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:
This article originally appeared in the Chatanoogan.com and is reprinted with permission.
As educators, we are concerned about the quality and quantity of applicants entering the field of education. Our members have often been catalysts for innovative solutions to the many challenges facing education. This is why we take an interest in the next generation of educators and why we strive to improve their experience and support as they transition from teacher candidate to classroom teacher.
In 1986, education school deans from the top universities developed a critical report that attributed much of the blame for struggling public schools on the training teachers were receiving in college.
Research reminds us that although we spend millions of dollars and thousands of hours on teacher preparation courses, we do not have much evidence justifying some of those requirements in Colleges of Education. Nor do policymakers really know how to measure and define a successful teacher training program.
Now in its third year, the University of Central Florida (UCF) Consortium for Future Educators is growing by leaps and bounds! On November 1, 2019, UCF hosted the third convening of the Consortium for Future Educators, including 16 Districts of Education in Florida, and over 80 participants. District leaders, lead teachers, high school students, and university faculty who partner with them came together to share knowledge and best practices as it relates to the creation, growth, and results of High School Teaching Academies and “grow-your-own” pathways.
California State University Monterey Bay (CSUMB) has been selected to receive funding under the U.S. Department of Education’s Teacher Quality Partnership (TQP) program in the amount of $4,849,320; $2.2M of which will go directly to student scholarships.
The award, expected to span over a total of five years, will also help fund a project entitled Preparing Observational Practitioners through Partnerships Yearlong (POPPY) and support CSUMB partnerships with eight school districts across Monterey County, further advancing the “grow your own” model of teacher preparation.
Collaborative. Encouraging. Communicative. Supportive. Empowering. These are characteristics that contemporary educator preparation programs are committed to building within their traditional teacher candidates. For co-teaching teams, however, these traits are more than preferred; they are essential to success.
Co-teaching is an innovative pedagogical model adopted to maximize instructional impact and engagement amongst preservice and in-service teachers. Thanks to the support of the AACTE, the “Co-Teaching in Clinical Practice” Topical Action Group (TAG) is able to advocate for co-teaching and support co-teachers in schools throughout the nation.
Shepherd University’s School of Education received a $40,635 grant from the West Virginia Department of Education to continue working with five Berkeley County Schools providing professional development and to start a pilot program in which a select group of Shepherd student teachers spend the entire school year in a Berkeley County elementary school.
“The teacher candidate goes in from day one and works with the mentor teacher in co-planning, co-teaching, and co-assessing,” said Dori Hargrove, Shepherd’s elementary specialization coordinator. “By being involved from the first day, the teacher candidate gets a better understanding of all the decisions that go into planning. It helps the teacher candidate feel more prepared and helps the mentor teacher learn new strategies.”
Four Shepherd elementary education majors are participating in the pilot program—Kristin Williams, Charles Town; Susan Stambaugh, Martinsburg; Kayla Shultz, Falling Waters; and Alexis Shearer, Chambersburg, Pennsylvania. The typical length of time for student teaching is 14 weeks; however, the four are co-teaching in a school the entire year.
As the student population has diversified so has our understanding of the general education classroom, specifically who we serve in an inclusive setting. Our students with special education services are learning the majority of their grade level curriculum in general education classrooms. This paradigm shift requires effective collaboration between service providers and teachers as well as a deep understanding and application of differentiation to meet the needs of all students.
For years, the two fields of general education and special education have been siloed. Persistence and partnership is how
The key to developing the Bowling Green State University (BGSU) dual licensure program is reaching out to the local area to ensure the program is built with the local needs at the forefront. “The local data is how the university can drive change,” recalls a district leader. Faculty also believe collaboration with the district is central to their mission and their success with candidates. Making connections with the field office and the supervising teachers ensured faculty could relate what candidates were seeing in the field to what they were learning in their coursework.
University systems must also be taken into consideration, especially when working across colleges and across departments. Two questions drove the BGSU program leadership as they developed their dual licensure program: What is best for our students in this program? An what is best for this program? One significant concern was finding strong clinical placements for each teacher candidate. The success of a program with hundreds of teacher candidates rested with strong clinical partnerships.
Finally, serving all students that walk into the classroom was the priority when developing the dual licensure program at BGSU. “This wasn’t an experiment, this is the way BGSU does business,” reflected a faculty member. It was a choice to move away from single licensure that, over time, changes the makeup of the district teaching population, which is why district leaders were involved at every step in the program development.
To learn more, watch the Advice to Others video highlighting BGSU’s Models of Inclusive Clinical Teacher Preparation, part of AACTE’s Research-to-Practice Spotlight Series.
This article and photo originally appeared in Appalachian Today and are reprinted with permission.
It began with a curiosity of wanting to know more about the human body and culminated with a poster presentation. No, this is not a research project designed by one of Appalachian State University’s senior science majors. The 3D project was completed by some of the university’s youngest Mountaineers at the Lucy Brock Child Development Lab School (LBCDLS).
In late June, the LBCDLS preschool class shared with Appalachian faculty, staff, students and practicum students, as well as family and friends, the knowledge they gained about the human body through the project. Some examples of what they shared:
- A song they wrote with Emily Wills ’19, a graduate student in Appalachian’s master’s music therapy program from Salt Lake City, Utah.
- Life-size tracings of their own bodies, which included their drawings of bones and organs.
- A large, mixed media sculpture of the human body consisting of recycled materials, which was created by the class as a collaborative project.
The health science project provided a reciprocal learning opportunity — broadening the inquiring minds of young scientists while giving Appalachian’s budding educators a front-row seat from which to study
The U.S. Department of Education launched an Experimental Sites Initiative focused on the Federal Work Study (FWS) program. FWS is a need-based federal program that provides part-time jobs to students to supplement the financial assistance received from the Federal Pell Grant program and other aid sources. The Experimental Site Initiative for FWS waives several of the statutory and regulatory provisions, including that which would limit the number of hours a student could work, permitting full-time opportunities.