Posts Tagged ‘equity’

Join the Conversation: Race and Equity in Special Education

Race and Equity in Special EducationConversations about race and equity are often missing from discussions of special education, particularly in teacher education. However, in a system where students of color make up half of those receiving special education services while fewer than 18% of special education teachers are people of color, race, and equity are essential topics. But are teacher educators prepared to address these issues? And how can we support teacher educators in their endeavors to do so? These are topics that panelists Erica McCray and Mildred Boveda will address in the upcoming AACTE webinar, “Race and Equity in Special Education.”

How Diverse Is Your Board?

The View from Venus Podcast

This article originally appeared Inside Higher Education and is reprinted with permission.

In December, we were able to publish a four-episode late-fall season for our podcast “View From Venus.” We had some phenomenal women as guests: Jacqueline Rodriguez, vice president at the American Association of Colleges for Teacher Education; Shana MacDonald, faculty member at the University of Waterloo; Becky Petitt, vice chancellor at UC San Diego; and Felecia Commodore, faculty member at Old Dominion University.

We have hosted conversations with college presidents, faculty members, staff members, artists, politicians, activists and entrepreneurs—all amazing women doing great work. One goal of the podcast is to lift up, amplify and celebrate this great work and share it with a larger audience. It is also about building connections and introducing the world to these women and the differences they are making in the world.

New Podcast Episode: Districts and Programs Collaborate in Commitment to Equity

Principal preparation programs serve two major consumers: the candidate’s that enter their programs and the districts that hire them. Therefore, it is essential to align program redesign efforts to district needs, which we have learned vary across the state. In episode four of AACTE’s new University Principal Preparation Initiative (UPPI) Podcast series chronicling the Wallace Foundation multi-year principal program redesign initiative, Franciso Edobedo, superintendent of the Chula Vista Elementary School District (CVESD), located in southern San Diego County, shares what superintendents are looking for in principals and other school leaders entering the field. Also featured is Douglas Fisher, professor and chair of Educational Leadership at San Diego State University, who discusses why and how prep programs should work with districts like CVESD.  Their collaboration led to various redesign improvements over the course of Wallace’s UPPI Initiative, but this episode dives deeper into how they were able to share, evaluate ,and act on data through an equitable lens.

Listen now to Episode 4: Districts and Programs Collaborate in Commitment to Equity

Advocating for the Future PK-12 Student Today

This opinion article originally appeared in Diverse Issues in Higher Education and is reprinted with permission.

Rangasamy RamasamyThe demographics of our nation’s PK-12 student body are changing. In fact, a report from the National Center for Educational Statistics (NCES, 2019 as cited in Burden, 2020) projects that by 2027 the Caucasian student population will decrease to 45%, Latinx student population will increase to 29%, and the African American student population will remain at 15%. Thus, tomorrow’s student body will be more diverse than today and that trend is expected to continue. To meet the needs of the future PK-12 student population, educator preparation programs (EPPs) must attract a greater number of diverse candidates to the teaching profession—and that requires advocating for policies that promote diversity in the classroom and address critical teacher shortages.

App State partners with Winston-Salem/Forsyth County Schools to Prepare Equity-Focused School Leaders

Appalachian State University has partnered with Winston-Salem/Forsyth County Schools (WS/FCS) as part of a five-year, $102 million initiative to prepare school principals who are capable of advancing equity in education.

The Equity-Centered Pipeline Initiative, sponsored by the Wallace Foundation, supports eight large, high-needs school districts in building evidence-based principal pipelines—with the goal of developing principals who can advance each district’s own vision of equity.

UTEP Bolsters Support for Special Ed, School Counseling Students

 

A quartet of educators from UTEP’s Department of Educational Psychology and Special Services earned a $1.1 million grant from the U.S. Department of Education to finance the education of 48 individuals who want to become K-12 counselors or special education teachers, as well as to develop technology-enhanced curricula and methods for greater collaborations. The members of Project BLESSED are, from left, Carleton Brown, Beverley Argus-Calvo, Anjanette Todd and Kristopher Yeager. Brown and Yeager are the co-principal investigators. Photo: Ivan Pierre Aguirre / UTEP Marketing and Communications

The University of Texas at El Paso is strengthening its support for school counseling and special education graduate students thanks to a five-year $1.1 million grant from The U.S. Department of Education. The award enhances the University’s ability to help these students finance their education and gives them access to enhanced technical instruction and supervision support.

Lindenwood University’s Plans to Ensure Equitable Access for All Future Teachers

AACTE’s Consortium for Research-Based and Equitable Assessments (CREA) project recently released a framing paper titled The History, Current Use, and Impact of Entrance and Licensure Examinations Cut Scores on the Teacher-of-Color Pipeline: A Structural Racism Analysis. The paper addressed the following questions: (1) How are standardized entrance and licensure tests being used as a gateway into the profession? (2) Who determines cut scores for these tests? and (3) What is the historical significance and implications of these tests on the diversity of the profession today?

Lindenwood University represents one of fourteen lead institutions that comprise the CREA project. Tammy Moore, director of certification and field/clinical experiences at Lindenwood, reflects on the effects of entrance assessment requirements at her institution and her institution’s plans to ensure equitable access for all students who choose to pursue teacher education.

Tammy MooreWhy did Lindenwood University pursue membership in the CREA project?

Lindenwood University – College of Education and Human Services (COEHS) pursued the CREA project to participate in an initiative designed to support our continual efforts to recruit and retain teacher candidates of color. In direct alignment with Lindenwood COEHS commitment to “… an open, diverse, and inclusive learning environment that nurtures the growth and development of all …”  the CREA project embodies our commitment to diversifying the teaching profession.

MSU Elementary Teacher Preparation Program Gets Powerful Redesign

A second-grade teacher uses a white board to teach both her in-class and online students at Wesley Elementary School.

Photo by Allison Shelley for EDUimages

This article originally appeared in MSUToday and is reprinted with permission.

Students interested in becoming elementary teachers now have an exciting new pathway at Michigan State University.

Faculty in the nationally known MSU College of Education have redesigned the elementary Teacher Preparation Program to not only address changes in how Michigan certifies new teachers, but to ensure that Spartan educators are even better prepared to meet the challenges of today’s schools.

“It is important that we continue to evolve as a teacher preparation program to reflect changing times,” said Tonya Bartell, associate professor and associate director of elementary programs. “This means preparing high-quality beginning teachers ready to serve our nation’s diverse student population, including teaching English learners and students with disabilities, and serving as agents of change toward equity and social justice.”

MSU Denver Teaches Future Educators How To Build Equitable, Culturally Responsive and Trauma-Informed Classrooms

Student Teacher helping two students with masks on complete resiliency formsThis article  originally appeared on KUNC.org and is reprinted with permission.

At East Elementary school in Littleton, a group of fifth graders is seated in a semi-circle around student teacher Stephanie Shufelt for their morning meeting.

“Yesterday we talked about resiliency. Can someone remind me of what that actually meant?” she asks.

“To keep trying,” 10-year-old Brisaida Velasco replies.

“To keep trying, right,” Shufelt says. “When tough times hit, you’re able to bounce back.”

Four days a week, time is set aside for teachers to focus on social-emotional learning and teaching students self-regulation skills. At this meeting, Shufelt discusses strategies that can help them be resilient.

University of Wisconsin – Whitewater and the Impact of Teacher Ed Entrance Assessment Requirements

AACTE’s Consortium for Research-Based and Equitable Assessments (CREA) project recently released a framing paper titled The History, Current Use, and Impact of Entrance and Licensure Examinations Cut Scores on the Teacher-of-Color Pipeline: A Structural Racism Analysis. The paper addressed the following questions: (1) How are standardized entrance and licensure tests being used as a gateway into the profession? (2) Who determines cut scores for these tests?, and (3) What is the historical significance and implications of these tests on the diversity of the profession today?

University of Wisconsin-Whitewater (UWW) represents one of fourteen lead institutions that comprise the CREA project. Lana Collet-Klingenberg, professor and interim associate dean at UWW recently reflected on the effects of entrance assessment requirements at her institution and her institution’s plans to ensure equitable access for all students who choose to pursue teacher education.

Why did University of Wisconsin – Whitewater pursue membership in the CREA project?

Increasing the diversity in our educator workforce is a high priority for our state and our institution. By many measures Wisconsin is failing when it comes to equity in our schools and in our educator workforce. As the EPP that prepares the most first-time licensed teachers in the state, we are interested in any initiative that advances the cause. In addition, in an effort to lessen the number of barriers for prospective teachers, our state changed rule, providing EPP with flexibility regarding what measures we use for admission. In our state, students can meet requirements with GPA OR test scores. Our state is continuing to address removal of barriers by recently changing rule again to allow for alternate measures to GPA for licensure (which, in turn, will allow greater flexibility with admission requirements). I believe our inclusion in the project is a means of sharing these avenues with states still requiring standardized test performance as the primary admission pathway.

CSUDH Receives $5 Million Gift to Address Equity Gaps in Computing Education

Teacher working with student using technology

This article originally appeared on the California State University, Dominguez Hills news site and is reprinted with permission.

Snap Inc., developer of Snapchat, announced a $5 million gift to California State University, Dominguez Hills (CSUDH) for the creation and endowment of a new institute focused on addressing equity gaps in computing education. The gift comprises the largest single donation ever given to the CSUDH campus.

Education and Democracy: Critique of Diversity, Equity, and Race for Liberatory Practices

This op-ed originally appeared in Diverse Issues in Higher Education and is reprinted with permission.

Kimberly White-Smith and Jacob Easley

I love America more than any other country in the world and, exactly for this reason, I insist on the right to criticize her perpetually. – James Baldwin 

The momentum of social and racial justice fueled by recent events finds us at a significant crossroad with divergent paths—one path opening to opportunity and one leading to entropy. The approach we choose to follow will affect society and the lives of many for generations to come. Should we choose the way of opportunity, we must seriously grapple with the debates and our commitment to preserving a true democracy. Should we select the other, we accept the deterioration of hard-earned civil rights—choosing to abdicate to systems, laws, and politics that have historically disadvantaged those unable to make a living wage and people of color. As deans of educator preparation programs who work closely with the nation’s two largest school districts (New York City Department of Education and Los Angeles Unified School District), we understand the relevance of education. It is the core vehicle for liberatory practice and for championing American democracy. If education is the road to national mobility, and we believe it is, we must preserve the mechanisms and freedoms to critique and examine the governing structures of our society.

Celebrating Brain Differences with More Services and Support

From left, Ben Wilner, Terry Nguyen, Monika Williams Shealey, and John Woodruff, director, Accessibility Services

This article originally appeared on the Rowan Today news website and is reprinted with permission.

On October 20, Rowan University announced an expansion of support and services, establishing a first in New Jersey Center for Neurodiversity on the Glassboro campus.

Rowan’s expansion of services for neurodiverse students stems directly from President Ali A. Houshmand’s commitment to access and inclusion throughout the University.

Education Funding Bills on the Move

School financing and education business concept as a group of children drawing a hopscotch game on a floor with dollar signs as a symbol of student loans and paying for schooling fees.This blog post is written by AACTE consultant Jane West and is intended to provide updated information. The views expressed in this post do not necessarily reflect the views of AACTE. 

As you will recall, in July the House Appropriations Committee approved the FY 2022 Labor, Health and Human Services, Education, and Related Agencies appropriations bill . The bill included historic increases for education from the FY 2021 level—a 41% increase for the Department of Education, which would bring the Department’s total budget to $102.8 billion. This week, a bit unexpectedly, Senate Appropriations Committee Chair Patrick Leahy (D-VT) released drafts of the nine remaining fiscal year (FY) 2022 Senate appropriations bills, including the Labor-HHS-Education bill. This is an unusual move, as we usually don’t see bills until they have gone through the Subcommittee markup. These drafts have not been approved by either Subcommittees or the full committee. Rather, they are intended to be a marker to keep the process rolling.

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