12 Nov2024
By Kimberly Mundell
The Arkansas Department of Education (ADE) announced the six organizations selected for the third early childhood local leads cohort. With this third cohort, all 75 counties are now represented by 26 organizations focused on creating a comprehensive, localized plan to ensure children and families can access high-quality early childhood education programs in their communities.
In addition to creating a localized plan, the local leads are aligning the local plans to the state’s vision for early childhood education, as defined by the LEARNS Act. The LEARNS Act transferred the Office of Early Childhood to ADE in an effort to improve access to quality early childhood education programs and expand and improve the education system to include birth to post- secondary education.
21 Oct2024
By Marc Siegel
The Oregon Department of Education (ODE) released results from the Oregon Statewide Assessment System’s spring 2024 summative tests, which highlights there is more work ahead to reach pre-pandemic academic performance levels. The results included key areas of progress statewide, with six out of seven grade levels showing improved math scores, while recovery in literacy scores has been slower and more uneven across the state.
Along with the data release, ODE has identified key areas for targeted action to support improved student performance, including continued and increased investment in K-12 literacy, support for summer and afterschool learning, refining data and policy practices, and developing an accountability framework.
26 Sep2024
By Jacqueline E. King, Ph.D.
On Wednesday, September 25, the Early Childhood, Elementary, and Secondary Education Subcommittee of the House Committee on Education and the Workforce held a hearing on “Innovative Teacher Preparation: Properly Equipping America’s Educators.” Witnesses included AACTE members Carole Basile, Ed.D., dean of the Mary Lou Fulton Teachers College at Arizona State University, and Melba Spooner, Ed.D., dean of the Reich College of Education at Appalachian State University. They were joined by Sharif El-Mekki, CEO of the Center for Black Educator Development, and Greg Mendez, Ed.D., principal of Skyline High School in Mesa, AZ.
CEO of the Center for Black Educator Development Sharif El-Mekki, and AACTE Members Melba Spooner, Ed.D., and Carol Basile, Ed.D. during Wednesday’s hearing.
In addition to describing the teacher shortage, which Chairman Aaron Bean (R-FL) likened to a car dashboard warning light for the education system, the hearing focused on solutions. Witnesses and members described initiatives including Grow Your Own programs for high school students, residencies and apprenticeships, and student loan forgiveness. Members raised concerns about teacher compensation and diversity, staffing for special education, trauma-informed instruction, and the affordability and convenience of educator preparation programs. Several members, including Ranking Member Suzanne Bonamici (D-OR), and Rep. Jahana Hayes (D-CT), described legislation they support to address concerns they raised.
A major focus of the hearing was strategic staffing as a systemic approach to redesigning teaching, the school environment, and educator preparation. Basile and Mendez described how a team-based approach to teaching works and the benefits that it conveys to teachers, students, and schools.
16 Sep2024
By David Jespersen
The Nebraska Department of Education will receive $55 million over the next five years to help improve literacy throughout the state. This is the largest grant the NDE has ever received and is part of the Comprehensive Literacy State Development (CLSD) grant from the U.S. Department of Education. Nebraska is one of 23 recipients nationwide. The CLSD award spans five years, with a first-year award of $11,020,244.
The purpose of the federal CLSD program is to support State Education Agencies (SEA) in the implementation of comprehensive, statewide literacy efforts. The program is designed to advance literacy skills for children from birth through grade 12, with an emphasis on disadvantaged students, those living in poverty, English learners, and students with disabilities. Literacy skills include pre-literacy, reading, and writing.
10 Sep2024
By Grace College
Grace College’s new Center for Literacy and Learning (CLL) held a ribbon-cutting ceremony at its new tutoring center on the third floor of Mount Memorial Hall on September 9.
The CLL, funded by Lilly Endowment Inc. through its initiative, Advancing the Science of Reading in Indiana, is dedicated to enhancing teacher candidate knowledge and application of Science of Reading evidence-based practices while collaborating with local school districts to build capacity for dynamic clinical placements.
“The Center for Literacy and Learning is our collective response to the need for literacy,” said Rachael Hoffert, Ed.D., director of the center and chair of the Department of Elementary Education at Grace.
03 Sep2024
By Mike Krings
Teachers who work with young children with high-intensity support needs play a critical role in important stages of neurodevelopment and educational trajectory. But they need support, as well as training in the latest research and practices that best serve students at the critical early phase of their education. University of Kansas (KU) researchers are in the second year of a project to train future and working educators in the latest supports for early childhood special education, while making the practices and supports available for educators nationwide.
KU faculty are beginning year two of Project MounTaiN, also known as Meeting the Need, a five-year $1.1 million grant project funded by the Office of Special Education Programs. The project has developed new curriculum to train educators who work with infants, toddlers, and young children in special education and is partnering with public schools, early intervention systems, and local early childhood centers in Kansas City, Lawrence, and Topeka to provide applied learning opportunities in a wide cross-section of schools and educational settings. The faculty has also published a manuscript outlining effective intensive intervention competencies for educators who will work with these children and their families.
Read the full story on the University of Kansas website.
13 Aug2024
By College of Education, UT Austin
Kara Huss, College of Education, University of Texas at Austin alumnae, has dedicated her career to supporting neurodivergent children, combining her passion for child development with her extensive training in special education and behavior analysis. Having earned her master’s degree and a BCBA certification, Kara believes that all behavior is a form of communication and is able to work with neurodivergent children both in the classroom and in learning environments outside of a strictly academic setting.
Now, as the executive director of the William’s School, Kara continues to drive the organization’s mission to provide individualized education and therapeutic support for children with autism and other neurodiversities. Her specific vision for a hybrid way of teaching remains a key factor in student success both inside and outside of the classroom.
Continue reading on UT Austin’s College of Education website.
12 Aug2024
By Julie Wootton-Greener
The Nevada Department of Education has released a new dyslexia resource guide for school districts and public charter schools to identify and provide instructional support for students who have or are at risk of dyslexia.
“The dyslexia guidance documents will help with serving students across our state who have dyslexia or are at risk,” said Jhone Ebert, Superintendent of Public Instruction. “These efforts will positively impact the trajectory of students’ academic success.”
The Nevada Department of Education has guidance documents posted on its website covering topics such as common myths and misperceptions about dyslexia, screening assessments, accommodations, Individualized Education Program (IEP), instructional supports, and resources.
30 Jul2024
By Hawai'i State Department of Education
Forty-four free, public preschool classrooms are slated to open across the state, with at least one classroom on each island. This marks a historic number of new public pre-K classrooms opening in a single year. The announcement was made Friday at Kūhiō Elementary School by Lt. Gov. Sylvia Luke, who is leading the state’s Ready Keiki initiative, along with the Executive Office on Early Learning (EOEL) and Ready Keiki partners.
This tranche of openings follows 11 classrooms that opened last year, all of which were completed under budget and ahead of schedule. The 44 new classrooms will add 820 seats to the inventory of public pre-K seats across the state, bringing the total to 1,767.
22 Jul2024
By Lidia Gutierrez
This article is reprinted with permission from Sam Houston State University.
Professors Francisco Usero-Gonzalez and Burcu Ates led students from Sam Houston State University to venture into Costa Rica for a unique study abroad program from May 11 to May 20. This trip was designed for students interested in pursuing a career in English as a Second Language (ESL) education, offering them an invaluable opportunity to experience teaching in a different cultural context and assist local educators.
“Study abroad programs significantly impact teacher candidates by enriching their teaching practices and preparing them to engage with diverse student populations,” Ates, the faculty lead for this study abroad program, said. “This global perspective enables them to create more inclusive curricula and foster a classroom environment that respects and celebrates ALL students.”
15 Jul2024
By Arizona Department of Education
State schools chief Tom Horne says the newly passed state budget includes a change that he has long sought: the elimination of the Kindergarten Entry Assessment (KEA) program, which many educators consider an unnecessary bureaucratic requirement and a waste of classroom time.
“Over time, the KEA had ballooned into an endless morass of paperwork that meant teachers had to spend too much time on bureaucratic requirements versus time with students,” Horne said. “Now the legislature has taken the welcome step of entirely removing the legal requirement for the KEA, which frees up more time for teachers to spend on classroom instruction.”
24 Jun2024
By U.S. Department of Education
The U.S. Department of Education (the Department) issued a Request for Information (RFI) to help the Department better understand operational aspects of potentially expanding Public Service Loan Forgiveness (PSLF) for workers in early childhood education (ECE) settings.
“Early childhood educators help young children learn, grow, and thrive. But they are often poorly compensated, and student debt is a problem. If these educators can access Public Service Loan Forgiveness, we can help our youngest children, their families, and their communities,” said U.S. Under Secretary of Education James Kvaal.
18 Jun2024
By Martin Walls
This article was originally published on Syracuse University’s website.
An anonymous benefactor has given $150,000 to the Syracuse University School of Education to provide scholarships for Native American students preparing to become inclusive education teachers. The School of Education Indigenous Teacher Preparation Fund will provide scholarships to at least seven undergraduate students in its first cohort, which will matriculate by the 2026-2027 academic year.
The scholarship will pay for a maximum of 30% of an individual student’s tuition. A portion of the fund will provide support for special programming and academic opportunities for Native American teacher preparation students, such as undergraduate research, conference attendance, or study away opportunities within the US.
29 May2024
By Tyler Pointer
Theresa Canada, Ed.D., host of “The Silk Stocking Sisters Podcast”
Seventy years ago, the course of education in the United States changed forever with the historic passing of Brown v. Board of Education, a landmark decision that determined that state laws establishing racial segregation in public schools were unlawful.
AACTE member and researcher Theresa Canada, Ed.D., who received an education during the 1960s desegregation efforts in New York City, recounted this experience through the lens of her and six other Black and brown girls in a recent podcast series.
Canada, a professor in the Education and Educational Psychology Department at Western Connecticut State University, and host of “The Silk Stocking Sisters Podcast,” was a student at P.S. 6, the Lillie Devereaux Blake School, (PS 6), which is nestled on the Upper East Side of Manhattan in New York City and was one of the first schools in the city to launch desegregation efforts. Now documenting her memories of the school through the podcast, Canada explores the historical legacies of the shared experiences of PS 6 alumni and what it demonstrated for the desegregation movement in the northern United States.
20 May2024
By JP O'Hare
The New York State Education Department awarded $34 million in Universal Prekindergarten (UPK) Expansion Grants to 64 school districts across the state. The grants will enable districts to establish new full-day prekindergarten placements or to convert existing placements from half- to full-day.
Regents Chancellor Lester W. Young, Jr. said, “When children enroll in high-quality and effective PreK programs, they gain a significant advantage in early skills that prepare them for success in elementary school. Expanding access to full-day PreK programs through these grants will help more of New York’s children succeed.”
