The AACTE 74th Annual Meeting brought together attendees from across the country to discuss, explore, reflect upon, and learn about the current challenges and innovative plans for the future of educator preparation. Over the 3-day conference, presenters addressed the theme, “Rethink, Reshape, Reimagine, Revolutionize: Growing the Profession.” AACTE is excited to share the video recordings of the general sessions and deeper dive sessions on Connect360. These attendee-only resources are available to access on-demand for continual professional development.
#AACTE22 Keynote – Derek W. Black
#AACTE22 Closing Keynote – Leslie T. Fenwick
Are we there yet?: Honoring the Legacy of HERS 50th Annivesary and Women’s Experiences in Higher Ed
JTE Editors Deeper Dive
Apprenticeships for Teaching: A National Model
In an effort to find a lasting solution to the teacher shortage crisis in the United States, Austin Peay State University (APSU) and Clarksville Montgomery County School System (CMSS) of Tennessee developed and successfully implemented an educator preparation-program called “Grow Your Own.” Given the program’s success, the Tennessee Department of Education became the first state to establish a permanent model of the program in January of 2020. The Apprenticeships for Teaching: A National Model session of the AACTE 2022 Annual Meeting brought together the pioneers of the apprenticeship program to share their success stories, which could serve as a national model. The speakers included Prentice Chandler, dean of the APSU Eriksson College of Education; Lisa Barron, associate dean and director of teacher education at APSU; and Sean Impeartrice, chief academic officer of CMSS.
The AACTE 74th Annual Meeting culminated with a closing session keynote address by nationally renowned educator, education policy scholar, and best-selling author, Leslie T. Fenwick, Ph.D. Throughout her career, Fenwick has made significant contributions to the field of education, serving as the dean of Howard School of Education, and currently as AACTE’s dean in residence. In the closing keynote session, Fenwick shared insight and key themes from her book, Jim Crow’s Pink Slip: The Untold Story of Black Principal and Teacher Leadership, and she concluded with a series of recommendations to diversify the nation’s educator workforce and redefine school reform.
Derek Black J.D., a law professor at the University of South Carolina, is among the nation’s foremost experts in education law and policy. He’s published extensively in prestigious journals and been cited by the Supreme Court of the United States. In his book, Schoolhouse Burning: Public Education and the Assault on American Democracy, Black explored the legal and historical basis for the right to public education.
According to Black, the inspiration for Schoolhouse Burning came from the teacher strikes in 2018. Seeing tens of thousands of teachers expressing their right to peacefully protest compelled him to “pay homage to all that [educators] are bringing to the American public.” It is with this spirit that he addressed the attendees at AACTE’s Opening Session at it 2022 Annual Meeting.
The guiding question behind Professor Black’s book is simple: are we moving closer to the original vision of public education, or further away from it? That is, his book chronicled the fight for public education. Using historical and legal precedents such as the Northwest Ordinances of 1785 and 1787, The Colored Peoples Convention in Charleston in 1865, and the Brown V. Board of Education decision, Black explained why the state must provide education as a democratic necessity, and how formerly enslaved African Americans were among the key figures in the fight for educational equality for all.
The white folk of Altahama voted John a good boy, – fine plough-hand, good in the rice-fields, handy everywhere, and always good-natured and respectful. But they shook their heads when his mother wanted to send him off to school. “It’ll spoil him, – ruin him,” they said; and they talked as though they knew. (W. E. B. Du Bois, 1903/2015, p. 173)
This excerpt is a great representation of the fear fueling the push behind the call for censorship of critical race theory (CRT) and stages the focus of a Deeper Dive session at the AACTE 2022 Annual Meeting for educators to discuss how to address some of the challenges related to the threat that banning CRT has on American democracy. The “AACTE and AERA joint session: Youth, Censorship, and Academic Freedom” was moderated by Marvin Lynn (Portland State University), and the panelists were Michael Dantley, (Miami University) Kimberly White-Smith (University of La Verne), and Jacob Easley (Touro College). The discussion started with recapping the timeline of efforts to constrain teaching about race in higher education, followed by organizing faculty and staff, the role of education leaders in advancing social justice, and how to work with state and national organizations to address issues of education and censorship.
The “Minority Serving Institutions as Drivers of Educational Equity” Deeper Dive session at this year’s Annual Meeting provided insight on the essential role minority serving institutions (MSIs) play in providing postsecondary access to students of color, preparing diverse educators for the workforce, and increasing the economic mobility of low-income, first-generation college students. The session focused on unique programs, supports, and partnerships that these institutions offer to attract and prepare diverse teachers. The panel for the session included deans from four MSI schools or colleges of Education: J. Fidel Turner (Clark Atlanta University), Chinaka DomNwachukwu (California State University-San Bernardino), Stephen Silverman (Florida Atlantic University), and Denelle Wallace Alexander (Norfolk State University).
Thank you for joining over 1,300 education leaders at AACTE’s 74th
Annual Meeting in New Orleans to revolutionize and transform the profession. The collective energy of this year’s attendees made for an exciting return to in-person collaboration. We hope you left feeling energized, inspired, and ready to rethink, reshape, and reimagine the future of education.
ACTE (American Association of Colleges for Teacher Education) today announced Shauna Adams, Ed.D., Professor of Early Childhood Education in the University of Dayton School of Education and Health Sciences as the recipient of the 2022 AACTE Margaret B. Lindsey Award for Distinguished Research in Teacher Education. The Margaret B. Lindsey Award recognizes an individual whose research over the last decade has made a significant impact on the field of teacher education and will be awarded at the AACTE 74th Annual Meeting in New Orleans, La, on March 6.
AACTE (American Association of Colleges for Teacher Education) announced today the winner of the 2022 AACTE Best Practice Award for Innovative Use of Technology. The College of Education, Health, and Human Studies Educator Preparation Program at Southeast Missouri State University is the recipient of this prestigious award for implementation of its EDvolution Model. Southeast Missouri State University’s Trudy Giasi, Ph.D., assistant professor of STEM Education, and Jana Gerard, coordinator of the EDvolution Center, will accept the award at AACTE’s 74th Annual Meeting in New Orleans, La on March 6.
AACTE (American Association of Colleges for Teacher Education) today announced the article, “Three Different Measures of Graduates’ Instructional Readiness and the Features of Preservice Preparation That Predict Them,” received the 2022 AACTE Outstanding Journal of Teacher Education (JTE) Article Award. This award, cosponsored by AACTE’s Committee on Research and Dissemination and Sage Journals, recognizes exemplary scholarship published in JTE in educator preparation or teaching and learning with implications for educator preparation. The award will be presented at the AACTE 74th Annual Meeting in New Orleans, La. on March 6.
AACTE (American Association of Colleges for Teacher Education) today announced that Robert E. Floden, Ph.D., University Distinguished Professor and Dean Emeritus of the Michigan State University (MSU) College of Education, is the recipient of the 2022 AACTE David G. Imig Award for Distinguished Achievement in Teacher Education. Floden will be presented with this prestigious award at AACTE’s 74th Annual Meeting in New Orleans, La, on March 4.
AACTE (American Association of Colleges for Teacher Education) today announced Lin Wu, Ph.D., as the recipient of the 2022 AACTE Outstanding Dissertation Award for Borderland Teaching of Chinese American Teachers with Mexican American Students: Toward the Development of a Theory. The author completed his dissertation for the Ph.D. at the University of Washington-Seattle and currently serves as an assistant professor in the College of Education at Western Oregon University. He will be recognized formally with the award at the AACTE 74th Annual Meeting in New Orleans, La, on March 4.
AACTE (American Association of Colleges for Teacher Education) today announced that Letting Go of Literary Whiteness: Anti-racist Literature Instruction for White Students, coauthored by Carlin Borsheim-Black, Ph.D., and Sophia Tatiana Sarigianides, Ph.D., is the winner of the 2022 AACTE Outstanding Book Award. This annual award recognizes a book that makes a significant contribution to the knowledge base of educator preparation or teaching and learning with implications for educator preparation. Sponsored by the AACTE Committee on Research and Dissemination, the award is given to a book that is well-written and offers a fresh lens on current assumptions or practices, reorients thinking in the field, and shows potential for significant impact on policy or practice in educator preparation. The authors will be recognized formally with the award at the AACTE 74th Annual Meeting on March 4.
The American Association of Colleges for Teacher Education (AACTE) today announced that Old Dominion University (ODU) is the recipient of the 2022 AACTE Best Practice Award in Support of Multicultural Education and Diversity. This award, sponsored by AACTE’s Committee on Global Diversity, recognizes the infusion of diversity throughout all components of a school, college, or department of education as fundamental to quality teacher preparation and development. Kala N. Burrell-Craft, Ph.D., director of teacher residencies, Darden College of Education & Professional Studies, will accept the award on behalf of ODU at the AACTE 74th Annual Meeting in New Orleans, La, on March 4.
AACTE (American Association of Colleges for Teacher Education) today announced that the University of Missouri – St. Louis (UMSL) is the recipient of the 2022 AACTE Best Practice Award in Support of Global and International Perspectives for their “Internationalizing Education at UMSL and Beyond” initiative. This award, sponsored by AACTE’s Committee on Global Diversity, recognizes exemplary practice in the intercultural, global, cross-cultural, and international arenas and will be presented at the AACTE 74th Annual Meeting in New Orleans, La, on March 6.