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Educators Receive AACTE Co-Teaching in Clinical Practice TAG Engagement Awards

The Co-Teaching in Clinical Practice Topical Action Group (TAG) presented five professional educators with Engagement Awards to attend the 2022 National Association for Co-Teaching (NACT) National Conference in St. Cloud, Minnesota, in October. Foothill Knolls STEM Academy of Innovation Principal Jennifer Morris, fifth grade teacher Amanda Soto, and special education teacher Kelly Stanger from Upland, California, attended the conference along with New York City Department of Education, District 31 Specialized Student Support Lead Contessa McNulty. College Place Public Schools Assistant Principal and Co-Teaching Support Lead Ambra Bryant of College Place, Washington, was unable to attend.

Kentucky School Leaders Prepare December Grads for Interviews, Teaching Careers

(Left to right:) Karen Lymon, Megan Barnes, John Moore, Chelsea Clark, Cynthia Bruno and Michael Price.

When University of Kentucky clinical instructor Joni Meade prepares to say goodbye to each class of teacher candidates from the UK College of Education, one of her final tasks is assembling a group of Kentucky school personnel. 

Together, the school personnel — principals and other district leaders — create a simulation for graduating seniors in elementary education to put the finishing touches on their interviewing skills and prepare for the hiring process.  

Exploring Clinical Experiences as a Fulbright Scholar

As a member of AACTE’s Global Diversity Committee and a professor at the University of North Carolina at Charlotte, I was selected as a Fulbright Global Scholar for 2022-23. My Fulbright project focuses on three primary objectives: 1) to learn about the development and delivery of clinical experiences in international settings; 2) to determine how the COVID-19 pandemic impacted practices associated with the delivery of clinical experiences and preparation of teacher candidates; and 3) to create an international collaborative for continued learning and development of knowledge associated with clinical experiences.

Real Classroom Experience and Real Pay

A Snapshot of a Teacher Preparation Program in America’s Most Diverse Small City

New Jersey City University, a minority serving institution, is home to the innovative “Teacher Intern Program” (TIP) — a preservice collaboration that supports the preparation, placement, and retention of diverse educators. TIP includes vital elements that address financial and pre-professional learning needs, graduating educators that often return to teach in their home communities. 

CCU’s Spadoni College Partners with TEACH South Carolina for Educator Recruitment

Coastal Carolina University’s Spadoni College of Education and Social Sciences has partnered with TEACH South Carolina to help recruit students to its undergraduate and graduate education licensure programs, which include the following: early childhood education, elementary education, middle-level education, physical education, special education: multi-categorical, music education, and Master of Arts in Teaching. TEACH South Carolina is a partnership between the S.C. Department of Education and TEACH, a 501(c)(3) organization founded by the U.S. Department of Education.

UW’s Teacher-Mentor Corps Cohort to Improve Teacher Support, Retention

The University of Wyoming has welcomed the inaugural cohort of the Wyoming Teacher-Mentor Corps (WTMC), an initiative led by the UW College of Education.

The WTMC is designed to foster teacher excellence by creating a network of Wyoming educators who can provide expert support for emerging teachers. The 21 cohort members represent 16 of the state’s 48 school districts — creating a web of expert teacher mentors that spans Wyoming.

New UH Program Transforms STEM Pros into STEM Teachers

$1.2 Million Grant from National Science Foundation Funds Alternative Certification Program

Photo credit: Getty

Some people are born to be teachers, even if early career choices lead them down other paths first. For professionals working in STEM fields, a new University of Houston program offers a fast track to earn a place at the head of a secondary school STEM classroom – and change their own lives in the process.

Applications are currently being accepted for the first cohort of STEMPro, an intensive nine-month alternative teaching certification program and a collaboration between UH’s College of Natural Sciences and Mathematics and College of Education. The addition of this post-baccalaureate outreach, which focuses on already established professionals, expands the existing teachHOUSTON program, which serves undergraduates seeking teaching certificates. It also supports the UH focus on training quality teachers ready to serve in communities where they are needed most.

NEA and PDK International Announce Expanded Partnership to Inspire the Next Generation of Highly Effective Educators

The National Education Association (NEA) and Phi Delta Kappa (PDK) announced today significant steps to strengthen their partnership to ensure every P-12 student in the Nation has access to a great teacher and opportunities for learning success. This partnership will continue to inspire middle and high school students who reflect the demographics of their communities to serve as the next generation of highly effective educators. Students will have opportunities to explore programs, curricula and additional resources to prepare them for a career in education through Educators Rising, an ongoing project of PDK developed with the support of NEA.

FAU Receives $1 Million Grant for Equity in Instructional Performance

Florida Atlantic University’s College of Education School Leaders Program has been awarded a three-year, $1,039,041 grant from Broward County Public Schools (BCPS) to support two graduate degree programs as part of the Teacher School Leader Equity for Instructional Performance (EQUIP) grant project initiative. BCPS is the sixth largest public school system in the United States and the second largest in Florida.

SFA Partners with Galena Park Independent School District for Paid Internships

Stephen F. Austin State University’s James I. Perkins College of Education has partnered with the Galena Park Independent School District to staff up to five paid internships during the 2022-23 academic year.

The program, which launches this fall, will let students use clinical teaching assignments to gain valuable classroom experience before entering the education workforce. While all teaching areas are available, GPISD particularly needs interns in early childhood through sixth grade, special education, bilingual education, math and English language arts.

Future Teachers Begin New Arizona Teach Residency

The Arizona Teacher Residency has accepted its first cohort of 30 future teachers, as well as the 30 supervising teachers who will be working with those teacher residents this next school year.

The Arizona Teacher Residency is a first-of-its-kind graduate program in Arizona modeled after medical residencies to help recruit, prepare, support and retain K-12 teachers, especially those with identities that have been underrepresented in the teaching population. The two-year program provides aspiring teachers with in-classroom experience, a living stipend, a master’s degree and a job at a partnering school district. Residents will receive mentoring and induction from a trained instructional mentor through the Arizona K12 Center in their second year with the support continuing into the third year.

SFA State University Partners with School District for Paid Internships

Stephen F. Austin State University’s James I. Perkins College of Education has partnered with the Nacogdoches Independent School District to staff up to eight paid internships during the 2022-23 academic year.

The program, which launches this fall, will let students use clinical teaching assignments to gain valuable classroom experience before entering the education workforce.

Implementation of the new program is meant to ensure that the educational field is keeping pace with others, said Gabriel Trujillo, NISD superintendent. 

Join Your Co-Teaching in Clinical Practice Colleagues

The Co-Teaching in Clinical Practice Topical Action Group (TAG) is hosting their end of year virtual chat for all AACTE members and you are invited to join.

What: Co-Teaching in Clinical Practice Topical Action Group

When: Wednesday, May 18

Time: 8:00 p.m. EST / 5:00 p.m. PST

Registration Information:

  • Meeting ID: 834 1795 8707
  • Password: COTEACH

AACTE’s TAGs are action-oriented working groups that focus on areas such as accreditation, historically Black colleges and universities (HBCUs), elementary education, research in teacher preparation, international education, and women in leadership, just to name a few. 

To view the full the list of the 20 TAGs visit: aacte.org and join the TAG community on aacteconnect360.org.

If you have any questions please reach out to me at mgrenda@aacte.org.

An #AACTE22 Recap – Apprenticeships for Teaching: A National Model

Teacher posing in front of class with tablet pc at elementary schoolIn 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.

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