06 May2019
By JTE Insider
Read the latest JTE Insider blog interview by the Journal of Teacher Education (JTE) editorial team. This blog is available to the public, and AACTE members have free access to the articles in the JTE online archives—just log in with your AACTE profile.
This interview features insights from Melanie M. Acosta, author of the JTE article “The Paradox of Pedagogical Excellence Among Exemplary Black Women Educators.” The article is published in the Jan/Feb 2019 issue of the Journal of Teacher Education.
Q1. What motivated you to pursue this particular research topic?
I was compelled to study the professional experiences of exceptional Black women educators for many reasons. One of the most important reasons was related to my own positionality as a Black woman educator with a record of success in teaching. Another crucial reason I wanted to pursue research on Black women educator professional experiences was related to expanding and complicating the dialogue on diversifying the teaching force to focus on issues affecting Black teacher retention, which includes teachers’ positionalities and the treatment of Black women educators in schools.
02 Apr2019
By Katrina Norfleet
During the “Disrupting the Persistence of Oppression” Deeper Dive session, panelists explored the question: How does knowing content matter for disrupting the persistence of oppression? The panel discussion was moderated by Deborah Ball, director of TeachingWorks at the University of Michigan and included Maisha Winn, Chancellor’s Leadership Professor in the School of Education and co-director of the Transformative Justice in Education (TJE) Center at the University of California, Davis; Sylvia Celedon-Pattichis, senior associate dean for research and community engagement and professor of bilingual and mathematics education at the University of New Mexico; Abby Reisman, assistant professor of teacher education at the University of Pennsylvania; and Carol Lee, former Edwina S. Tarry Professor of Education, School of Education, of Social Policy and African-American Studies at Northwestern University.
Winn began the panel discussion with a scholarly presentation focused on restorative justice and shared a narrative framework she developed for teachers to consider when seeking justice in the school setting. The framework is based on four pedagogical stances: history matters, race matters, justice matters, and language matters. She presented the framework and shared her desire to add a fifth stance: futures matter.
02 Apr2019
By Ward Cummings
The “AACTE Initiatives toward Increasing Diversity, Equity and Inclusion in Colleges of Teacher Education” Deeper Dive session was held during the 2019 Annual Meeting. The session highlighted the association’s current, ongoing, and future commitments in these areas in a discussion moderated by Jennifer Robinson of Montclair State University and included panelists Lillian Sharon Leathers of William Paterson University of New Jersey and AACTE’s Jacqueline King, Jacqueline Rodriguez, and Jane West.
King, author of AACTE’s recently published Education Students and Diversity: A Review of New Evidence report, described the findings, which showed that education is the least diverse in bachelor’s degree fields. King shared other important data such as 50% of African American education students and 40% of Hispanic education students are independent; 30% of African American students and 20% Hispanic students had children; and 20% African American students were single parents. She emphasized that child care, for example, is an issue that cannot be ignored when considering the matter of diversity. In addition, 4% of Hispanic students are first generation students and 22% do not have a parent that has graduated from high school. The study revealed that one in five African American students work full-time and that the median family income of white, dependent students is more than double of their African American and Hispanic peers.
02 Apr2019
By Jerrica Thurman
Annual Meeting Closing keynote speakers Mary Dilworth, editor of Millennial Teachers of Color, and Leslie Fenwick, dean emerita of Howard University, presented the topic, “Millennial Teachers of Color: Follow Their Lead, They Know Where We Need To Be,” on Sunday, February 24. During the session, the educators explored millennial teachers through a new lens by examining the intersection of race ethnicity and generation.
Dilworth has centered her career on teacher quality and preparation, with a keen focus on racial/ethnic and linguistic diversity and equity issues. Recently, she was a co-principal investigator for the National Science Foundation (NSF-DR12) project designed to recruit, prepare, license, and employ middle and high school science teachers from underrepresented groups. In addition, she served as a visiting professor and director of the Center for Urban Education at the University of the District of Columbia. Earlier in her career, she was a research fellow with Howard University’s Institute for the Study of Educational Policy (ISEP) and became widely recognized for heightening the national discourse on the disparate impact of licensing tests on underrepresented groups.
01 Apr2019
By Deondra Gladney and Stephanie Jones-Fosu
The AACTE Holmes Scholars Program recently welcomed two new members: University of North Carolina at Charlotte (UNCC) doctoral students Stephanie Jones-Fosu and Deondra Gladney. The two Scholars share their experience as first-time AACTE Annual Meeting and Holmes Preconference attendees.
Stephanie’s Reflection
The Holmes Scholar Program is designed to provide equitable opportunities to emerging scholars from underserved populations. By having the distinct opportunity to be one of first Holmes Scholars from UNCC, an entire level of educational greatness has been literally dropped in my lap. During the 2019 AACTE Annual Meeting in Louisville KY, the Holmes Program created an exclusive preconference event where Holmes students at various levels of education came together to learn and grow from Scholars around the country.
29 Mar2019
By Chandra Floyd
Spencer Niles, dean of the School of Education, College of William & Mary poses with Holmes Scholars (L-R) Okenna Egwu, Leila Warraich, Jessica Scott, Denise Lewis, Chandra Floyd, Jingjing Liu, Shuhui Fan
Twelve College of William & Mary (W&M) Holmes Scholars attended the Holmes Scholars Annual Meeting in Louisville, KY in February as part of the 71st American Association of Colleges for Teacher Education (AACTE) Annual Meeting. The AACTE Holmes Program encourages diversity in education by providing mentorship opportunities to students from high school through doctoral programs who are interested in careers in education. William & Mary’s 14 current Holmes Scholars are high-achieving doctoral students from populations underrepresented in higher education.
07 Mar2019
By Barbara Baals
This article on AACTE Board of Director Monika Williams Shealey and accompanying photo originally appeared in Rowan Today and are reprinted with permission.
Monika Williams Shealey has been named senior vice president of the newly created Division of Diversity, Equity and Inclusion at Rowan University.
Shealey, who joined Rowan as dean of the College of Education in 2013, will oversee a division that brings together departments and programs to develop initiatives designed to address issues of access, equity and inclusion across all of the University’s campuses.
“Under Dr. Shealey, the Division of Diversity, Equity and Inclusion will be tasked with making Rowan a model institution—a University where diversity is valued and equity and inclusion are routine,” Rowan President Ali A. Houshmand said in announcing Shealey’s appointment.
05 Feb2019
By Jerrica Thurman
AACTE is delighted to announce the selection of Millennial Teachers of Color, by Mary E. Dilworth to receive the 2019 AACTE Outstanding Book Award. The award will be presented at the AACTE 71st Annual Meeting Closing Session, February 24, in Louisville, KY.
The volume, published in 2018 by Harvard Education Press, explores the opportunities and challenges for creating and sustaining a healthy teaching force in the United States. Millennials are the largest generational cohort in American history, with approximately 90 million members and, of these, roughly 43 percent are people of color. This publication offers a fresh look at these millennials and explores their views of the teaching profession, focuses attention on their relation to schools and teaching and considers how these young teachers feel about teaching for social justice.
05 Feb2019
By Jerrica Thurman
AACTE will honor announced Emily Evans Fanaeian as the recipient of the 2019 AACTE Outstanding Dissertation Award for Preparing Pre-service Teaches for Working with Linguistically Diverse Students: Examining University Teacher Preparation Programs Across the United States. The author completed her dissertation for the Ph.D. at the University of Wisconsin-Madison School of Education and is now the interim director of English as a Second Language/Bilingual Graduate Programs for the School of Education at Edgewood College (Madison, WI). She will be recognized formally with the award at the AACTE 71st Annual Meeting, February 22-24, in Louisville, KY.
In her dissertation, Evans Fanaeian designed an ambitious multiple case study to examine the ways in which university-based teacher education programs take up the task of preparing general education teacher candidates to provide instruction to English learners. The University of Wisconsin-Madison Director of Teacher Education Center, Kimber Wilkerson, explained: “Dr. Evans Fanaeian’s dissertation research provides many important implications for teacher education. Acknowledging the importance of preparing general educators to meet the needs of the wide diversity of learners in our schools, Dr. Evans Fanaeian designed an ambitious multiple case study to examine the ways in which university-based teacher education programs take up the task of preparing general education teacher candidates to provide instruction to English learners. In this study, she surfaces the very real local and contextual constraints that teacher educators face when attempting to add complexity to teacher preparation programs. This is particularly important at a time when teacher preparation programs face pressure to reduce the time and cost toward degree. Dr. Evans Fanaeian’s research provides insightful guidance to teacher educators considering different approaches to incorporating new content. Her recommendations for practice are thoughtful as well as pragmatic, and could be applied conceptually to other types of expertise beyond educating English learners.”
14 Jan2019
By Jerrica Thurman
AACTE is pleased to announce the keynote speakers for the 71st Annual Meeting Closing Session are Mary Dilworth, editor of Millennial Teachers of Color, and Leslie Fenwick, dean emerita of Howard University. The session will take place at the Kentucky International Convention Center on February 24, 2019.
Join this dynamic duo in a provocative discussion that probes beneath the surface to address how the millennial generation of teachers and those of color, in particular, have become agents of change in education. Discover why the missing link in the recurrent conversation about teacher diversity and inequities is the millennial generation—the most diverse, educated, socially connected, and now largest generation in the workforce.
11 Jan2019
By Jerrica Thurman
The Council of Chief State School Officers (CCSSO) released yesterday A Vision and Guidance for a Diverse and Learner-Ready Teacher Workforce, a report that outlines key recommendations state education chiefs, leaders in educator preparation, local education agencies, and others can take to ensure each child in the public school system is taught by a diverse and learner-ready teacher workforce. The report highlights actions for attracting, preparing, placing, supporting, and retaining teachers from diverse ethnic or racial backgrounds and socioeconomic experiences. It identifies specific policy levers state education agencies (SEAs) have authority over that should be activated to achieve the vision of what success can look like for students and teachers as well as highlight distinct responsibilities of SEAs where they have a moral imperative to lead for equity. Additionally, the report appendix references some of the best practices and policy recommendations states have implemented to push this work forward.
Along with state chiefs, AACTE and other national education organizations partnered with CCSSO on its new initiative to diversify the teaching profession through its Diverse and Learner-Ready Teachers (DLRT) Initiative. The collaboration led to the production of the new report—a viable resource for state teams that provide model research- and evidence-based state best practices and policies.
12 Dec2018
By Conra D. Gist
The Third Annual Diversified Teaching Workforce (DTW) Institute will convene on February 21, 2019 at the AACTE Annual Meeting in Louisville, KY. The Institute will convene a group of national leaders at colleges and universities across the United States to spotlight and explore innovative efforts for addressing racial/ethnic teacher diversity across five key areas: recruitment and retention, teacher preparation, mentorship, induction and professional development, and advocacy. Recognizing the need to create spaces within professional networks to discuss and unpack the challenges and possibilities for increasing teacher diversity, the institute offers presentations on current research, opportunities to converse in working groups, and panel sessions focused on best practices from teacher preparation and teacher diversity pipeline leaders. A brief overview of potential panels at the Institute include:
11 Dec2018
By Katrina Norfleet
The University of Idaho (UI) has received a nearly $1 million grant from the U.S Department of Education to support the second cohort of its Indigenous Knowledge for Effective Education Program (IKEEP), which prepares and certifies culturally responsive Indigenous teachers to meet the unique needs of Native American students in K-12 schools. The first IKEEP cohort began in 2016 with nine students. The new grant will allow an additional eight scholars to begin training in the summer of 2019.
“I am so very pleased that the University of Idaho’s College of Education, Health & Human Sciences (CEHHS) is home to the IKEEP program,” said CEHHS Dean Ali Carr-Chellman. “This U.S. Department of Education grant will help some of our highest needs schools in the state of Idaho to have not only highly qualified teachers, but teachers with a clear sense of culturally responsive curricular approaches. I am deeply impressed by the dedication and perseverance of Drs. Vanessa Anthony-Stevens and Yolanda Bisbee in their pursuit of the IKEEP program for the betterment of all of Idaho.”
Anthony-Stevens and Bisbee, along with Christine Meyer and Joyce McFarland recently shared insights into the IKEEP model in the following Q&A:
13 Nov2018
By JTE Insider
Check out the latest the JTE Insider post featuring insights from the Journal of Teacher Education (JTE) article “Promoting Educators’ Use of Culturally Responsive Practices: A Systematic Review of Inservice Interventions” by Jessika H. Bottiani, Kristine E. Larson, Katrina J. Debnam, Christina M. Bischoff, and Catherine P. Bradshaw. The article appears in the Sept/Oct 2018 issue of the Journal of Teacher Education.
06 Nov2018
By Katrina Norfleet
AACTE member H. Richard (Rich) Milner, IV, a leading scholar of urban education and teacher education, recently delivered the 15th Annual Brown Lecture in Education Research sponsored by the American Educational Research Association. The Annual Brown Lecture in Education Research is designed to feature the important role of research in advancing understanding of equality and equity in education. Each year, a distinguished scholar notable for producing significant research related to equality in education is invited to give a public lecture in Washington, D.C.
Milner is currently the Cornelius Vanderbilt Endowed Chair of Education and professor of education in the Department of Teaching and Learning at Vanderbilt University. His lecture, “Disrupting Punitive Practices and Policies: Rac(e)ing Back to Teaching, Teacher Preparation, and Brown,” focused on research on the practices and policies that implicitly or overtly punish rather than support the development of students of color.
