The Council of Chief State School Officers (CCSSO) recently updated its Supporting Inclusive Schools for the Success of Each Child: A Guide for States on Principal Leadership guide. Developed in collaboration with AACTE and other education partners, this online guide strengthens principals’ capacity to lead inclusive schools to ensure each student has an equitable opportunity to succeed. The updates include additional resources and a new policy to practice section, showcasing the work of the four states—Arkansas, Georgia, Mississippi, and Ohio—involved in CCSSO’s Advancing Inclusive Principal Leadership (AIPL) State Initiative, of which AACTE is also a partner. The four states are refining their school leader preparation and development efforts to ensure there is a focus on supporting the academic and social and emotional success of each learner, with an emphasis on those with disabilities.
The Council of Chief State School Officers (CCSSO) have announced the four finalists for the 2020 National Teacher of the Year, all of whom are graduates of AACTE member institutions:
Chris Dier, 2020 Louisiana Teacher of the Year, obtained a master of arts in teaching and a master of arts in educational administration from the University of New Orleans. While a Hollyhock Fellow at Stanford University, a program that brings educators together to create more inclusive classrooms, he developed an equity project to legitimize student language. A 10-year teaching veteran, Dier currently teaches world history and AP human geography at Chalmette High where he engages students by bringing aspects of their identity and culture to the forefront of their education. Learn more.
Leila Kubesch, the 2020 Ohio Teacher of the Year, teaches Spanish and English to Speakers of Other Languages (ESOL) at a high-need middle school. To help empower all youth, she fosters community partnerships, writes grants for innovative learning, and instills a mindset of dreaming big through large-scale service-learning projects. The work of her
AACTE is excited to work in partnership with the National Board for Professional Teaching Standards on several initiatives that contribute to a vision of a coherent career trajectory that supports teachers from initial preparation through teacher leadership opportunities and beyond. The mission of the National Board is to advance the quality of teaching and learning through a voluntary advanced certification. By doing so, the National Board aims to align the teaching profession with other professions such as medicine. Through this collaboration, AACTE, National Board, and other teacher professional organizations seek to elevate the teaching profession and ensure each student is taught by a fully prepared and accomplished teacher.
The work of the National Board, the National Board Standards, and the certification process is founded on five core propositions that describe what accomplished teachers should know and be able to do to effectively support student learning. The five core propositions and National Board Standards are developed and revised by educators based on research and their expertise as practitioners.
The School Superintendents Association (AASA) announce the four finalists for the 2020 National Superintendent of the Year,® a distinction that honors school system leaders throughout the country for making a positive difference in the lives of the students they serve. The four finalists for the 2020 National Superintendent of the Year® are:
- Gustavo Balderas, Eugene School District 4J, Eugene, Ore.
- Samantha Fuhrey, Newton County School System, Covington, Ga.
- Michael Nagler, Mineola Public Schools, Mineola, N.Y.
- Jeffery Smith, Hampton City Schools, Hampton, Va.
AACTE and partner, Educator Preparation Laboratory (EdPrepLab), an initiative of the Learning Policy Institute (LPI) and Bank Street College of Education, will host the second of a series of four webinars, Preparing educators for diverse, equitable, and inclusive classrooms, on January 30.
This collaborative webinar focuses on strategies to increase the preparation of both teachers and leaders. AACTE and EdPrepLab are excited to provide you with an opportunity to learn from and with our dynamic webinar leaders. Four dynamic experts who are advancing diversity, equity, and inclusion in their practice, research, and daily interactions with teachers, leaders, and community stakeholders will present during the webinar:
AACTE has partnered with CoSN (The Consortium for School Networking) to provide school leaders with high-quality information on emerging issues and technology trends for K-12 innovation, as a member of the advisory board. Recently, the international advisory board, about 100 education leaders, identified 15 key Hurdles, Accelerators, and Tech Enablers for schools to leverage in 2020 in order to drive innovation in K-12 education.
The next generation of teachers and leaders are being prepared at AACTE member institutions. In collaboration with our K-12 school district colleagues, educator preparation programs can leverage technology that supports the learning and social emotional growth of all our students.
Together AACTE and CoSN are committed to advancing progressive practices in the field and addressing challenges and opportunities such as data privacy & ownership, social emotional learning, and tools for privacy & safety online.
CoSN will issue its insights and findings from the advisory board in two individual free briefs. These publications, along with an implementation toolkit, will be released throughout 2020 to spur ongoing discussions and visibility that analyze the top Hurdles, Accelerators and Technology Enablers in K-12 education. This project is part of CoSN’s EdTechNext initiative, extending their long-standing work surrounding emerging technologies.
This article originally appeared in the VC Reporter Power to Speak op-ed section and is reprinted with permission.
With all the political distractions in the news, one critical issue seems to get very little attention. This is the impending teacher shortage. I use the term impending because here in Ventura County, we have not felt the pain of the teacher shortage in quite the same way as other areas of the state. That will not be the case for long, however.
One significant factor contributing to the shortage is that young high school and college-age students are simply not choosing teaching as a career. In fact, the Learning Policy Institute (LPI) has reported a 73% enrollment decline in California teacher preparation programs since 2002. According to LPI, more than 75,000 candidates were enrolled to become teachers in 2002 compared to just over 20,000 in 2016. Looking at the same years, the California Commission on Teacher Credentialing (CTC) reported a 47% decline in new teacher credentials issued, with 29,556 in 2002 dropping to 15,440 in 2016. This means each year we are sending fewer new teachers into the profession to take the place of retiring baby boomers and fill the openings created by increased population. In short, we are not preparing enough new teachers to sustain our school system.
To show support and help advocate for public schools in the United States, AACTE is inviting members to add your voice to the thousands of others vowing to stand up for students and schools. The Learning First Alliance (LFA) has launched the Pledge for Public Schools in preparation for Public Schools Week 2020, a national celebration for educators and parents to spotlight the successes of their students and local schools in communities across the nation, and to bring attention to the critical issues facing schools, students, and educators.
LFA reports that U.S. public schools educate 50.8 million students (nine of 10), regardless of ability, race, wealth, language, religion or country of origin. During Public Schools Week 2020, to be held February 24-28, 2020, advocates will take the thousands of pledges to Capitol Hill and state capitals across the country to illustrate to lawmakers how many people are supporting America’s public schools.
Once you take the pledge, LFA asks that you share on social media using the hashtag #PublicSchoolProud. More updates and events leading up to Public Schools Week will be announced at learningfirst.org/publicschoolsweek.
To learn more about LFA, visit learningfirst.org.
In collaboration with the Wallace Foundation, AACTE is launching a Twitter Chat Series in December dedicated to elevating Inclusive Principal Preparation. The four Twitter chats align with our ongoing Inclusive Principal Preparation Webinar Series. The Twitter chats will provide ample space to continue discussing principal preparation with you—our leaders in the field of principal and leader preparation.
Twitter allows participants to engage in conversations, follow exchanges, and locate chats through a dedicated hashtag. To participate, use the hashtags below to locate and participate in the Twitter Chat Series.
The dates for the upcoming Inclusive Principal Preparation Twitter Chat Series are also below. Each Twitter chat will take place from 5:00 – 6:00 p.m. The associated webinars are accessible via the provided links. Remember, the fourth webinar is still open for registration!
- Tuesday, December 3 – The Challenges and Successes of Principal Recruitment and Retention
- Thursday, December 5 – Successful University and District Partnerships for Preparing Principals #principalpartnerships
- Wednesday, December 11 – From Teacher to Principal: Educational Leadership Tracking Systems
- Wednesday, December 18 – What Should High-Quality Principal Preparation Look Like?* (*Link to register for the final webinar.)
On November 14, I had the privilege of moderating the first in a series of webinars produced through a partnership of AACTE and the Educator Preparation Laboratory (EdPrepLab). This webinar, “Social and Emotional Learning, Cultural Competence, and Equity in Teacher Preparation,” will be followed by three others focusing on transformative research and practice in educator preparation.
Joining me for the webinar were Nancy Markowitz of the Center for Reaching and Teaching the Whole Child, Patty Swanson from San Jose State University, Pat Norman from Trinity University, and Mari Jones from the HighTech High Graduate School of Education.
Both Trinity and High Tech High, where Norman and Jones teach, are members of the EdPrepLab network. EdPrepLab, which launched this year, is an initiative of the Learning Policy Institute and the Bank Street College of Education that aims to strengthen educator preparation in the United States by linking research, policy, and practice and by supporting and expanding preparation that is equity-focused, student-centered, and grounded in the science of learning and development.