Posts Tagged ‘content areas’

AACTE Receives Longview Foundation Support to Create a Global Education Faculty Professional Learning Community

Through the generous support of the Longview Foundation, the American Association of Colleges for Teacher Education (AACTE) is launching a new Global Education Faculty Professional Learning Community (PLC). This PLC will provide a peer support network and professional development to faculty at comprehensive teacher preparation programs to effectively integrate global teaching competencies within their curriculum and practices.

A long-time supporter of AACTE, Longview Foundation Executive Director Jennifer Manise reflects on why the foundation has invested in AACTE since 1967: “the Longview Foundation made a grant to AACTE in its inaugural year to bring global perspectives to teacher education programs. In 2023, Longview awarded our eighteenth grant to AACTE. Together, we will support faculty development and innovative programming to prepare new educators and their students to be globally ready.”

NASA Space Science Education Resources and the Importance of Real-World, Authentic Solutions for Meaningful Student Learning

Quality real-world Science Technology Engineering and Mathematic (STEM) educational resources are needed within programs of teacher education and P-12 classrooms. The National Association of Manufacturing (2018) reported that the United States will need to fill 3.5 million jobs by 2025, with more than two million going unfilled due to lack of highly skilled in-demand candidates. The US Defense Industrial Base Industrial Capabilities Report (2021) showed a need for STEM education by stating that the STEM shortage is quickly approaching crisis status. This report is a congressionally-mandated, annual requirement in which the Secretary of Defense informs the armed services committees on the actions, investments, and overall health of the U.S. defense industrial base. 

Senate Strikes Efforts to Overturn Rules on Allocating Federal Funds to Charter Schools

This weekly Washington Update is intended to keep members informed on Capitol Hill activities impacting the educator preparation community. The views expressed in this post do not necessarily reflect the views of AACTE.

On Friday afternoon President Biden signed a short-term funding bill, otherwise known as a continuing resolution or CR, that will keep the government open and funded through December 23. The CR keeps the government open and freezes funding levels at their FY22 levels while appropriators finalize a deal for the FY23 spending bill. Stay tuned as we now have one final busy week in Washington before Members of Congress break for the holiday.

Opinion: Problems with the ‘Teacher Pipeline’ — An Unfit Analogy for Finding (and Fostering) Future Educators 

“Teacher Pipeline” is a common term used to encompass issues of teacher recruitment, preparation, and retention. The phrase is not new, popular in seasons of dire teacher shortages —from the 1980s (AACTE, 1988; Ekstrom & Goertz, 1985) to our present age (Choate, Goldhaber, & Theobald, 2020; Goldhaber & Mizrav, 2021; Kyser et al., 2021).  

 A “Teacher Pipeline” evokes vivid imagery: supply and demand, staff shortages akin to an energy crisis, and an impetus to extract and extrude future educators. To wit, the pipeline analogy lends itself to further symbolism such as “refueling” (Goldhaber et al., 2015/6); “widening” (Gagnon et al., 2019), “excavating” (Goldhaber & Cowan, 2014); and dealing with numerous “breaks,” “holes,” or “leaks” (Barth et al., 2016; Shah et al., 2018; Stohr, Fontana, & Lapp, 2018; TNTP, 2020). 

Preparation to Teach in Technology-Rich K-12 Classroom Environments

In today’s schools, the ability to integrate technology into the teaching and learning environment is a necessary and crucial skill. Many K-12 classroom environments are technology-rich, with 1:1 devices, blended learning, and even distance instruction taking place. However, new teachers often enter the classroom unprepared to successfully utilize educational technology and navigate the technology-rich classroom environment. The research study, Preparation to Teach in Technology-Rich K-12 Classroom Environments, examined the preparation of preservice teachers to teach with technology in today’s classrooms and explored the gap between the preparation teachers received in their teacher education program and what they needed to be able to do to be successful as classroom teachers. The study was conducted during the spring of 2022, and a total of 217 K to 12th grade teachers in their first three years of teaching in the United States participated in the survey, with ten participating in an in-depth follow-up interview.

Reflecting Back on 2022; Looking Forward to 2023

Greetings! As we are entering the final months of 2022 and AACTE is strategically planning for the year ahead, I wanted to share some prodigious achievements we have made over the year and updates from our recent Board of Directors’ meeting.

Given the scope and scale of the teacher shortage, at the Board of Directors’ meeting, we determined that we should evaluate all current and new opportunities based on whether they will contribute to increasing enrollment in educator preparation programs. We are calling this our “North Star.” The strategic priorities of the association won’t change. Still, we will emphasize the near term on addressing the teacher shortage, understanding that by doing so thoughtfully and carefully, we can advance our priorities in advocacy, DEI, and advancing educator prep policy, practice, and research. I am also pleased that our Strategic Priority, “Promoting Diversity, Equity, and Inclusion,” has been changed to “Prioritizing DEI” because it better reflects AACTE’s emphasis on racial and social justice and equity.

Call for Manuscripts: The Teacher Educators’ Journal

The Teacher Educators’ Journal (TTEJ) is published by the Virginia Association of Colleges and Teacher Educators (VACTE), a state unit of the Association of Teacher Educators (ATE) and the American Association of Colleges for Teacher Education (AACTE). The journal aims to stimulate discussion and reflection about issues related to teacher education; authors need not be based in and research need not be conducted in Virginia for manuscripts to be considered for publication. Manuscripts submitted for consideration may be research/empirical reports and analyses, position papers, book reviews, or conceptual essays.

To facilitate collaboration amongst teacher education scholars and practitioners and improve teaching, research, and student learning, the Fall 2023 special issue of the journal will call on authors to address two related sub-themes in two distinct sections.

  • Section I: The sub-theme for this section is “Opportunity Gaps and Collaborative Inquiry: Structures, Explorations, and Early Outcomes of the ATE Inquiry Initiative.”
  • Section II: The sub-theme for this section is “From Policy to Practice: Striving for Inclusive Excellence through Personal Reflection, Connectivity, and the Building of Support Systems for Leaders, Educators, Students, and Families.”

Congress Addresses Book Bans and Teacher Union Negotiations

This weekly Washington Update is intended to keep members informed on Capitol Hill activities impacting the educator preparation community. The views expressed in this post do not necessarily reflect the views of AACTE.

Department of Education logoThis week, Washington, D.C. welcomed more than 2,000 in-person participants and 1,500 virtual attendees for the annual National HBCU Week Conference. This year’s conference focused on the work the federal government is doing to meet President Biden’s executive order that directed federal agencies to increase their engagement with HBCUs. Under the order, federal agencies must submit plans each year that describe how they are working to increase HBCU participation in their programs. The conference also comes as a group of Florida A&M University students announced they are suing the state’s university system in federal court alleging that the HBCU has not been receiving its fair share of funding for years.

Aiding Teacher Candidates’ Understanding of Learner Variability

Rachel Besharat Mann will share her experience in translating learning sciences into practice using the Digital Promise Learner Variability Navigator tool during the webinar co-hosted by AACTE, “Learning Sciences Research for the Classroom” on September 26, 2:00 – 3:00 p.m. Below, Mann offers a preview about her experience using the web app for whole child learning.

You can read all of the teaching books and take all of the courses but being in the classroom is a completely different experience. You are working with individual people with varied backgrounds and needs and their behaviors; strengths, and needs can change based on a variety of factors outside of a teacher’s control. There is no roadmap to tell you how students learn differently or even if they are learning at all. This is a lesson I’ve learned the hard way over the years and have vowed to help my higher education students avoid the same pitfalls in K-12 classrooms that I did.

Civics Secures Democracy Act Reintroduced in the Senate

A bipartisan group of senators and representatives have introduced the Civics Secures Democracy Act, which would authorize an historic investment to support K–12 civic education and American history. AACTE urges members to reach out to their Members of Congress to encourage them to support the Civics Secures Democracy Act through the Action Alert in the AACTE Advocacy Center.

Over the last several decades, civics education in American schools has seen a significant decline. Given the divisiveness in our politics and the lack of knowledge and understanding of democratic principles, norms, and institutions, a robust investment in civics education is needed.

The Family Engagement Core Competencies: Preparing Educators to Reflect, Connect, Collaborate, and Lead Alongside Families

Last summer, the National Association for Family School and Community Engagement (NAFSCE) released, in partnership with AACTE and other vital partners, findings of our national survey of educator preparation programs. We thank many of the AACTE members who responded to the survey the purpose of which was to investigate how educators are prepared to engage families and communities in their practice.  Results of the research showed that only half of educator preparation programs have a standalone course on family and community engagement and nearly all struggle to embed family and community engagement topics throughout their curriculum meaningfully.  This is unfortunate, particularly in light of the teacher shortage crisis,  given that strong respectful relationships with families and communities are key reasons that educators choose to stay in the profession.

Literacy Leaders Undergo Transformative Experience Through Warren Fellowship

This May, a group of students in the Texas Christian University’s College of Education took a week-long trip to the Holocaust Museum of Houston as part of the Warren Fellowship program. The trip was a culmination of studying the Holocaust and antisemitism in Jan Lacina’s Literacy Leadership class. Lacina is the Bezos Family Foundation Endowed Chair in Early Childhood Education and associate dean of graduate studies in the TCU College of Education.

“I was compelled to integrate course goals, readings, and discussions about the Holocaust into my Literacy Leadership class because of recent antisemitic acts that took place in Texas,” Lacina said.

University of Iowa $15M Gift to Support School Mental Health

This article was originally published by the University of Iowa College of Education.

Thanks to a generous $15 million gift from the Scanlan Family Foundation, the Iowa Center for School Mental Health in the University of Iowa College of Education will be renamed the Scanlan Center for School Mental Health, pending approval from the Board of Regents, State of Iowa, at its July 27 board meeting.

In addition to the new name, the gift will expand clinical support for school mental health in collaboration with the Belin-Blank Center, not only across the state but across the nation.

The Importance of Community Engagement and Freedom of Expression in Higher Ed

Educational institutions must engage with their communities to illuminate the systemic injustices experienced by those hypermarginalized, including people and communities of color.

In the Spring 2022 issue of AAC&U’ magazine, Liberal Education, AACTE member Tania Mitchell reflects on the killing of George Floyd to highlight these structural inequities. She urges those in higher education to rethink how community can be created and how to engage differently within the context of racism, economic inequality, and COVID 19:

“Our community engagement work of colleges and universities should be revealing. It should illuminate the systemic injustices that reify and deepen the marginalization already experienced. Moreover, it should focus on the policies, practices, conditions, and experiences that shape the everyday realities of the poor and people of color.”

Register for JUSTEC 2022 by August 15

Educators in the United States and Japan are invited to register for the Japan-U.S. Teacher Education Consortium’s 32nd conference, JUSTEC 2022, which will take place September 23 – 25. This year’s three-day conference is supported by AACTE; the U.S. Embassy, Tokyo; and the Ministry of Education, Culture, Sports, Science, and Technology, Japan. It will draw its focus on the theme, “Collaborative Teacher Education in the United States and Japan in the Era of Uncertainties.” Register by August 15 to reserve your spot.

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