The Science of Reading and Culturally Responsive Instruction in Missouri Educator Preparation Programs

By Shea Kerkhoff and Katherine O'Daniels

AACTE members Katherine O’Daniels, Ph.D., and Shea Kerkhoff, Ph.D., conducted survey research on the teaching of reading in educator preparation programs (EPPs) in Missouri. The survey investigated the reading curricular topics and instructional practices specifically in initial teacher certification programs. The survey items were created to reflect the reading competencies outlined in the Missouri Standards for the Preparation of Educators and the International Literacy Standards for the Preparation of Literacy Professionals. The survey was taken by personnel working in Missouri who teach courses related to literacy preparation of early childhood and elementary teachers and represent 93% of Missouri EPPs. 

The results indicate that Missouri EPPs attend to building evidence-based knowledge and practices aligned with the Science of Reading. The quantitative data identified foundational knowledge related to phonological awareness, phonics, fluency, and comprehension. Although it appears that additional focus needs to be given to evidence-based practices for teaching vocabulary, by and large the perception is that teacher candidates are leaving with knowledge and instructional experiences related to the five pillars and their interactive nature.

Teacher Stories: Meet the Seven University of Northern Iowa Alumnae Teaching Third Grade in the Same District

By Anna Flanders

This article was originally published on the University of Northern Iowa’s website and is reprinted with permission.

Photo credit: Sheri Miller

The seven teachers that comprise the third-grade team in the Vinton-Shellsburg Community School District in Vinton, Iowa, all share a special bond. Not only do they connect as educators in the same community, but they all can trace their roots back to the top producer of teachers in the state: the University of Northern Iowa. They share the same foundation through UNI Teacher Education — and a special affinity for donning UNI gear on Panther Fridays.

“I think there is a sense of pride and respect for one another,” said Shelley Haisman, a 1995 graduate. “When you meet a teacher who has graduated from UNI, there is a sense that you know they are going to do a great job because they have been well trained.”

Chico State to Ease Financial Burden for Aspiring Teachers with $8.5 Million U.S. Department of Education Grant 

By Andrew Staples

Chico State’s School of Education is poised to alleviate financial obstacles for dozens of aspiring teachers across Northern California. The U.S. Department of Education awarded the University an $8.5 million grant, allocated over five years, to establish the Belong, Engage, Support, Transform (BEST) Teachers Residency program, which will place the next generation of educators at elementary schools in the region. 

The BEST program will support 60 credential candidates, particularly from underrepresented groups, to earn elementary teaching credentials and masters of art degrees in teaching. They will be placed in high-need schools in the North State during a year-long residency. 

The grant proposal was drafted and submitted by School of Education professors Jennifer Oloff-Lewis, Rebecca Justeson, Mimi Miller, and Claudia Bertolone-Smith. 

Esmeralda Cartagena Collazo Named September 2024 Holmes Scholar of the Month

By Amelia Q. Rivera

AACTE recognizes Esmeralda Cartagena Collazo as the September 2024 Holmes Scholar of the Month. Cartagena Collazo’s outstanding contributions to academia, research, and education, exemplify the spirit of scholarly excellence and dedication to advancing education for marginalized communities.

Cartagena Collazo is pursuing a Ph.D. in Literacy, Language & Culture, at Texas Woman’s University, with an expected graduation of December 2025. Her academic foundation includes a post-baccalaureate certificate in biliteracy from Texas Woman’s University and both a master’s in education (specializing in curriculum and teaching English as a second language) and a Bachelor of Arts in elementary education in ESL from the InterAmerican University of Puerto Rico.

Grace College Opens Center for Literacy & Learning 

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. 

Huskers Make Big Impact on State Through Teacher Education

By Deann Gayman

This article was originally published on the University of Nebraska – Lincoln’s website and was reprinted with permission.

Nearly one in four new teachers in the state of Nebraska earn their degree from UNL. Among the May graduates who are now first-year educators is Madison Wosk, a fourth-grade teacher in Sutton, Nebraska, who grew up in Broomfield, CO.

“I’m having a bit of the jitters,” Wosk said from her classroom, as she prepped for the new school year — and her career — to begin. “But the level of preparation at UNL is amazing. I know I have the right tools in my tool belt, and the UNL education program really has prepared me to be the best teacher I could be.”

Kean University to Play Leading Role in New State Literacy Initiative  

By Kean University

Kean University this week signed an agreement with New Jersey officials to facilitate a study of literacy and learning loss among elementary students as lawmakers work to improve educational outcomes for children statewide. 

Governor Phil Murphy signed into law two pieces of legislation earlier this month to bolster literary education across the state.  

In this initiative, Kean, the state’s urban research university, will provide a learning and literacy loss consultant to the New Jersey Department of Education (NJDOE) to analyze data, coordinate policy, and implement best practices to improve students’ literacy outcomes. 

In Oregon, Summer Is Another Season for Learning 

By Marc Siegel

Oregon Department of Education Director Charlene Williams, Ed.D., visited Imlay Elementary School in Hillsboro for a tour that showcased the school’s bilingual enrichment Summer Learning programs. She was joined by State Sen. Janeen Sollman, State Rep. Susan McLain, and Hillsboro Mayor Steve Callaway. 

Williams sits with incoming fifth grade students as they use math skills learned this summer to build sturdy bridges.

“In Oregon, summer is another season for learning,” Williams said. “So exciting to tour today’s programs and see young scholars advancing their learning with innovative, hands-on STEM activities and core literacy instruction.” 

“We are so grateful to be able to provide robust summer programming to more than 2,800 students this summer, thanks in large part to funding support from the State of Oregon,” said Hillsboro School District Assistant Superintendent for School Performance Brooke Nova. “These summer programs give our students who are most in need of support the opportunity to strengthen their skills and position themselves for enhanced success in the coming school year.” 

School of Education Receives Gift to Fund Indigenous Teacher Preparation Scholarships 

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. 

Webinar to Examine Equitable Learning in K-12 Classrooms

Featuring Ladson-Billings Outstanding Book Award Winner David Stroupe

By Brooke Evans

As school leaders, educators make instructional decisions shaping opportunities in classrooms for students to learn. An educator’s words and actions, especially related to the treatment of students and their ideas, are foundational for creating equitable learning communities in our classrooms and schools.

On Wednesday, May 1, from 2:00 to 2:45 p.m. ET, AACTE will host a Lunch & Learn recognizing the 2024 Gloria J. Ladson-Billings Outstanding Book Award winner David Stroupe, Ph.D., of the University of Utah and his book, “Growing and Sustaining Student-Centered Science Classrooms.”

From Student to Teacher: The Impact of Education Village at Winona State University 

By Elena Armstrong

Currently in her third year of teaching first grade at Cotter Schools, Jessica Houghton can clearly see the influence Winona State University’s Education Village had on her teaching career. 

The state-of-the-art mini-campus for the College of Education was finished in 2019 and included renovations to Helble Hall, Wabasha Recreation Center, and Cathedral Elementary School to create modernized classrooms and innovative spaces. Education Village is celebrating its five-year anniversary this April with an open house and community activities. 

Houghton was in her senior year when Education Village opened. She got to see first-hand the impact it had on her schooling, peers, and learning environment. 

Tennessee English as a Second Language Teacher Named 2024 National Teacher of the Year

By Erica Stanley

The Council of Chief State School Officers (CCSSO) today announced Missy Testerman, a kindergarten through eighth grade English as a second language (ESL) teacher, as the 2024 National Teacher of the Year.

Testerman served as a first and second-grade teacher at Rogersville City School in Rogersville, TN, for three decades before taking advantage of the state’s Grow Your Own initiative and adding an ESL endorsement three years ago. She currently works as an ESL specialist at Rogersville City School, where she teaches K-8 students who do not speak English as their first language and supports them in all academic areas. A staunch advocate for students, teachers, and families, Testerman prioritizes instruction that ensures her students have the skills and knowledge necessary to achieve. She knows families are extensions of the classroom and often advocates for her families who speak little English.

Lunch & Learn: Howard University’s Award-Winning Elementary Education International Cultural Immersion Program 

By AACTE

AACTE has recognized Howard University with the 2024 AACTE Best Practice Award in Support of Global and International Perspectives for its elementary education program that integrates global experiences into the curriculum. On Thursday, April 4, from 1:00 to 1:45 p.m. ET, AACTE will host a Lunch & Learn where members can learn more about this program and how it serves as an exemplar in the intercultural, global, and cross-cultural arenas. 

The Best Practice Award in Support of Global and International Perspectives is sponsored by AACTE’s Committee on Global Diversity as part of its mission to ensure that a global/ international perspective is brought to policy and programs associated with the preparation of education professionals. 

How Howard University Spotlights Black History in Teacher Preparation

2024 Best Practice Award in Support of Global and International Perspectives Winner

By Katherine E. L. Norris

Receiving the Best Practice Award in Support of Global and International Perspectives at the AACTE 2024 Annual Meeting was a complete honor. It was not lost on us, a historically black college and university (HBCU), that we received this acknowledgment for a program that celebrates and studies the lifestyles, cultures, histories, and lived experiences of those from the African diaspora during Black History Month.  

At Howard University, the study of Black history is not confined to one month, but Black History is woven throughout the programming, curricula, and the practices in our teacher education programs throughout the year. Our Elementary Education program ends with a culminating international experience where teacher candidates get to participate in a weeklong cultural immersion experience engaging in a breadth of activities and experiences that fully immerse them in the culture of the country. Our travel thus far has been to Cuba and Colombia (Cartagena, Cali, and Palenque). Palenque, the first free town in the Americas founded by those who fled slavery during Colonia times, always seems to be a favorite learning experience for the teacher candidates. The locations chosen have large populations of those with shared African heritage and where English is not their first language. While this international experience takes place in the Elementary Education program’s final semester, much of the learning and activities that happen throughout the time in the program have led to this final initiative.  

UB Doctoral Student Publishes Guide to Teaching Black History in Elementary Classrooms 

By Alexandra Saccone

This article originally appeared on University at Buffalo’s website and is reprinted with permission. 

Before arriving at UB to pursue her Ph.D., Dawnavyn James taught elementary students in Missouri for seven years, where she learned that young students are a lot smarter — and a lot more ready to learn about Black history — than we give them credit for. 

“It all started in the classroom,” James said of her new book, “Beyond February: Teaching Black History Any Day, Every Day, and All Year Long.” The book began to take shape after she wrote a blog post referencing her experience teaching Black history. Through this post, she met her editor, who encouraged her to turn her ideas into a book. James’ guide to teaching Black history was published this fall, just a year after she began her doctoral studies. 

Drawn to UB by the Center for K-12 Black History and Racial Literacy Education, where she is a fellow, James studies how elementary teachers use picture books to teach Black history. “I’m really looking at how teachers analyze picture books and teach Black history based on what they know about Black history,” she explains.