16 Aug2016
By Rodrick Lucero
Are your teacher candidates prepared to work with LGBTQ students? We’d like to learn about your perspectives and practices in our joint survey with the Gay, Lesbian, and Straight Education Network (GLSEN) and the Association of Teacher Educators (ATE), which closes September 15.
In educator preparation, we continually strive to prepare teachers to be more inclusive of and responsive to the range of human diversity their students bring. To help inform this work, it’s useful to survey the field periodically to monitor trends in practice and define a course for moving forward.
25 Jul2016
By Mia Hines, Dominique Battle-Lawson, Ann Traynor, Mark Kohan, Rene Roselle and Dorothea Anagnostopoulos
The views expressed in this post do not necessarily reflect the views of AACTE.
Like other programs, our teacher preparation program at the University of Connecticut Neag School of Education has long struggled to recruit as many students of color as we’d like. That’s why we joined AACTE’s networked improvement community (NIC) in 2014 to collaborate with other institutions on strategies to bring more Black and Latino men into our programs. Already, we have nearly doubled the percentage of students of color in our program, going from roughly 12% of students to 20% of our entering cohort this fall.
15 Jul2016
By Terrance McNeil
Congratulations to July Holmes Scholar of the Month Adrianne Taylor! Taylor is a third-year doctoral candidate at Florida A&M University (FAMU). She is also a reading coach at Griffin Middle School, a Title I information technology school in Tallahassee, Florida. Her research interests include principal leadership at Title I schools, student achievement at high-poverty schools, and cross-curricular reading.
Taylor exudes the qualities of a Holmes Scholar not only within the organization (including writing for the Scholars Report newsletter) but also within her university and her school district. As vice president of the FAMU Holmes chapter, she facilitates professional development with preservice teachers focused on building capacity in using technology to enhance instruction. Most recently, Taylor was a presenter at the Florida Fund for Minority Teachers Annual Meeting.
06 Jul2016
By Sharon Robinson
Last month, the Supreme Court upheld the consideration of race in admissions in its Fisher v. University of Texas at Austin decision. In our contemporary policy context of expanded civil rights—and their accompanying backlash—this ruling prompts reflection on the fundamental value of cultivating a diverse community, especially in educational settings, that includes but also extends beyond race.
Why is it important to give college students the opportunity to learn with peers from both similar and different backgrounds? For all students, having at least a “critical mass” of peers with shared characteristics boosts self-efficacy and academic success. Meanwhile, being situated in a heterogeneous learning community, particularly one that supports interaction both within and across groups, builds students’ interdependence, empathy, and fluency with “otherness.”
30 Jun2016
By Terrance McNeil
The views expressed in this post do not necessarily reflect the views of AACTE.
As practitioners in the field, we know that great things are happening every day in teacher preparation and school leadership. We are also keenly aware of some of the statistics revealed in the recent report of data collected by the U.S. Department of Education’s Office of Civil Rights. The results are disconcerting, and as Secretary John King articulated, reveal the necessity for continued attention to this issue.
13 Jun2016
By Francisco X. Gaytán
When considering the trends in college degree attainment among students of color, there appears to be a tale of two genders, and something must be done about it. In April, I was part of a group of educators from across the country that convened in New Jersey at William Paterson University’s College of Education to consider the issue. The attendees have been working together over the past 2 years as members of AACTE’s Black and Hispanic/Latino Male Initiative Networked Improved Community (NIC), drawing upon the collective expertise of the member institutions to increase representation of Black and Hispanic/Latino males in the teacher workforce.
09 Jun2016
UPDATE: Submission deadline for Best Practice and Professional Achievement Awards has been extended to October 26
By Kristin McCabe
Nominations for all of the 2017 AACTE awards are now open on AACTE’s online submission site. To read detailed submission information, please refer to the official Call for Entries.
Now in its 21st year, AACTE’s awards program recognizes member institutions’ exemplary programs as well as individuals who have made noteworthy contributions to education preparation. For an overview of last year’s winners, see this press release.
24 May2016
By Omar Davis
Holmes Scholar alumna Bridget Steele
Participation in the AACTE Holmes Program produces tangible results for students through many local and nationwide channels of support. These benefits include not only success in completing a course of study but also mentoring and professional networks that extend well past graduation. The following testimonial from program alumna Bridget Steele, who graduated from the University of Central Florida 4 years ago, conveys how being a Holmes Scholar can shape a student’s experience through graduate school and beyond:
17 May2016
By Gail Bozeman
Several members of AACTE’s Member Engagement team attended the U.S. Department of Education’s May 6 National Summit on Teacher Diversity. The event, held at the conclusion of Teacher Appreciation Week, provided a forum to examine the need for a more diverse teaching workforce and to share best practices for recruiting, supporting, and retaining teachers of color.
Secretary of Education John B. King, Jr., offered opening remarks about the importance of diversifying the educator pipeline. “Students of color would benefit from having more educators and role models who look like them,” he said. “And White students would benefit from seeing more people of color in leadership positions in their schools.”
16 May2016
By Alicia Okpareke and Cris Chacon
Lisa LaDonna Cooper and Linda Mitchell of State Farm present funds to the ACI Center to support Project LEAD during the spring summit in Chicago.
In April, faculty and teacher candidate “ambassadors” representing institutions in the Associated Colleges of Illinois (ACI) convened in Chicago to take part in the Project LEAD (Leaders in Education Advocating for Diversity) Spring Summit. The summit, conducted by the ACI Center for Success in High-Need Schools, followed up on the inaugural Project LEAD meeting that took place last fall. (Read more about that meeting here.)
The day began with a welcome and celebration of the ACI Center and the initial successes of Project LEAD by its sponsor, State Farm. This included a brief talk by Community Relations Specialist Lisa LaDonna Cooper as well as an exciting presentation of funds to support participating institutions.
12 May2016
By Suzie Henderson
The author, assistant principal at Pepperell Elementary School in Lindale, Georgia, is one of several PK-12 educators who presented on their experiences with edTPA and their partnerships with educator preparation providers at last month’s 2016 edTPA National Implementation Conference in Savannah, GA.
Do you want to strengthen relationships between PK-12 administrators and educator preparation faculty? Try going out for lunch.
That’s how the relationship between Pepperell Elementary School, where I’m an assistant principal, and the Shorter University School of Education really took off.
I was at lunch a few years ago with Kristy Brown, who supervises student teaching for Shorter. I told her my staff needed professional development in teaching writing skills to our diverse learners. She said she needed classrooms to host teacher candidates for their clinical experiences.
12 May2016
By Terrance McNeil
Congratulations to May Holmes Scholar of the Month DeShawn Sims!
Sims is a third-year doctoral student in the counselor education program at the University of Central Florida. Her research interests include mobile technology, pedagogical and learning influences in urban classrooms, and creating effective urban educators.
Sims’ nomination stated that she demonstrates regular and impeccable service to the community. With her passion for urban education, she is constantly using her voice to advocate on behalf of this platform. Sims serves with the Urban Initiative Special Interest Group, an Orlando partnership that aims to tackle challenges in urban communities. She has presented at several national conferences and continues to build her curriculum vitae with accomplishments.
10 May2016
By Terrance McNeil
The author is the administrator for AACTE’s newly formed “Issues in HBCU Education” topical action group (TAG). The views expressed in this post do not necessarily reflect the views of AACTE.
Did you know that 25% of bachelor’s degrees in education conferred upon African Americans are awarded at historically Black colleges and universities (HBCUs)? In addition, HBCUs with educator preparation programs have consistently produced more African-American graduates in the science, technology, engineering, and math (STEM) fields than any other type of institution. The success of HBCUs at educating students for the 21st century workforce could be a signal to educational leaders to seek the HBCU as a source for making large-scale improvements among African American students on the PK-12 level.
12 Apr2016
By Whitney Watkins
Congratulations to April Holmes Scholar of the Month Shaywanna Harris!
Harris is a second-year doctoral student in the Counselor Education program at the University of Central Florida. Her research interests are traumatic childhood experiences, brain development in children, resilience in families, and neurofeedback training in counseling.
Harris is known for working collegially and collaboratively with diverse individuals across different organizations. As supervisor of a community counseling and research clinic at her university, she has demonstrated a commitment to successfully advocating for and valuing diversity. She also works with minority children of alcoholics by conducting research and disseminating information to the public through manuscript publications.
29 Mar2016
By David Fuentes, Kabba Colley and Sharon Leathers
In fall 2014, AACTE formed a networked improvement community (NIC) aimed at increasing the number of Black and Latino male teacher candidates in teacher preparation programs. Our College of Education at William Paterson University was among the 10 member colleges selected to participate. As we’ve worked in this collaborative group toward the goal of boosting enrollment of men of color by 25% across our programs, we’ve enjoyed a local impact that reaches well beyond the anticipated range.
The NIC employs the Carnegie Foundation for the Advancement of Teaching’s “improvement science” methodology to help participants examine our current practices and create new ones that will support the recruitment and retention of more diverse teacher candidates in our programs, and ultimately, their entrance into the teaching workforce.
