By Taraneh M. Haghanikar
Incorporating diversity into the curriculum has never been more relevant or necessary.
Culturally competent teaching begins with acknowledging and embracing the considerable diversity students bring to the classroom and it builds on the culturally relevant literature utilized in teaching. However, teachers with minimum or no prior diversity experience are less likely to make informed decisions in their book selection. Failure to properly design inclusive lesson plans could create and maintain misunderstanding between teachers and students, further contributing to the cultural gap between them.
By Nicholas D. Hartlep and Rachel Endo
In honor of AANHPI Heritage Month, Asian American leaders in educator preparation programs (EPPS) Rachel Endo and Nicholas D. Hartlep, share their collective experiences that caused their interest in collaborating on researching and writing a critical inquiry paper that explores the experiences of current and former Asian American leaders in EPPs in the United States. Endo is dean of the School of Education at the University of Washington, Tacoma and Hartlep is chair of the Education Studies Department at Berea College.
Our paper seeks to answer the following questions:
- What are the intersecting social identity markers within the current pool of Asian American leaders?
- How do Asian/American EPP leaders describe their trajectory into leadership positions?
By Nicole Dunn
In May, AACTE joins together with cultural institutions, school districts, municipalities, state legislatures, public servants, and non-profit organizations around the country to celebrate the immeasurable contributions of the Asian-American, Native Hawaiian, Pacific Islander Heritage (AANHPI) community and recommit to the work of making sure that all people have the opportunity to be a part of the nation’s exceptional and equitable education system. AACTE encourage members to share the history, culture, and achievements of those who identify as AANHPI in their classrooms and on their campuses in observance of AANHPI Heritage Month.
By Kaitlyn Brennan
The “In the States” feature by Kaitlyn Brennan is a weekly update to keep members informed on state-level activities impacting the education and educator preparation community.
Last week, the Texas State Senate approved a bill that would largely restrict how the state’s public universities can promote equitable access to higher education and cultivate diversity among students, faculty and staff. The bill, SB17, would require universities to close their diversity, equity and inclusion (DEI) offices; ban any mandatory training surrounding diversity, equity and inclusion; and eliminate the completion of diversity statements as part of the hiring process.
By Christina Wright Fields and Dana A. Gathers
The authors of this article write from a positionality as Black women teacher-educators who value the cultural identities K-12 students bring into the learning space. As such, they prepare teacher-candidates to value, respect, and include the cultural identities and experiences of students. Much of teacher-candidates’ preparation includes modeled teaching and learning practices infused throughout their courses.
Teachers are often looked upon to develop and sustain classroom spaces that include and value the cultural identities and experiences of students. However, many teachers do not share similar cultural identities and experiences with their students. Muhammad suggests, “youth need opportunities in school to explore multiple facets of selfhood, but also to learn about the identities of others who may differ (Muhammad, 2020, p. 67).
By National Center for Teacher Residencies
The National Center for Teacher Residencies’ (NCTR) Black Educators Initiative (BEI) recently released a report focused on state, higher education, and school district recommendations to support the recruitment and preparation of Black educators.
Informed by the work and impact of NCTR’s BEI-supported teacher residency programs, the report, “Doing Better for Black Educators: Six Policy Recommendations for Improving the Recruitment and Preparation of Black Educators,” provides six policy recommendations and action steps that are meant to help teacher preparation programs, school districts, and states use what BEI grantees are learning in order to improve the recruitment, preparation, and support of Black educators across the country.
By Rachel Hatch
Illinois State University was awarded a grant of more than $800,000 by the Illinois Board of Higher Education (IBHE) to support the ongoing education of early childhood teachers.
The funds are part of the $3.37 million awarded in IBHE Early Childhood Faculty Preparation Grants. “The grants will help increase the diversity of faculty in early childhood education in Illinois at a time of great need by expanding the educational pipelines for aspiring early childhood faculty,” said IBHE Executive Director Ginger Ostro, in a news release from the Governor’s Office.
By Nicole Dunn
This month, AACTE joins together with cultural institutions, school districts, municipalities, state legislatures, public servants, and non-profit organizations around the country to celebrate the immeasurable contributions of Arab Americans to our nation. As part of National Arab American Heritage Month this April. AACTE recommits to the work of making sure that all people have the opportunity to be a part of an exceptional and equitable education system as part of the American dream. AACTE encourages its members to share the history, culture, and achievements of Arab Americans in their classrooms and on their campuses during the month of April, such as the Arab American National Museum offers Educator Resources for free.
As part of its strategic plan to increase access and opportunities for diverse voices in educator preparation programs, AACTE will set up a database where members — faculty and teacher candidates — can post their research and publications to be cited by the field. If you identify as Arab or Arab American, you are encouraged to share your educator preparation research with your peers. This form also provides you with an opportunity to create a profile so that people can learn more about your research interests and other works.
Please take a moment to fill out the AACTE Cited Research Database Form or send it to your Arab/Arab American colleagues who may want to take advantage of the opportunity to highlight their work on AACTE’s website.
By Joe Gutierrez
Students participating in the Project Impact program during an event in May 2022 at the James R. Watson and Judy Rodriguez Watson College of Education.
The goal of California State University, San Bernardino’s Project Impact, a community outreach initiative of the James R. Watson and Judy Rodriguez Watson College of Education, is direct: Help close the academic achievement gaps in the state’s K-12 schools, which will ultimately pay dividends in the classroom and its students through the recruitment, training and deployment of minority male teachers into California’s classrooms.
Project Impact was a vision that Watson College of Education Dean Chinaka DomNwachukwu brought with him when he came to CSUSB. It was born out of his own educational journey as a public school teacher in East Los Angeles in the 1990s. He knew firsthand how it felt to be the only Black male teacher on campus at the K-12 schools where he worked.
By NSU College of Education
A federal grant will allow Northeastern State University to increase the number of comprehensively prepared teachers from diverse backgrounds.
NSU was awarded a four-year grant totaling a little more than $1.5 million through the Augustus F. Hawkins Centers of Excellence Program. NSU College of Education Dean Vanessa Anton said the funds will be used to create the RiverHawk Center for Teacher Excellence with locations on both the Tahlequah and Broken Arrow campuses.
By Alice Ginsberg, Marybeth Gasman and Andrés Castro Samayoa
While the majority of U.S. K-12 students are children of color, only 20% of teachers are people of color — and 40% of the nation’s public schools do not have a single teacher of color on record. Despite a now decades old, nationwide effort to diversify the teaching profession, there is obviously still much work to be done. Minority Serving Institutions (MSIs) hold great promise towards the goal of bringing more teachers of color to the profession. They also provide teacher candidates opportunities to do their student teaching in schools and communities that are racially diverse. Of importance, these teacher candidates share a common interest in remaining in multicultural and high-needs schools after getting certified.
A related, but significantly less prominent issue, concerns the diversity of teacher educators. Across higher education, 75% of professors are White and teacher educators are over 76% White, demonstrating that many teacher candidates will not have a single professor of color as they make the transition through their teacher preparation programs. This challenge has huge ramifications for what happens in teacher education programs, including how candidates are recruited, how the curriculum is designed, and how urgently a program works to address critical issues of race and equity. Moreover, as Galman, Pica-Smith, and Rosenberger note: “It’s important that teacher educators have examined their own implicit biases before asking preservice teachers to engage with [them].”
By Brooke Evans
Educators play a crucial role in how students are welcomed both into the classroom and within their communities — and understanding how to integrate international, intercultural, and global experiences and perspectives into the curriculum of teacher education is vital in a globally connected and diverse world.
As part of the first webinar in the Global Education Faculty PLC Professional Development Series, AACTE members are invited to join a panel of faculty experts and international scholars as they discuss educator prep program recruitment and support for international students on April 17. Save your spot and register today.
By Simon Wesson
Young children who are taught by a teacher of the same ethnicity as themselves are developing better learning and problem-solving skills by the age of seven, new research suggests.
The effect was most pronounced in Black and Latinx children, the findings – looking at more than 18,000 pupils across the US – showed.
Published in the peer-reviewed journal Early Education and Development, the study revealed that if the ethnicity of children is shared with that of their teachers, the children are more likely to go on to develop better working memory. This is the ability to hold and process information in your mind – a skill which is essential for learning and problem solving.
By Campbell Atkins
Sam Houston State University was one of 12 Minority Serving Institutions (MSIs) to receive a portion of the U.S. Department of Education’s Augustus F. Hawkins Centers for Excellence Program grants, which aim to increase high-quality teacher preparation programs for teachers of color, strengthen the diversity of the teacher pipeline and address teacher shortages.
The program supports comprehensive, high-quality teacher preparation programs at MSIs, Historically Black Colleges and Universities (HBCUs) and Tribally Controlled Colleges and Universities (TCCUs). SHSU is categorized within MSI as a Hispanic Serving Institution (HSI).
By Annie Ma
This article was originally published by The Associated Press.
Surrounded by kindergarteners, Lana Scott held up a card with upper and lower case Ys, dotted with pictures of words that started with that letter: Yo-yo. Yak. Yacht.
“What sound does Y make?” Scott asked a boy. Head down, he mumbled: “Yuh.” Instead of moving on, she gave him a nudge.
“Say it confident, because you know it,” she urged. “Be confident in your answer because you know it.”
He sat up and sounded it out again, louder this time. Scott smiled and turned her attention to the other kids in her group session.