AACTE is pleased to announce the 2021 recipients of its annual awards for innovative research, best practice, and exemplary leadership in educator preparation. The following member institutions and individuals will be honored at the virtual AACTE 73rd Annual Meeting Awards Forum today, 2:45-3:30 p.m.
Posts Tagged ‘Annual Meeting’
Bryan A. Brown Recognized with AACTE Book Award for Science in the City: Culturally Relevant STEM Education
AACTE is pleased to announce Bryan A. Brown’s Science in the City: Culturally Relevant STEM Education, as the recipient of the 2021 AACTE Outstanding Book Award. Brown is being presented with the award at today’s virtual AACTE 73rd Annual Meeting Awards Forum.
Science in the City: Culturally Relevant STEM Education, published by Harvard Education Press in 2019, examines how language and culture impact effective science teaching. In the book, Brown argues that teachers need to understand how cultural issues intersect with the fundamental principles of learning, and that science education can thrive if it is connected to students’ culture, backgrounds, identities, and language.
AACTE is pleased to announce that Teresa Foulger, Kevin Graziano, Denise Schmidt-Crawford and David Slykhuis are the recipients of the 2021 AACTE Edward C. Pomeroy Award for Outstanding Contributions to Teacher Education. The foursome are being recognized for the development of the Teacher Educator Technology Competencies (TETCs) and for their efforts to broadly disseminate the TETCs to teacher educators. The recipients are being presented with the award at today’s virtual AACTE 73rd Annual Meeting Awards Forum.
AACTE is pleased to announce the University of South Florida (USF) as the recipient of the 2021 AACTE Best Practice Award for Innovative Use of Technology. Ilene Berson, professor of early childhood at USF, is being presented with the award at today’s virtual AACTE 73rd Annual Meeting Awards Forum.
AACTE is pleased to announce Sarah “Mia” Obiwo as the recipient of the 2021 AACTE Outstanding Dissertation Award for “Bringing Clarity to the Construct: A Content Analysis of Disposition for Urban Teaching and Learning.” The author completed her dissertation for the Ph.D. at Georgia State University, and she currently serves as assistant professor of early childhood education at the University of Memphis. She is being presented with the award at today’s virtual AACTE 73rd Annual Meeting Awards Forum.
AACTE is pleased to announce authors of the article, “Rethinking High-Leverage Practices in Justice-Oriented Ways,” as the recipient of the 2021 AACTE Outstanding Journal of Teacher Education Article Award. Published in the September/October 2020 issue of the journal, the authors of the article, Angela Calabrese Barton of University of Michigan, Edna Tan of University of North Carolina at Greensboro, and Daniel J. Birmingham of Colorado State University are being presented with the award at today’s virtual AACTE 73rd Annual Meeting Awards Forum.
“There is much to admire and value about the scholarship that Calabrese Barton, Tan, and Birmingham report in this award-winning piece,” said Elizabeth Birr Moje, dean of the School of Education, University of Michigan. “Their ambitious pursuit of justice-oriented teaching practice, conducted in partnership with teachers, makes invaluable contributions to our understanding of how educators engage in socially transformative teaching.”
The 73rd Annual Meeting of the American Association of Colleges for Teacher Education (AACTE) begins today. The conference, themed “Resisting Hate, Restoring Hope: Engaging in Courageous Action,” is being held virtually February 24 – 26. Attendees include deans, faculty, students, and administrators from undergraduate and graduate education programs, community colleges, and PK-12 schools, as well as representatives from state and federal agencies, nonprofit organizations, and foundations.
The past year has presented the educational system with many challenges. The onset of the pandemic, incidents of racial injustice, and the digital divide magnified the systemic challenges occurring in PK-16 environments that serve the nation’s most vulnerable populations—students of color, students with disabilities, students from immigrant families, students from low-income families, and LGBTQ students. Under its 2021 theme, the AACTE conference offers attendees hundreds of concurrent sessions that explore how to revolutionize U.S. educational systems and practices to better serve all learners, dismantle inequities, and assure that no child’s future is determined by their race or socioeconomic background.
Celebrate Excellence in Educator Preparation at #AACTE21
Join AACTE and colleagues as we honor institutions and individuals for their significant contributions to the field of educator preparation during the 2021 AACTE Awards Forum. New this year, the Awards program will be a 30-minute presentation highlighting all award winners during the AACTE 73rd Annual Meeting. The AACTE Awards Forum will take place at 2:45 p.m. ET on Thursday, February 25.
The Opening Keynote session will also offer a stellar lineup of presenters, including distinguished guests U.S. Senator Elizabeth Warren, U.S. Senator Jack Reed, U.S. Representative Alma Adams, Dr. Karen Marrongelle, and Dr. Leslie T. Fenwick. Learn more about the keynote speakers.
As we head toward the one year mark of the onset of the pandemic, there are many lessons learned in how we prepare candidates to use technology in education, however, there is still much to discover. At AACTE 2021 Annual Meeting, the AACTE Committee on Innovation and Technology will be presenting a Deeper Dive session, “Applying Technology-enhanced Teaching Strategies to the New Normal in 2021 and Beyond” on Thursday, February 25, 11:15 a.m. – 12:30 p.m., that looks back at the past year and how teacher education programs have responded to preparing candidates during this time. The session will also focus on how programs are moving beyond the current health crisis and how they are preparing candidates to use technology in ways that support teaching and learning to enter face-to-face, remote, and hybrid classroom environments.
In the spring of last year, when school doors closed and learning went online due to the pandemic, many school districts were left flatfooted in trying to tackle this new emergency instructional situation. Not only did they face infrastructure, access, equity, and professional development challenges, but perhaps more importantly, student engagement in the learning process was lost or disrupted in significant ways.
“The 1619 Project” Annual Meeting Deeper Dive session on Friday, February 26, 11:15 a.m. – 12:30 p.m. features Mary Elliott, curator at the Smithsonian National Museum of African American History and Culture (NMAAHC), and Christina Sneed, high school AP English teacher in University City Schools (outside of St. Louis, MO) who taught The 1619 Project and authored the curriculum resources for The Pulitzer Center’s 1857 Project. Inspired by The 1619 Project (which reframes U.S. history by placing the consequences of slavery and the contributions of Black Americans at the very center of the historical narrative), The 1857 Project examines the Dred Scott decision and the Lincoln-Douglass Debate. In this article, Sneed shares insight into her experience teaching The 1619 Project to higher schoolers and how educators can successfully implement it across curriculum.
I’ve been sharing my approach to teaching with the New York Times’ 1619 Project and was disturbed to read an article where Rodriguez (2021) explained that Republican lawmakers in five states (one in which I live) are introducing legislation to “punish schools that provide lessons derived from this project.” Unfortunately, we’ve seen this strategy used throughout history as a method to manipulate national memory. It forces reflection on the quandary, “Who gets to write history?” The answer is rooted in white supremacy. Recollect America’s Reconstruction period when the United Daughters of the Confederacy distorted the narrative surrounding who won the Civil War by using propaganda, monuments, and education-based indoctrination. They created state-sanctioned counter narratives that still plague America. Recently, Republicans used this tactic to establish the 1776 Commission in opposition to the 1619 Project. Such acts stem from fear that, if average Americans learn accurate accounts of history—without white washing, omission, erasure—white men will lose power. They fear teachers will inform students of America’s ugliest parts and sell a version of history that negatively depicts certain groups of people in order to create ”heroes” and “patriots” in others (what they’ve been guilty of for centuries).
Alfredo Artiles of Stanford Graduate School of Education, Khiara Bridges, UC Berkley School of Law and Sonya Ramsey of University of North Carolina at Charlotte will join moderator John Blackwell of Virginia State University in presenting the 2021 Annual Meeting Deeper Dive session, “Critical-Race Theory and Countering Political Culture,” Thursday, February 25, 11:15 a.m. – 12:30 p.m. In this article, Artiles discusses the power of disability through its longstanding historical links with race, and outlines the transformations needed in teacher education so that future teachers are prepared to understand and engage thoughtfully with the complexities of disability and its intersections.
Disability touches the lives of all human beings in one way or another during their lifetime. It is not surprising, therefore, that most societies deploy protections and supports for people with disabilities. But just as disability constitutes an object of protection, it is necessary to remember that disability can also be used as a tool of stratification. This is most clearly observed in contexts in which disability intersects with other markers of difference, such as race. The dual nature of disability is a neglected consideration in the analysis and responses to this condition, particularly in the context of teacher education. Indeed, most preservice teachers are rarely exposed to the complexities of this duality and its implications.
This is the second article in a two-part series. Read the first part, titled “Video Observation Improves Teacher Preparation and Enhances Collaboration.” Authors Caroline Forrest and Cori Woytek will be presenting a live Q&A session at the 2021 Annual Meeting, “Using Video Across Diverse Settings to Provide Meaningful Feedback & Facilitate Reflective Conversations,” Thursday, February 25, 1:30 – 2:30 pm.
Many teacher preparation programs have faced unprecedented challenges this past year because of COVID-19. Schools have moved to online instruction and in-person support of student teachers has become difficult, if not impossible.
In response to the crisis, many institutions have incorporated videoed observations and feedback as part of their programs—a move that our teacher education program here at Western Colorado University took four years ago prior to the pandemic.
Fortunately, having a video feedback structure in place has enabled us to continue to support our residents – and continue to provide them with effective, rich, and applicable feedback – during this time.
Friday, February 19, is the last the day to register for the virtual AACTE 2021 Annual Meeting, February 24-26. Prepare to revolutionize education with innovative tools and resources on display in the Conference Community Center. Connect with our sponsors and exhibitors through hands-on demonstrations of new products, discuss solutions to your needs, and gain new insights to grow your programs!
Be sure to visit the AACTE Membership Booth! Learn about member resources and tools, connect with other attendees and AACTE staff, and test your trivia knowledge for a chance to win prizes! The Conference Community Center will feature a number of activities. Read more in this recent blog.
Looking to unwind? AACTE has you covered with yoga breaks to stretch your body and mind. Come laugh with AACTE during the Laughing Yoga Break, learn more about Lazy Yoga and other yoga tips, and attend the Dueling DJs reception. Take advantage of these activities and more to stay alert and engaged. Read more in this recent blog.
There’s only one week left to register! Registration will close February 19. Register now and invite your colleagues and students to participate in AACTE’s 2021 Annual Meeting. View the event schedule and details at www.aacte.org. Follow us on Twitter and Facebook, and join the conversation using #AACTE21.
Come experience the reimagined AACTE Annual Meeting – One community. One purpose. One voice.
Wendy Burke of Eastern Michigan University, Paul Gorski of Equity Literacy Institute, and Lori Piowlski of National University are presenters at the virtual 2021 Annual Meeting session, Advancing Equity through Social Emotional Learning on Friday, February 26, 11:15 a.m. – 12:30 p.m. In this article, Burke shares her experience in preparing educators to attend to the social emotional learning needs of P-12 students.
My point of entry into thinking about the relationship between equity and SEL began about 12 years ago when I became involved in a grant program for Gaining Early Awareness and Readiness for Undergraduate Programs (G.E.A.R-U.P). This program provided me the critical professional learning I needed while working for six years with a cohort of 60 middle schools as they matriculated from middle school into high school and then post-secondary institutions. I witnessed the many inequitable and often discriminatory practices within classrooms these students experienced while trying to lift themselves out of poverty.