By Emily Tate Sullivan
A student is honored at the May 2023 graduation reception for the Dallas College School of Education.
This article was originally published by EdSurge.
The request came from the students.
Those who were enrolled in — or considering enrolling in — American University’s School of Education said they wanted more classroom experience and more opportunities to practice their craft before being released to do it alone every day to a room full of kids.
Wish granted. Today, and for the last year or so, aspiring educators at American University are required to spend a minimum of 40 hours tutoring students in Washington, D.C. public schools, in addition to completing the long-standing requirement of student teaching for a semester.
“We see now, as students are entering student teaching with this additional experience tutoring, how much stronger they are and how much more prepared they are,” says Ocheze Joseph, director of undergraduate teacher education at the university. “They’re more comfortable in the classroom, more familiar.”
And these students aren’t just getting relevant teaching experience. They’re also getting paid.
By Stephanie Barrette
MTSU’s College of Education continues to strengthen its relationship with Murfreesboro City Schools, this time through math literacy training for K-5 teachers who will return to their district and share their new knowledge with teacher colleagues.
“We love the teachers teaching teachers model,” said Katie Schrodt, assistant professor of education and one of three faculty running the professional development. “Teachers want to hear from other teachers like them who are in the classroom, so it’s a really effective professional development model.”
By Northern State University
Northern State University is helping South Dakota solve the teacher shortage by creating a flexible, low-cost pathway for educational assistants (para-educators) who are working in schools to become teachers.
The South Dakota Department of Education opened applications for the Teacher Apprenticeship Pathway to thousands of para-educators working in accredited school districts across the state. The program will help para-educators pursue certification to become licensed teachers.
By Amber Bechard
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.
By Amanda Nelson
(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.
By Michael Putman
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.
A Snapshot of a Teacher Preparation Program in America’s Most Diverse Small City
By Michelle Rosen and Mary McGriff
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.
Funding will enable 18 more Noyce scholars to become STEM instructors
By Nicola Paerg
Sacred Heart University has received a grant of nearly $1.5 million from the National Science Foundation’s (NSF) Robert Noyce Teacher Scholarship Program. SHU will apply the grant to the preparation of educators to teach elementary science, technology, engineering and mathematics (STEM).
By Jerry Rashid
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.
By Jason Harper
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.
$1.2 Million Grant from National Science Foundation Funds Alternative Certification Program
By Sara Strong
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.
By NEA and PDK International
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.
By Gisele Galoustian
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.
By SFA News
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.
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.