Mursion launched the Education Roundtable series, we have had the pleasure of showcasing the work of educators, who have integrated teacher training via virtual reality (VR) simulation into their respective programs or are studying the various aspects of this modality.
In an upcoming three-part mini-series, Carrie Straub, executive director of education programs and research at Mursion, will host a team from Harvard Graduate School of Education (HGSE) who have generously offered to share the magic behind their work. They will upack and discuss the following:
- Recruiting and training simulation specialists
- The development of simulations including how participants are oriented into Mursion experiences, models for simulation designs, and post simulation activities aimed at transferring skills
- The development of four simulations developed through the Reach Every Reader grant which HGSE designed to develop teachers as critical thinkers and learners in the classroom alongside their students
AACTE is excited to introduce its short tutorial video on how to navigate the new State Policy Tracking Map recently added to the AACTE COVID-19 Resource Hub. The easy to use map provides an analysis of state-issued guidance impacting standards and practice, new teacher induction, clinical practice and licensure. The tutorial offers a walkthrough of how to access and use the information provided in three formats: short bullet points, short-form distillations, and links to the original source material.
AACTE is among the first education associations to track and publish this information, which was collected from multiple sources: news reports, state press releases, executive orders issued by state governors and statements issued by state departments of education. AACTE also included information from state chapter leaders who participated in the shaping of EPP guidance in their state. As state legislatures begin to convene and engage on this issue, we will update the map to reflect their work.
The AACTE National Office has begun to analyze the information collected for the map and is compiling its findings in a soon-to-be released report. Teaching in the Time of COVID: State Recommendations for Preparation and New Teachers will summarize changes by EPPs in response to the COVID-19 public health crisis, seek opportunities for improvement, and propose recommendations to manage the pandemic successfully.
In the meantime, AACTE encourages you to visit the State Policy Tracking Map and invites you to share any questions, concerns, or updates you may have regarding the information presented on the map.
To ensure you have continual access to the many resources available to members, AACTE encourages you to renew your AACTE membership for 2021 today. Members who submit 50% of their dues by August 31, 2020 are eligible for a complimentary second registration to the 2020 Washington Week and 2020 Leadership Academy events. This means if you and a colleague are planning to attend one of these meetings, the second registration for the same event is free.
Face-to-face clinical field experience cancelled? Find out how teacher candidates can safely practice instructional strategies through virtual reality (VR) classrooms.
Join the AACTE and Mursion co-sponsored webinar, “Feasibility & Utility of Mixed Reality Simulations in Higher Education,” presented by guest speakers from AACTE and Kennesaw State University tomorrow, Tuesday, June 30 at 1:00 p.m. ET. The presenters will share their wealth of experience using mixed reality solutions and will engage in critical dialogue on the feasibility and utility of mixed reality simulations in higher education. You will discover how virtual simulations help teacher candidates develop high-leverage practices before entering real-world clinical experiences.
Like many educators, I experienced a crash course in teaching via Zoom during 2020. More than another technological tool, videoconferencing has helped me rethink and refine my pedagogical practice—for both online and face-to-face settings.
In my typical class sessions, we jump into instruction and activities to model “on-task” productivity. However, Zoom has reminded me that giving attention to procedures and expectations is time well spent.
In a videoconference setting, these “norms” often relate to technical set up—microphones, chatroom, camera, etc. Such issues relate to all sorts of teaching environments. How can students use phones or other devices? What should they write down or record? When and how do they talk with one another and the instructor? These are all important questions, and answering them at the start establishes expectations for successful learning (Finley, 2013).
Are you curious to find out more about what it’s like to incorporate Mursion into your program, including how to recruit and train your own simulation specialist? Come hear AACTE member institution Southern Methodist University (SMU) share their experiences as a licensee of the Mursion simulation platform during the Education Roundtable on Tuesday, June 23, at 1:00 p.m. ET. Register to attend (or to receive the link to the recording of the event).
The webinar will feature SMU’s Jillian Conry, research and evaluation coordinator, and Paige Ware, associate dean and professor of education. They will share how Mursion can be used in a number of flexible ways: as a tool for practicing skills and receiving feedback, as a way to evaluate specific teaching competencies, and as a way to create shared experiences that enrich classroom conversations.
This article originally appeared in eCampus News.
With the onset of coronavirus (COVID-19), school districts, institutions of higher education, and educators are finding themselves in uncharted territory. COVID-19 hit hard and fast. And with that, so did the shift from in-school instruction to online learning, which brought to light very complicated issues and inequities.
The onset of remote learning has magnified the disparity between students who have access to computers and internet and those who do not. The digital divide in our communities, particularly among children from underrepresented and low socioeconomic communities, raises questions that need to be answered.
What technologically based tools make a difference? What context is critical for successful introduction and integration of such tools? What scale of implementation might be possible?
In light of the pandemic, it is now more important than ever to lean into your networks and communities. As a member of AACTE, you can connect with peers, learn from their experiences, and participate in ongoing conversations about educator preparation. In addition to the many benefits of an AACTE membership, below are a few new member resources to assist you and your organization during these uncertain times:
- COVID-19 Resource Hub – Learn how peers are transitioning to distance learning, participate in webinars, and access the latest research about online and virtual instruction.
- COVID-19 Educator Preparation Policy Tracker Map – This interactive map details state policy changes related to licensure and certification, clinical experience, hiring, and state standards and program requirements. It also provides state guidance to EPPs on how to adjust to programmatic changes resulting from COVID-19.
- Mursion Virtual Reality Classrooms – AACTE members receive special rates to Mursion Virtual Reality Classrooms. These classrooms provide virtual simulations so your teacher candidates can still complete clinical practice requirements during the pandemic.
Your AACTE membership is active through December 31, 2020. However, we encourage you to renew for 2021 today. AACTE understands that many of our members are currently facing operational challenges, and as such, we are offering several renewal incentives.
To address this trying time for education in general, and teacher education specifically, the Graduate School of Education at AACTE member institution Touro College will present a virtual discussion with leaders in the profession as they contemplate what comes after sheltering in place for teacher preparation.
AACTE Board member Jacob Easley II, dean of the Touro College’s Graduate School of Education, will moderate the session. Panelists include Judy Beck, president of the Association of Teacher Educators and dean of the School of Education, University of South Carolina; past AACTE Board Chair Wanda Blanche J. Blanchett, Graduate School of Education
Wanda J. Blanchett, former AACTE board chair, Graduate School of Education, Rutgers University; and Rene Antrop-Gonzales, incoming dean and professor, School of Education, SUNY New Paltz.
RSVP to join the webinar, “What’s Next? Teacher Education Post Coronavirus,” on Thursday, June 18, 3:30-4:45 p.m. EST.
AACTE Responds to COVID-19
As part of its continued efforts to inform members about the latest developments regarding educator preparation programs (EPPs) in light of COVID-19, AACTE has updated its Policy Tracker Map to reflect recent changes in EPP-specific state guidance and recommendations. These changes include guidance analysis of 12 new states, specifically Arkansas, Delaware, Florida, Maryland, New Hampshire, Rhode Island, Pennsylvania, Arizona, Nevada, South Dakota, North Dakota, and Wyoming. We have also updated data for New Jersey, which recently issued new guidance waiving edTPA.
In the coming weeks and months, as agency guidance is supplemented by the supporting instructions and recommendations of other state entities, such as the legislature and regulatory bodies, the information and features of this interactive map will grow to accommodate those developments.