22 Aug2022
By Owen Wachter
The Partnership for People with Disabilities in the School of Education is collaborating with the School of Education’s Office of Strategic Engagement to lead a six-session online training course on diversity, equity and inclusion this fall, aimed primarily at employees of Medicaid home- and community-based organizations.
22 Aug2022
By Prairie View A&M University
Prairie View A&M University students, faculty and staff were on hand bright and early to help welcome students to the first day of school at Aldine ISD’s Impact Leadership Academy (ILA), the district’s first all-boys school. PVAMU is partnering with the ILA to cultivate learning experiences rooted in identity, leadership, community, and activism, all designed to address academic achievement and support social and emotional needs for young Black and Latino male students.
11 Aug2022
By Jonathan Barry Wolf
The Pathways Alliance, a coalition of education organizations dedicated to supporting and implementing diverse and inclusive educator preparation pipelines, announces the release of their latest report, “Towards a National Definition of Teacher Residencies.” Based on input from teacher residency programs and other education leaders from across the country, this groundbreaking first-of-its-kind report offers a condensed yet thorough definition to guide policies that can support high-quality residencies to attract, prepare, and retain a robust and diverse teaching workforce. The report was written by the Pathways Alliance Teacher Residency Working Group, co-chaired by the National Center for Teacher Residencies (NCTR) and Prepared To Teach, Bank Street College. The working group participants included state education departments, educator preparation programs, and national nonprofit organizations. In addition, more than 40 organizations gave feedback and reviewed the report and definition.
22 Jul2022
By Teresa Monaco Burnett
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.
19 Jul2022
By Natalie Khairallah
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.”
05 Jul2022
By Casey Kelly
Schools across the state held their last classes of the 2021–22 school year , marking the official start of summer for Maine students, parents and teachers. However, about 125 educators didn’t the classroom , as they took part in the first annual University of Maine Educators Institute being held virtually June 22–23.
The theme of this new UMaine Summer University program, developed in collaboration with the Maine Department of Education, is “Supporting Emotional and Behavioral Well-Being in School Communities: From Surviving to Thriving.”
28 Jun2022
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.
28 Jun2022
By Christine Gentry and Stacie Brensilver Berman
GLSEN’s 2019 National School Climate Survey (N=16,636)—the most recent for which results are available—provides an alarming overview of the state of LGBTQ+ inclusive education. According to GLSEN, only 16.2% of participants reported engaging with positive representations of LGBTQ+ content, and fewer than 20% stated that LGBTQ+ topics appeared in their textbooks and curricular resources.
24 Jun2022
By Michael Rose
Today marks the 50th anniversary of Title IX of the Education Amendments of 1972 being signed into law. Title IX prohibits sex-based discrimination in any school or any other education program that receives funding from the federal government. Specifically, it states:
No person in the United States shall, based on sex, be excluded from participation in, be denied the benefits of, or be subjected to discrimination under any education program or activity receiving Federal financial assistance.”
21 Jun2022
By Lesley N. Siegel
Pride flags and gag orders, a Queer as Folk reboot and white supremacists at Pride celebrations, My Two Moms and Me and “Don’t Say Gay”: this whiplash of dissonance is the backdrop against which we as LGBTQ+ teacher educators navigate as scholars in 2022. I was asked to write a post on LGBTQ+ research in teacher education — an exceptionally tall order. One post can hardly encapsulate the complexities, tensions, and exceptionality of current work in the field. Research specific to LGBTQ+ topics in teacher education might be broadly organized into a few categories: the lived experiences of Queer1 persons in teacher education, LGBTQ+ issues in curriculum and instruction within teacher preparation, and policies and practices directly impacting LGBTQ+ persons and issues within the realm of P-12 schools.
17 Jun2022
By AZEdNews
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.
14 Jun2022
A 2022 Washington Week Recap and Reflection
By Leslie Ekpe
*Slides from this session are provided by Jennifer Ruth, Ph.D., Higher Education Faculty Lead at African American Policy Forum, and can be found on AACTE Connect360.
COVID-19 has exacerbated a pre-existing education crisis and increased inequalities since its outbreak two years ago. And now, educators around the nation are grappling with yet another challenge. Outside of academia, critics are condemning the fight for intellectual freedom.
In the past couple of months, the attack on academic freedom at K-12 and post-secondary levels has reached new heights. From the fight to remove books affiliated with the history of the United States of America to the “great resignation” being affiliated with teacher shortages directly affecting the sustainability of education. There is a direct assault on education from all areas of social and political streams. For example, some of the significant challenges being faced are critical race theory (CRT) education, academic tenure, educator resources, and the hindering of legislative impediments to the educational curriculum. Below are some of the recent headlines featuring these issues:
13 Jun2022
By Tommy Stevens
Earlier this year, a gay music teacher in Iowa was pressured into resigning from a private school after being outed1. As a queer nonbinary Iowan and a preservice teacher, I am continually reckoning with my place in education. My education has and continues to be engulfed in heteronormativity. Elementary school through college, I have heard about Mrs. Y’s husband. I had Ms. Z as a permanent substitute twice because Mrs. X was having a baby. Mr. W often placed an open call for babysitters because he and his wife were having a date night. The narrative of a happily married husband and wife with children was and is so common it erases other ways of being. Indeed, I was shocked to discover during high school that my Kindergarten teacher was gay. He is one of two LGBTQ+ teachers I have had. I distinctly remember the relief of knowing that queer elementary teachers exist. If Mr. Knoer could be gay in 2006, I can be queer and trans in 2022.
10 Jun2022
By Dorie Turner Nolt, Jolene and J. Fidel Turner
Educators looking to become school leaders in 37 states and Washington, DC, can now enroll in the National Aspiring Principal Fellowship, a first-of-its-kind program created by national nonprofit New Leaders in partnership with distinguished historically Black institutions Clark Atlanta University and Morehouse College to dramatically boost the number of principals of color leading K-12 schools across the country.
07 Jun2022
By Kyle Mittan
Chris Richards/University of Arizona
A University of Arizona College of Education program that provides mentorship and educational resources to Arizona’s Indigenous communities will extend its reach thanks to a $1.2 million grant from the Arizona Department of Education.
The Native Student Outreach, Access and Resiliency program, better known as Native SOAR, emphasizes Indigenous teaching and knowledge. Over the course of 10 weeks, the program allows UArizona students from any major to spend about three to four hours a week mentoring middle and high students across Arizona and teaching them about attending college, cultural resiliency, leadership skills and identity exploration.
