Marist’s Education Department is Investing in the Future

By Elisabeth Tavarez

This article and photo originally appeared on the Marist website and are reprinted with permission.

Marist’s Education Department is well known for preparing students to become effective teachers and leaders in their schools and communities. Its programs emphasize the role of research and technology and the importance of critical thinking, creative problem solving, and multicultural and global perspectives. Consistent with Marist’s commitment to being actively engaged in the community, the Department recently hosted two groups of local schoolchildren in an effort to advance two worthy goals: exposing students from underrepresented groups to a college campus and encouraging them to consider teaching as a career.

On May 20, Marist welcomed a group of 20 English as a New Language (ENL) students in the third, fourth, and fifth grades at Balmville Elementary School, a public school in the Newburgh Enlarged City School District. The visit, the third in three years for students from Balmville, stems from the work of Professional Lecturer of Education Christina Wright Fields to promote the ideas of pursuing a college education and becoming a teacher. During their half-day visit to the College, the students toured the Marist campus, ate lunch, and participated in a session led by Fields and Assistant Professor of Education Mary Kelly in which they developed a storyboard from children’s literature; in past years, these faculty-led sessions have included tree identification and STEM educational hands-on activities. Notes Associate Dean for Teacher Education Edward Sullivan, “Essentially, we like to expose the Balmville grade-schoolers to various academic departments on campus to expand their knowledge base and present them with different educational possibilities. We also involve Marist education students in these visits to help the schoolchildren visualize themselves as future college students engaged in helping others to learn.”

AACTE Celebrates Teacher Data Literacy Week, April 29 – May 3

By Jerrica Thurman

AACTE joins the Data Quality Campaign (DQC) in celebrating Teacher Data Literacy Week, April 29 – May 3. The initiative is to elevate the importance of teacher data literacy, including why it is critical to ensure students and states meet their education and workforce goals, and the different actors who are involved in making it possible.

DQC will co-host with the National Parent Teacher Association and Teach Plus a Twitter chat using #TDLMatters at 3:00pm EDT on Thursday, May 2. The discussion will address the many barriers teachers face to being data literate, what teacher data literacy looks like in action, and what policymakers can do to support teacher data literacy.

For more information about Teacher Data Literacy Week, https://dataqualitycampaign.org/topic/strong-teachers-and-leaders/.

AACTE Celebrates Public Schools Week, March 25-29

By Jerrica Thurman

AACTE joins its fellow members of the Learning First Alliance (LFA) in celebrating Public Schools Week, March 25-29. The initiative is supported by national education groups representing teachers, principals, superintendents, parents and school board members to honor the achievements our public schools are making and the significant contributions public school educators and education advocates bring every day to public schools and their communities.

LFA members are hosting the second annual Public Schools Week on Capitol Hill in Washington and in communities large and small across the U.S. During Public Schools Week, groups representing LFA are inviting community members, lawmakers, parents and others into schools to see firsthand the wide array of programs and policies available to students that will showcase excellence in teaching and learning.

AACTE Tech Committee Plans Preconference Symposium for #AACTE19

By Jon Clausen, Chrystalla Mouza, Elizabeth Langran and David Slykhuis

Members of AACTE’s Committee on Innovation and Technology at the 2018 National Technology Leadership Summit in Washington, DC (L to R Shaunna BuShell, Guy Trainin, Jon Clausen, Lara Luetkehans, and Arlene Borthwick)

At the AACTE 71st Annual Meeting in Louisville, Kentucky, the AACTE Committee on Innovation and Technology (I&T) will host a free preconference symposium Thursday, February 21, on “Action Steps to Address the Challenge of Integrating Technology in Teacher Preparation.” Members of the AACTE Committee, leaders from the Office of Educational Technology at the U.S. Department of Education, and representatives from accreditation and standards organizations will share strategies, exemplars, and tools for education leaders to make informed decisions, develop processes, and assess the impact of their efforts to infuse technology throughout educator preparation programs. Participants will focus on four themes related to action steps education leaders can take to address the challenge of technology integration throughout teacher education. These include

Colorado Gives Grants to AACTE Member Institutions to Combat Teacher Shortage

By Jerrica Thurman

The Colorado Department of Higher Education announced this month that it has awarded nearly $2 million to 17 collaborative projects designed to recruit and retain more educators as part of the Plan Into Action grant established in partnership with the Colorado Center for Rural Education. Of the recipients, nine are AACTE member institutions, which have developed initiatives to combat teacher shortages. The other grantees include school districts, boards of cooperative educational services, and traditional and alternative educator training programs from across the state. The projects will establish teacher residency programs, leverage technology for improved professional support, and encourage more teacher candidates to specialize in high-need content areas.

“Teachers are the backbone of our education system and critical to our state’s long-term success,” CDHE executive director Dan Baer said. “These funds will strengthen the relationships among our institutions, alternative programs and the schools in their backyard, helping communities cultivate their own teacher corps and better support those already in the classroom.”

Community-Engaged Model Shapes Candidates’ Cultural Responsiveness

By JTE Insider

Have you seen the JTE Insider blog managed by the Journal of Teacher Education (JTE) editorial team at Michigan State University? Check out the following interview with the authors of a recent article. This blog is available to the public, and AACTE members have free access to the articles themselves in the full JTE archives online–just log in with your AACTE profile here.

The following interview features insights from the authors of the article “Loving Out Loud: Community Mentors, Teacher Candidates, and Transformational Learning Through a Pedagogy of Care and Connection,” published in the March/April 2018 issue of JTE. The article is written by Ball State University (IN) faculty members Eva Zygmunt, Kristin Cipollone, Susan Tancock, Jon Clausen, Patricia Clark, and Winnie Mucherah, and is summarized in the following abstract:

AACTE Statement on School Shooting in Parkland, Florida

By AACTE

(February 23, 2018, Washington, D.C.) – Lynn M. Gangone, President and CEO of the American Association of Colleges for Teacher Education (AACTE), today issued the following statement regarding the school shooting that took place in Parkland, Florida, a week ago and the nation-wide conversations that have occurred since the incident:

“AACTE would like to express its deepest sympathy for the teachers, students, parents and community of the Marjory Stoneman Douglas High School in Parkland, Florida, who mourn the loss of family and friends victimized by the school shooting on February 14, 2018. Schools are the nuclei of local communities and the preparatory grounds where future leaders are educated and shaped to inform and engage in our democracy. Preserving the safety and sanctity of the classroom is critical for teachers and students to effectively build trust, respect and care in order for all children to learn.

Culture of Continuous Improvement Supports Candidates at UNLV

By Kristin McCabe

Two new videos are available this week in AACTE’s Research-to-Practice Spotlight Series highlighting clinical preparation and partnerships of the University of Nevada, Las Vegas (UNLV) College of Education. The latest videos focus on the culture of continuous improvement and the program elements that set graduates up for success in the field.

The educator preparation programs at the University of Nevada, Las Vegas (UNLV), set candidates up for success through a variety of supports and forward-looking practices.

#AACTE18 Preconference Event to Bring Focus of ‘Global Lens’ to Educator Preparation

By Jungnam Kim and Dianne Mark

The authors are members of AACTE’s Committee on Global Diversity.

The AACTE Committee on Global Diversity will host a premier symposium a day before the 2018 AACTE Annual Meeting in Baltimore, Maryland. The free preconference event, “A Global Lens to Educator Preparation: Shared Knowledge and Advocacy for Diverse and Multicultural Perspectives,” will be held Wednesday, February 28, 8:00 a.m.-4:30 p.m. and includes breakfast and a keynote luncheon. Please sign up to join us!

Clinical Partners Overcome Obstacles, Aspire to Future Successes

By Sarah Verneret

Three new videos are available this week in AACTE’s Research-to-Practice Spotlight Series highlighting clinical preparation and partnerships of the University of Nevada, Las Vegas (UNLV) College of Education. The latest videos focus on the importance of building clinical partnerships around “natural connections” with the community, the key challenges to keep programs going, and aspirations for the future of the UNLV-Clark County School District partnership.

The University of Las Vegas (UNLV) and its clinical partners, including the Clark County School District (CCSD) and the on-campus CSUN Preschool, have cultivated strong relationships that allow them to weather obstacles together and share hopes for the future.

Research Brief Explores Using ESSA Funding to Support Community Schools

By Sarah Verneret

On November 14, the Learning Policy Institute (LPI) held a briefing to share research-based findings and recommendations on investing in community schools as a means to school improvement. The briefing was based on a study LPI recently conducted with the National Education Policy Center and highlighted community schools – that is, schools that partner with local agencies to provide integrated academic, health, and social services to the community – as a school improvement approach that meets the Every Student Succeeds Act (ESSA) requirement for “evidence-based” interventions.

At the briefing, panelists included representatives from community schools and other supporters. Community School Director Shanelle England described her work at Baltimore’s Forest Park High School, which consists of supporting her students, their families, and the school staff, as well as developing relationships with community agencies. The panelists all advocated for continued funding for the integrated models.

‘Dogs With a Cause’: Raising the Prestige of the Education Profession One Athlete at a Time

By Amy Vessel

This article is the second in a series of three showcasing the transformation of preservice field experiences at Louisiana Tech University. The views expressed in this post do not necessarily reflect the views of AACTE.

In fall 2016, Louisiana Tech University’s Clinical Residency Center established an 8-year partnership with the Louisiana Tech Athletics Council to collaboratively mentor students in TEAM (Teacher Educators and Mentors) Model schools, strengthening connections between the university and the community while exposing more college students to the teaching profession.

The program started after head men’s basketball coach Eric Konkol began seeking ways to plug his team into the community, followed very quickly by head baseball coach Lane Burroughs. The coaches had the desire to increase their teams’ connections with area schools and sought the expertise of the College of Education to establish quality partnerships.

To meet this goal, we developed the “Dogs With a Cause” program, which pairs athlete mentors with elementary students in a character-building literacy curriculum based on award-winning children’s books. This program is a logical extension of our TEAM Model, which engages multiple schools and districts in collaborative partnerships that support a full-year residency for teacher candidates.

Advancing High-Quality Learning Through Clinical Teacher Preparation

By Renée A. Middleton

Since 2014, AACTE has featured the innovative work of several member institutions, including Ohio University in 2016, in its Research-to-Practice Spotlight Series highlighting clinical teacher preparation and partnerships. The video interviews in this series provide advice and examples for other schools of education looking to adopt a more clinically based model to advance high-quality learning. A commitment to high-quality learning is a core value of AACTE, both on members’ campuses and in PK-12 classrooms.

Teacher candidates, like everyone else, learn best when they take an active rather than passive role in their education, and clinical preparation empowers them to engage actively. In addition to building candidates’ professional skills and pedagogical content knowledge, many clinical experiences fully embed interns in the host school’s community and cocurricular activities. This practice helps develop confident, engaged teachers who are skilled advocates for effective teaching and learning in their communities.

Filling the QA Gaps: Get Started in Minneapolis

By Debbie Rickey

As educators, we are taught to look for and then try to help “fix” any need or gap we might find in our students or institutions. That same attention can be found within our organization, where as a member of the AACTE Committee on Professional Preparation and Accountability, I know we have worked hard to ask fellow AACTE members about the gaps and needs you are experiencing in your departments and institutions.

We have heard – and keep hearing – that you want more information and training around all things associated with quality assurance and assessment, from rubrics to planning, analyzing data, and even how to help fellow faculty members recognize the need for change. In response, we have helped AACTE develop and provide programs where you can connect and learn from one another. Our committee has held annual preconference workshops on validity and reliability, which many of you have experienced. We’ve also given guidance and assistance with the development of the Association’s online professional seminars, and now we are deeply involved in planning and facilitating the regional Quality Support Workshops. With each of these, our goal has been to help fill you those gaps.

Using NICs to Engage More Minority Males in STEM Learning

By Amanda Lester

A member of the North Carolina A&T State University team shares its work during the May event at Morgan State University.

Abiodun Fasoro of Central State University discusses his campus’ minority male STEM program during the Verizon Innovative Learning Showcase.

Last month, I had the privilege of participating in the Building a Networked Improvement Community Around Engaging Minority Males in STEM Workshop at Morgan State University. The workshop focused on advancing the work of the Early STEM Engagement for Minority Males (eSEM) Initiative, a network of 16 minority-serving institutions (MSIs).

Led by Morgan State and in partnership with Verizon Innovative Learning Programs, SRI Education, the National CARES Mentoring Network, and local school districts, eSEM is a growing collaborative seeking to address STEM achievement challenges and improve outcomes for middle school minority male students through the development of a Networked Improvement Community (NIC). The initiative is supported through grants from the National Science Foundation and includes the following universities: