Posts Tagged ‘equity’

MacKenzie Scott Donates $5M to Kansas City Teacher Residency

Philanthropist MacKenzie Scott has given away nearly $2 billion over the last 7 months, and a Kansas City nonprofit just became the latest recipient of her generosity. Kansas City Teacher Residency (KCTR) is pleased to announce the acceptance of a $5 million donation. This award will be utilized to support KCTR’s ongoing work and secure the organization’s future for the long term. These funds will allow KCTR to recruit, cultivate, and retain more diverse teachers in the communities we are serving and in turn provide equitable classrooms for all students.

UNI Awarded More Than $1M Grant for ESL Teacher Preparation Project

This article was originally published by Inside UNI.

The United States Department of Education has awarded two University of Northern Iowa professors a $1.48 million grant to launch a new project to improve English as a second language (ESL) instruction for both pre-service and in-service teachers.

Aliza Fones and Carmen Durham, both assistant professors of TESOL (teaching English to speakers of other languages)/applied linguistics, were awarded the grant to carry out Project UNITED (University of Northern Iowa Teacher Education for Diverse Learners). 

Project UNITED will provide research-based ESL teacher preparation and professional development to current and future teachers.

UNM’s ‘POLLEN’ Program Fills Critical Principal Shortage in Indigenous Schools

This article was originally published by the University of New Mexico Newsroom

A large part of the next wave of Indigenous school principals will come from The University of New Mexico.

There’s a growing group of dedicated learners aiming for that goal, in the Promoting Our Leadership, Learning, and Empowering Nations (POLLEN) program housed in the College of Education and Human Sciences (COEHS).

This immersive, licensure program began in 2016 to put teachers on a direct pathway to higher leadership in Indigenous or Native-serving schools. It has since received roughly $750,000 in grant funding to secure the future of principals and learners.

Important Work Continues While Congress on Recess

This weekly Washington Update is intended to keep members informed on Capitol Hill activities impacting the educator preparation community. The views expressed in this post do not necessarily reflect the views of AACTE.

Department of Education logoWe have finally made it to mid-term election week. Congress remains on recess until after the elections, but important work continues. It is my hope that by the end of the week we will have the complete results of the mid-term elections and I will provide an analysis on the makeup of the 118th Congress in our next Washington Update.

USD’s School of Leadership and Education Sciences to Develop Initiative for Black Students

The School of Leadership and Education Sciences (SOLES) at the University of San Diego has received a $1.5 million grant from the San Diego Foundation to develop and launch the Black InGenius Initiative (BiGI)-- a college access and early literacy program for Black students within the San Diego region.The School of Leadership and Education Sciences (SOLES) at the University of San Diego has received a $1.5 million grant from the San Diego Foundation to develop and launch the Black InGenius Initiative (BiGI)– a college access and early literacy program for Black students within the San Diego region.

Sixty rising sixth graders will be selected for BiGI every year starting in fall 2023. USD will provide students with consistent academic support delivered by SOLES students and faculty trained in neurodivergent teaching, which is the idea that people experience and interact with the world around them in different ways, therefore there is no one “right” way of thinking, learning or behaving.

Learner Variability and Culturally Responsive Practices

Understanding learner variability helps disrupt the idea of a one-size-fits all approach and paves the way for more equitable teaching and learning. The intersection of culturally responsive practice with the science of learner variability can provide great insight into what it takes to successfully implement culturally responsive instruction with both teachers and students.  It also helps us understand why culturally responsive practices are necessary for reaching and embracing the whole learner.

On November 10, 2022 at 1:00 p.m., we will hear from our distinguished panelists, Courtney Teague, Angela Elkordy, and Leigh Ann Erikson, on how they approach culturally responsive practice in their courses and practice. We’ll discuss some of the key findings from the research on culturally responsive practices, where the research gaps are, and the importance of culturally responsive practices in teacher education and K-12 classrooms. Register today for the Learner Variability and Culturally Responsive Practices, hosted by Digital Promise and AACTE.

Join AACTE’s Movement: 75 Days | 75 Ways to Advocate for Education

With the onset of a new academic year, AACTE is optimistic about the future of the profession as there has been positive movement in policies and legislation that addresses the challenges educators and educator preparation programs face. However, to maintain forward momentum, we must continue to advocate at the local, state, and federal levels.
 
As an education leader, your voice matters. That’s why I am asking you to participate in AACTE’s 75 Days | 75 Ways to Advocate for Education campaign. Developed to mark AACTE’s 75th anniversary, the movement centers around raising national awareness of ways to advocate for change that ensures every student has a highly trained and qualified teacher in their classroom and equitable education is available for all learners. 

Indiana’s CREA State Team Examines Standard-Setting Process for Licensure Exams

In 2021, Indiana joined the Consortium for Research Based and Equitable Assessments (CREA), an initiative by the American Association of Colleges for Teacher Education to examine state-level certification assessment scores and their impact on promoting a diverse educator workforce. Our state team consisted of faculty from Indiana University’s School of Education, representatives from the Indiana Department of Education, and school district administrators from Indiana’s public schools. Together, we looked at our state-level data on entrance and content area licensure exams and reached the same conclusion many have reached for decades in Indiana and across the United States: significant pass rate gaps between white and Black teacher candidates.

Federal District Court Rules Against DACA Program

A federal district court recently ruled against the Deferred Action for Childhood Arrivals (DACA) program, saying that President Obama overstepped his authority to create the program in 2012.

The ruling legally strips Dreamers of their ability to live and work in the United States, but the appellate judges prohibited immigration officials from deporting anyone that was granted legal status until the US Supreme Court makes a final ruling on the program.

In the States: Spotlight on Discriminatory Practices and Teacher Shortage

The new “In the States” feature by Kaitlyn Brennan is a weekly update to keep members informed on state-level activities impacting the education and educator preparation community.

Arizona: Peoria Unified School District to Remedy Discriminatory Harassment of Students

This week, the Department of Education’s Office for Civil Rights (OCR) announced the resolution of a complaint of racial harassment filed against Peoria Unified School District in Arizona. Following an investigation, OCR determined that the district failed to address harassment of students on the basis of race, color, and national origin, in violation of Title VI of the Civil Rights Act of 1964 and its implementing regulations.

CEEDAR Releases New Resources to Support Inclusive Education

Education systems must adapt and tailor its programming to meet the needs of every learner. The Collaboration for Effective Educator Development, Accountability, and Reform (CEEDAR), a technical assistance center, aims to successfully educate and train educator and leader preparation programs to support inclusive education. The center’s aim is to create quality education for every student — with a focus on preparing students with disabilities to achieve college and career-ready standards. This is done by implementing evidence-based practices within multi-tiered systems of support.

CEEDAR, an AACTE partner organization, recently announced two new resources based on evidence-based practices:

Congress Addresses Book Bans and Teacher Union Negotiations

This weekly Washington Update is intended to keep members informed on Capitol Hill activities impacting the educator preparation community. The views expressed in this post do not necessarily reflect the views of AACTE.

Department of Education logoThis week, Washington, D.C. welcomed more than 2,000 in-person participants and 1,500 virtual attendees for the annual National HBCU Week Conference. This year’s conference focused on the work the federal government is doing to meet President Biden’s executive order that directed federal agencies to increase their engagement with HBCUs. Under the order, federal agencies must submit plans each year that describe how they are working to increase HBCU participation in their programs. The conference also comes as a group of Florida A&M University students announced they are suing the state’s university system in federal court alleging that the HBCU has not been receiving its fair share of funding for years.

U.S. Department of Education Awards Nearly $25 Million to Support Educator Workforce

Department of Education logoThe U.S. Department of Education has announced new awards to help recruit, prepare, develop, and retain a strong, effective and diverse teacher workforce for classrooms across the country through the Teacher Quality Partnership (TQP) grant program. This year’s investment includes 22 new five-year grants totaling $24.8 million through its TQP program. The award recipients represent IHEs and national nonprofits, including three HBCUs and one MSI.