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Learn to Build a Framework for Developing Candidates’ Global Competencies at #AACTE Preconference

In acknowledging the diversification of the P-12 population in U.S. classrooms, is your college or university prepared to develop candidates’ global competencies? AACTE’s Committee on Global Diversity is hosting a preconference workshop, “Internationalization of Teacher Education: Building a Strategic Framework for Developing Candidates’ Global Competencies,” which will assist in this process. 

This preconference event will explore methods to infuse global competency into the curriculum and provide strategies for educator preparation programs to incorporate local and international opportunities—with a focus on developing successful partnerships to facilitate these opportunities.

Participants will actively engage with AACTE award recipients as well as influential experts in the field. Together they will hold meaningful discussions on best practices, innovative experiences and partnerships and, importantly, ways to develop authentic and meaningful programs that prepare mindful teacher candidates who advocate for and insist on multicultural education and diverse global perspectives within the classroom.

Indiana University School of Education to Receive AACTE Award for Global/International Initiatives

 

Indiana University School of EducationAACTE is delighted to announce Indiana University School of Education as the recipient of the 2020 AACTE Best Practice Award in Support of Global and International Perspectives for its K-16 Global Education Initiatives across Indiana program. Vesna Dimitrieska, coordinator, Global Education Initiatives at Indiana University School of Education and Hamilton Lugar School of Global and International Studies, will be recognized formally with the award at the AACTE 72nd Annual Meeting, February 28 – March 1, in Atlanta, GA.

The uniqueness of Indiana University’s program lies in its structure as a joint program between its School of Education and its Hamilton Lugar School (HLS) of Global and International Studies, working collaboratively to create globally competent teachers. Hosted at the School of Education, the program ensures graduates enter the workforce with deep global knowledge and “strong fluency in the regional cultures, languages, and perspectives shaping our world.” By combining the resources that are available from the two schools, the program is providing equitable access to urban, suburban, and rural parts of Indiana and initiating, maintaining, and expanding partnerships with educators in schools from 18 different counties across the state.

Texas A&M University Researcher to Receive AACTE Award for Outstanding Article in Journal of Teacher Education

Amy Rector-ArandaAACTE has chosen an article by Amy Rector-Aranda, Ph.D. of Texas A&M University, the recipient of the 2020 AACTE Outstanding Journal of Teacher Education Article Award. Her article, “Critically Compassionate Intellectualism in Teacher Education: The Contributions of Relational-Cultural Theory,” was published in the September/October 2019 issue of the journal and will be recognized formally with the award at the AACTE 72nd Annual Meeting, February 28 – March 1, in Atlanta, GA.

In the article, Rector‐Aranda explores how the critically compassionate intellectualism framework might translate as a framework for teacher education. Educational theorists Cammarota and Romero describe critically compassionate intellectualism (CCI) as a trilogy of critical pedagogy, authentic caring, and social‐justice oriented curriculum used to lift up previously disempowered Latinx youth. Because the compassion element in CCI is understudied in teacher education, yet crucial to the success of the framework as a whole, Rector‐Aranda applies the tents of Relational‐Cultural Theory (RCT) to enhance understandings of this component. Based in feminist theories of psychosocial and moral development, RCT expands the original framework to account for varied experiences of privilege and vulnerability when applying CCI to teacher education while retaining core emphases on relationships, empathy, and associate aspects of authentic caring. This study makes a conceptual contribution by offering an integrated framework for teacher education.

California State University Los Angeles Researcher Wins AACTE Outstanding Dissertation Award

Christina Restrepo Nazar, Ph.D. AACTE is delighted to announce Christina Restrepo Nazar, Ph.D. as the recipient of the 2020 AACTE Outstanding Dissertation Award for Youth as Teacher Educators: Supporting Preservice Teachers in the Developing Youth Centered, Equity-Oriented Science Teaching Practices. The author completed her dissertation for the Ph.D. at Michigan State University College of Education. She currently serves as assistant professor of K-12 science education in the Charter College of Education at California State University Los Angeles. She will be recognized formally with the award at the AACTE 72nd Annual Meeting, February 28 – March 1, in Atlanta, GA.

In her dissertation, Restrepo Nazar conducted three separate, but interrelated studies that examine the ways preservice teachers (PSTs) generatively developed youth-centered, equity-oriented pedagogical imaginaries in their methods courses and how they enacted these practice(s) in their field experiences. The purpose of this dissertation is to understand how and in what ways a science methods course can support PSTs in the critical uptake of youth (and community) knowledge(s) and practice(s) and how classroom communities in the field can shift/shape these enactments. In this work, Restrepo Nazar foregrounds youth counternarratives of the culture of power in science as a critical part of learning to teach science for PSTs—a study that has never been done before.

Authors of Reclaiming Accountability in Teacher Education to Receive AACTE Book Award

Reclaiming Accountability in Teacher EducationAACTE is delighted to announce the selection of the nine authors of the book, Reclaiming Accountability in Teacher Education, as winners of the 2020 AACTE Outstanding Book Award. They will be recognized formally with the award at the AACTE 72nd Annual Meeting, February 28 – March 1, in Atlanta, GA.

The book, published by Teachers College Press in 2018, provides the field of teacher education with a paradigm-shifting take on accountability, an issue that is central to the theory, policy, and practice of teacher education. The book’s insights and arguments are supported by rigorous scholarship regarding the historical, sociopolitical, and policy contexts of teacher education accountability. The authors created an eight-dimensional framework to critically examine the current dominant accountability paradigm, to deconstruct four influential accountability initiatives, and finally, to envision a new paradigm of democratic accountability. 

“Their framework is powerful as a tool used not only for critique, but also for providing a structure for envisioning an entirely different accountability paradigm—one that values democracy, equity, professional responsibility, and deliberative and critical democratic education,” said Tamara Lucas, Dean of the College of Education and Human Services, Montclair State University.

Salisbury University Seidel School of Education to Receive AACTE Award for Integrating Maker Mentality in Teacher Education

Salisbury University - Seidel School of Education

AACTE is delighted to announce the Salisbury University School of Education as the recipient of the 2020 AACTE Best Practice Award for Innovative Use of Technology for integrating maker education throughout its educator preparation program. Diallo Sessoms, associate professor, Samuel W. and Marilyn C. Seidel School of Education, Salisbury University, will be recognized formally with the award at the AACTE 72nd Annual Meeting, February 28 – March 1, in Atlanta, GA.

Salisbury University is pioneering the idea of “classrooms” as makerspaces, which will push future educators to inspire their students to be makers, inventors, and entrepreneurs. The official makerspace, a physical space for faculty and students to generate visceral experiences, opened in fall 2018. Both faculty and students are learning to infuse the maker mindset into their teaching philosophies by applying a combination of programming, design thinking, 3D modeling, and physical computing experiences. While the university’s educator preparation program has a stand-alone technology course, it is also emphasizing the integration of concepts across all instructional methods courses. To build capacity for in-service educators, the School of Education is also offering professional development in invention literacy for practicing teachers to increase play-based learning and makerspace access.

Manhattanville College School of Education to Receive AACTE Award for Multicultural Program

Manhattanville College’s School of Education logoAACTE is delighted to announce Manhattanville College’s School of Education (SOE) in Purchase, N.Y. as the recipient of the 2020 AACTE Best Practice Award in Support of Multicultural Education and Diversity for its Changing Suburbs Institute® (CSI) program. Shelley Wepner, dean and professor, Manhattanville College of Education, will be recognized formally with the award at the AACTE 72nd Annual Meeting, February 28 – March 1, in Atlanta, GA.

CSI is a grassroots, school-university-community collaborative that was established in recognition of the increasing diversity in suburban school districts and to ensure that practicing and prospective teachers are prepared to teach an increasingly diverse student population. Now in its fourteenth year, CSI focuses on four major areas: teacher leadership/development, collaboration, dissemination of information, and parent education. To address teacher leadership/development, CSI has established Professional Development Schools (PDS) in 16 schools across eight districts in Westchester County. Each PDS has a Leadership Team comprised of a faculty liaison, teachers, and school administrators.

AACTE Member Alumni are Finalist for Teacher of the Year

 

CCSO 2020 National Teacher of the Year Finalists

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

Finalists for Superintendent of the Year are Alum of AACTE Institutions

finalists for the 2020 National Superintendent of the Year

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:

Nominations Open: AACTE Diversified Teacher Workforce 2020 Teacher Diversity Research Award

The Teacher Diversity Research Award is presented by the AACTE Diversified Teacher Workforce (DTW) Topical Action Group (TAG) for outstanding research and advocacy related to various policies, practices, programs, pedagogies, systems, and/or institutions for the purpose of advancing teacher diversity. The research leadership embodied by the recipient of this award reflects the DTW TAG’s mission and goals and advances our current understanding of how to diversify our teacher workforce to enhance educational opportunities for all students. Recipients of this award have published articles, books, and /or created professional development services or products that function as tools and resources to help facilitate teacher education programs, leaders, and/or policymakers in strategic planning and project implementation that actualize the goal of creating a diverse teacher workforce in the 21st century. In addition, recipients of this award will evidence a service-minded disposition toward addressing teacher diversity in research and practice through their leadership and participation in the local community, school, and/or grassroots service efforts.

In recognition and honor of this important work, the recipient of this award will receive a $1,000 honorarium and be invited to give a featured research talk at our 2020 DTW Institute at the 2020 AACTE Annual Meeting in Atlanta, GA. Also, the recipient of the award must participate in the 2020 DTW Teacher Diversity Research Award Selection Committee and /or contribute to the planning of the 2021 DTW Institute.

In order to nominate someone (self-nominations accepted) for the DTW Teacher Diversity Research Award, email the following documents with “Teacher Diversity Research Award” as the subject line to Marvin Lynn at coe-dean@pdx.edu by December 15, 2019:

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