The Longview Foundation is seeking candidates for the GTE Fellows Program. The program is a year-long mentored virtual fellowship that focuses on integrating global learning outcomes into coursework for preservice educators.
Under the mentorship of experts in the field of global learning, each of the selected fellows will revise an undergraduate or graduate course that they teach in an initial teacher preparation program. The revised course will include global learning outcomes that will be enacted through engaging activities, resources and assessments aimed at promoting global learning. Fellows will then pilot and assess the revised course with a class of their own teacher candidates during the academic year. Applications are due April 7, 2021.
AACTE Responds to COVID-19
This article originally appeared on the Virginia Commonwealth School of Education website and is reprinted with permission.
Two VCU School of Education faculty members have been awarded COVID-19 rapid research grants by the university to help better understand this new pandemic and to combat it.
Dwayne Ray Cormier, Ph.D., assistant professor in the Department of Foundations of Education and visiting iCubed scholar, and Yaoying Xu, Ph.D., professor in the Department of Counseling and Special Education, received news of their awards in April.
Cormier’s study will explore pandemic preparedness and response within PreK-12 public school systems located within the Greater Richmond area during the COVID-19 global pandemic.
“The study is exploratory and will use sociological and cultural theoretical frameworks together with a concept mapping methodology to analyze data yielded from focus groups across the PreK-12 school systems,” said Cormier.
Applications for the 2021 AACTE awards are now open. For most of the awards, programs and individuals can be either self-nominated or nominated by a third party. To submit your nomination, visit AACTE’s online submission site. Entries for the Outstanding Book Award are due May 15 and entries for the Outstanding Dissertation Award are due August 15. The due date for all other award submissions is October 9.
Winning entries will be decided by the AACTE standing committees and recognized formally at the 2021 Annual Meeting, February 26 – 28, in Seattle, Washington.
AACTE continues to seek opportunities to support its members in navigating through the unprecedented educational challenges the coronavirus has caused. It is exciting to discover how AACTE members are exploring innovative pathways and solutions to the complex problems and are eager to share with the educator preparation community. Next week, AACTE and Old Dominion University will co-sponsor a 60-minute webinar featuring education faculty advising world nations on COVID-19, Wednesday, April 15 from 2:00 – 3:00 p.m. The webinar is open to all AACTE members.
AACTE Responds to COVID-19
This article originally appeared on the ASCD InService blog and is reprinted with permission.
Social distancing. Stay-in ordinances. Home schooling. Experiences many of us never thought we would be living at the beginning of 2020. Now, the “new normal,” at least for the near future, involves students of all ages at home all day and parents trying to move their work to a virtual format. Managing the stress of change is a lot, but trying to do it while entertaining a kindergartner or overseeing a high-schooler’s online activities is enough to ramp up anyone’s stress level.
Just as businesses are trying to figure out how to sustain their work by renegotiating how to run the corporate world, so too must parents and caregivers renegotiate how things are done at home.
AACTE is delighted to announce Indiana University School of Education as the recipient of the 2020 AACTE Best Practice Award in Support of Global and International Perspectives for its K-16 Global Education Initiatives across Indiana program. Vesna Dimitrieska, coordinator, Global Education Initiatives at Indiana University School of Education and Hamilton Lugar School of Global and International Studies, will be recognized formally with the award at the AACTE 72nd Annual Meeting, February 28 – March 1, in Atlanta, GA.
The uniqueness of Indiana University’s program lies in its structure as a joint program between its School of Education and its Hamilton Lugar School (HLS) of Global and International Studies, working collaboratively to create globally competent teachers. Hosted at the School of Education, the program ensures graduates enter the workforce with deep global knowledge and “strong fluency in the regional cultures, languages, and perspectives shaping our world.” By combining the resources that are available from the two schools, the program is providing equitable access to urban, suburban, and rural parts of Indiana and initiating, maintaining, and expanding partnerships with educators in schools from 18 different counties across the state.
The Department of Education is seeking Hispanic-Serving Institutions (HSIs) applicants to apply for a portion of a new $24 million developmental grant created to address low completion rates among Hispanic postsecondary students.
This new grant is open to all HSIs that demonstrate a commitment to developing ways to identify and address the strengths and weaknesses of their institution’s enrollment, retention, and support for Hispanic and low-income students. The Department of Education will support projects designed to expand the number of Hispanic students at the undergraduate, graduate, and professional level and that help to facilitate their rates of graduation. HSI programs hoping to use the grant to expand and enhance the academic offerings, program quality, faculty quality, and institutional stability of colleges and universities that serve a majority of Hispanic students are encouraged to apply.
Awards will not exceed $600,000 for a single budget period of 12 months. The deadline for applying for these FY19 awards is July 15, 2019.
Those institutions interested in applying are encourages to visit grants.gov.
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Applications for the 2020 AACTE awards are now open on AACTE’s online submission site. Entries for the Outstanding Book Award are due May 16 and entries for the Outstanding Dissertation Award are due August 20. All other award submissions are due October 9.
This is the 24th year AACTE’s awards program has been recognizing member institutions’ exemplary programs as well as individuals who have made noteworthy contributions to education preparation. For an overview of the 2019 award winners, see this press release.
The Longview Foundation invites teacher educators to apply for the 2019-2020 cohort of the Global Teacher Education Fellows (GTE) Program. The GTE Fellows Program offers virtual professional development for select U. S. teacher educators to design Global Learning Classrooms for their teacher candidates. Program participants will receive professional development that includes a series of webinars led by experts in global learning and the support of a mentor with expertise in global learning in teacher education.
The GTE Fellows Program is seeking applicants who are
- Committed to global learning
Engaged with a full time teaching load during the 2019-2020 academic year, which includes at least two teacher education courses in an initial teacher preparation program
Supported by their respective dean/department chair to revise and teach at least one teacher education course that incorporates global learning outcomes, assessments, content, technology, and pedagogical practices that foster global competence in K-12 learners.
Interested candidates should apply for the Global Teacher Education Fellows Program by May 1.
AACTE is delighted to announce Butler University College of Education as the recipient of the 2019 AACTE Best Practice Award in Support of Global and International Perspectives for its Global Network for Teacher Preparation program. Kelli Esteves, Butler College of Education (COE) associate professor and global coordinator, will be presented with the award at the AACTE 71st Annual Meeting, February 22-24, in Louisville, KY.
Butler’s Global Network for Teacher Preparation is a comprehensive program designed to bring international and multicultural perspectives into their teaching through experiential learning in other countries. Made up of local and global partners, the network has sent faculty and students around the world and has hosted educators on Butler’s campus and in its lab schools from Sweden, Colombia, Italy, Australia, and China to ensure its teacher candidates are exposed to international perspectives and curriculum. The network’s local partners include the College of Education’s two Reggio-inspired Lab Schools, Shortridge International Baccalaureate World School (lab high school) and Butler’s Center for Global Education. Global partners are the Institutes of Higher Education student exchange partners, including Uppsala University, Sweden, University of Tasmania, and the Education University of Hong Kong; and School partner for student and educator exchange—Vallentuna Gymnasium in Sweden.
The Global Lens to Educator Preparation: Shared Knowledge and Advocacy for Diverse and Multicultural Perspective preconference will explore opportunities for a global focus in educator preparation that includes diverse perspectives and multicultural experiences, beginning in the university classroom and moving to infused clinical practice. Selected AACTE award recipients will share best practices, as well as innovative experiences and partnerships that prepare mindful teacher candidates who advocate for and insist on multicultural education and diverse global perspectives within the classroom
Sessions will take place 8:00 a.m. – 5:00 p.m. on February 21, and will include a focus on the internationalization of teacher preparation. The first presentation and panel discussion, “Identifying and assessing unique indicators of global competency in pre- and in-service teachers and programs, and how to measure the benefits and impact of internationalization on teacher education programs,” ensures participants will walk away with tools and criteria for evaluating their programs on effectiveness on internationalization, as well as framework for positioning themselves for international engagement.
Greetings to my AACTE colleagues around the country!
As your AACTE Board of Directors chair and as a recent recipient of an AACTE Best Practice Award (on behalf of my institution), I encourage you to apply or nominate worthy individuals and programs for the 2019 AACTE awards. The call for entries is open through October 10, 2018.
The deadline to apply for a 2019 AACTE Best Practice or Professional Achievement Award is quickly approaching. Submit your application by Wednesday, October 10, to recognize your program or colleagues and contribute to “Sustaining and Advancing the Profession” at the 2019 Annual Meeting in Louisville, Kentucky!
Do you have a global and linguistically diverse program like Rutgers University (NJ)? An innovative approach for using robotics technology to facilitate teacher candidates’ critical thinking and problem solving like recent winner Northeastern State University (OK)? Or perhaps a sustainable pathway to advocate for educational equity like recent winner University of Colorado Denver? Any AACTE member institution may apply for a Best Practice Award (unless you’ve won it in the past 3 years) in one of the following three categories:
Applications for the 2019 AACTE awards are now open on AACTE’s online submission site (except the Outstanding Book Award, which closed May 3). Entries for the Outstanding Dissertation Award are due August 20, and all other award submissions are due October 10.
Now in its 23rd year, AACTE’s awards program recognizes member institutions’ exemplary programs as well as individuals who have made noteworthy contributions to education preparation. For an overview of last year’s winners, see this press release.
Participants in the 2017 JUSTEC annual conference in Hawaii
The 30th annual conference of the Japan-U.S. Teacher Education Consortium (JUSTEC) will be held September 14-17 at Bukkyo University in Kyoto, Japan. Conference organizers invite proposals for paper and poster presentations by March 15 under the theme “Next Steps in Teacher Education in the U.S. and Japan: Celebrating 30 Years of JUSTEC.”
To commemorate the milestone anniversary, participants in this year’s conference will reflect on past collaborations and accomplishments, assess the current changing landscape of teacher education, and look ahead to the new approaches, frameworks, technologies, and international relationships to support teacher learning and educational research.