16 Sep2024
By AACTE
The deadline for submissions for the AACTE Awards Program has been extended to September 30.
This extension provides AACTE members with an additional two weeks to submit nominations that recognize outstanding achievements and contributions in the field of educator preparation. These awards are a distinguished opportunity to celebrate exceptional programs, innovative practices, and visionary leaders within the education community.
10 Sep2024
By AACTE
The Journal of Teacher Education (JTE), AACTE’s flagship publication, is seeking manuscripts by December 1, 2024, to be submitted online for the journal’s 75th anniversary — with a special issue focusing on issues related to teacher education for pre- and in-service teachers.
Manuscripts submitted for consideration should be research/empirical reports and analyses or conceptual essays.
“Without question, time in the field helps teacher candidates traverse the theory-practice divide. Teacher residency programs are advanced forms of field-based learning or clinical preparation for beginning teachers,” Co-editor Valerie Hill-Jackson, Ed.D., said in the Call for Manuscripts.
26 Aug2024
By John Hendron
The 56th PDK Poll of the Public’s Attitudes Toward Public Schools finds that Americans’ top educational priorities include the preparation of students to enter the workforce (84%) and the attraction and retention of good teachers in public schools (81%). Other top priorities include an increased focus on student mental health (73%), helping students who have fallen behind academically (72%) and college affordability (70%).
Two other priorities attract smaller majority support for increased federal attention: protecting students from discrimination (58%) and the availability of public pre-kindergarten programs (56%, rising to 67% among public school parents). Just 35% call for an increased focus on the expansion of charter schools.
12 Aug2024
By Linda Darling-Hammond
Last month, the U.S. Senate Committee on Health, Education, Labor, and Pensions held a hearing on the status of the American teaching profession, emphasizing the urgent need for policy changes. Chairman Bernie Sanders noted that, because of widespread teacher shortages, “some 300,000 teaching positions—nearly 10% of all teaching positions nationwide—have been left vacant or filled by teachers not fully certified for their assignments.” He, and several other members of the committee, attributed these shortages to the fact that “for decades, public school teachers have been overworked, underpaid, understaffed, and maybe most importantly, under appreciated.”
Teacher shortages have been front and center in the news for a number of years, deepening during the pandemic, and continuing to be a huge issue in many states. Yet, as in all things, states differ in their education policies and in the ways that teachers are prepared, compensated, and supported. These differences can result in dramatically different levels of student access to a diverse, stable, and well-qualified educator workforce across the country.
30 Jul2024
By Raynard Churchwell
This story originally appeared on Kennesaw State University’s website and is reprinted with permission.
In conjunction with an ongoing effort to address the dearth of Asian American studies in K-12 school curriculums, Kennesaw State University professor Sohyun An, Ph.D., is among a group of researchers recently awarded a prestigious $3.5 million Transformative Research Grant from the Spencer Foundation. The first of its kind awarded by the foundation, the grant supports a robust collaborative research effort focused on supporting the integration of Asian American studies in the classroom.
Through the grant, An will serve as a co-principal investigator on a multidisciplinary team that includes principal investigator Noreen Naseem Rodríguez of Michigan State University; and co-principal investigators Esther Kim of College of William and Mary; Soo-yong Byun of the Pennsylvania State University; Michael Brown of the University of Michigan; and Jennifer Higgs of the University of California, Davis. Together, they will conduct an extensive study across five states to explore how communities advocate for and implement policies mandating the teaching of Asian American studies in K-12 classrooms, and how these initiatives impact student learning.
18 Jun2024
Submit by June 28
By AACTE
Do you want to feature your work at the AACTE 2025 Annual Meeting in Long Beach, CA, being held February 21 – 23? The theme, “Beyond the Horizon: Charting the Course for Educator Preparation,” illuminates the continuous forward-thinking AACTE members make in their work and aligns with the current Call for Proposals, as AACTE seeks those that share perspectives on addressing current issues and providing innovative ways to approach that which has yet to be considered in educator preparation.
Top 5 Tips for Submitting a Successful Annual Meeting Proposal
- Follow the Format – Your proposal will be evaluated based on the criteria outlined in the revised rubric. Familiarize yourself with these before writing your proposal.
- Structure Your Session – Identify the type of session you want to present at the Annual Meeting. When you review the guidelines, pay attention to the AACTE session types, and ensure your proposal reflects the format of your selected session type.
- Speak to the Strand – Address not only the conference theme but one of the five strands as well. Review AACTE’s official Call for Proposals, select the strand your work best supports, and ensure your proposal answers one or more of its guiding questions.
- Talk about Takeaways – Reviewers will be looking for outcomes that attendees can implement, and your proposal should outline what knowledge those attending your session can both gain and apply at their institutions.
- Engage Authentically – Prepare a proposal that presents your story and use your proposal to engage attendees and incorporate multiple viewpoints and feedback.
The deadline to submit a proposal is June 28. Learn more on AACTE’s website.
11 Jun2024
By Jennifer Recktenwald and Chris Wooton
This article was originally published on the University of Louisville’s news website.
The Kentucky Department of Education (KDE) has tapped the University of Louisville’s (UofL) College of Education and Human Development (CEHD) to create the Kentucky Reading Research Center, a new entity that will support educators in implementing reliable, replicable reading programs and promote literacy development.
The project includes a two-year, $6 million contract — one of the largest competitive grant awards in the CEHD’s history — and is renewable for up to five years.
Executive Vice President and University Provost Gerry Bradley and CEHD Interim Dean Amy Lingo, who will serve as executive director of the Kentucky Reading Research Center when it launches July 1, joined state officials and legislators at Bourbon Central Elementary School in Paris, KY, to announce the project on June 3.
29 May2024
By Tyler Pointer
Theresa Canada, Ed.D., host of “The Silk Stocking Sisters Podcast”
Seventy years ago, the course of education in the United States changed forever with the historic passing of Brown v. Board of Education, a landmark decision that determined that state laws establishing racial segregation in public schools were unlawful.
AACTE member and researcher Theresa Canada, Ed.D., who received an education during the 1960s desegregation efforts in New York City, recounted this experience through the lens of her and six other Black and brown girls in a recent podcast series.
Canada, a professor in the Education and Educational Psychology Department at Western Connecticut State University, and host of “The Silk Stocking Sisters Podcast,” was a student at P.S. 6, the Lillie Devereaux Blake School, (PS 6), which is nestled on the Upper East Side of Manhattan in New York City and was one of the first schools in the city to launch desegregation efforts. Now documenting her memories of the school through the podcast, Canada explores the historical legacies of the shared experiences of PS 6 alumni and what it demonstrated for the desegregation movement in the northern United States.
28 May2024
By Lin Wu, Esther Kim, Sohyun An and Noreen Naseem Rodriguez
The following is a Q&A by Lin Wu, Ph.D., member of AACTE’s Global Diversity Programmatic Advisory Committee and assistant professor in the College of Education at Western Oregon University in reflection of Asian American, Native Hawaiian, and Pacific Islander (AANHPI) Heritage Month and how teaching Asian American history extends beyond the classroom and timeframe designated to honor AANHPI history. Wu recently interviewed Noreen Naseem Rodríguez, Ph.D., assistant professor at Michigan State University’s College of Education, Sohyun An, Ph.D., professor at Kennesaw State University’s Bagwell College of Education, and Esther Kim, Ph.D., assistant professor at William & Mary School of Education, whose research in teaching Asian American history culminated in a collaboration spanning the course of a decade.
(Top) Noreen Naseem Rodríguez, Esther Kim (Bottom) Sohyun An, Lin Wu
Lin: What is your advice for teachers to strategically teach Asian American history, especially those who live in states with legislation that banned the teaching of historical truths?
All: It’s difficult to give one-size-fits-all advice for teaching no matter the topic, so this is even more complex when it comes to highly variable responses to teaching and learning about race and ethnicity. We have all taught pre- and in-service elementary educators in the U.S. South, so we deeply understand the complexity that many teachers face, in and beyond the South, because it’s important to remember that pushback to the teaching of race is happening across the country, not just in Florida and Texas.
21 May2024
By Nicholas Hartlep and Rachel Endo
The “Exploring Leadership Diversity in Educator Preparation Programs: An Asian/American Perspective” series is a multi-article study that aims to share the discoveries of a yearlong study that Nicholas D. Hartlep, Ph.D., and Rachel Endo, Ph.D., undertook during the 2023–2024 academic year. Their qualitative study explored the experiences of current and former Asian/American Education Preparation Program (EPP) leaders via surveys and interviews. Join AACTE for the “Building Intentional Pathways for Asian/Americans and Other BIPOC Faculty to Advance in EPP Leadership,” webinar, an opportunity to delve deeper into themes beyond those explored in the series. Register now for this insightful session on May 29 at 12 p.m. EST.
Introduction
The average time as an EPP leader for the Asian/Americans interviewed and surveyed was 9.4 years, with a range of 1 to 37 years and a median time of six years. Half of those who responded (n = 6) indicated they wanted to become an EPP leader. One-third said they wished to advance beyond their current EPP role at their current institution (n = 9). Only two of nine said they wanted to be EPP leaders at different institutions. Both expressed dissatisfaction with their current level of compensation. Further, the same two indicated they would like to advance their EPP role at different institutions. Figure 1 shows a breakdown of survey respondents’ perceptions of diversity at their current institution and Figure 2 depicts their satisfaction with their compensation.
20 May2024
Article 5 of Exploring Leadership Diversity in Educator Preparation Programs: An Asian/American Perspective
By Nicholas Hartlep and Rachel Endo
The “Exploring Leadership Diversity in Educator Preparation Programs: An Asian/American Perspective” series is a multi-article study that aims to share the discoveries of a yearlong study that Nicholas D. Hartlep, Ph.D., and Rachel Endo, Ph.D., undertook during the 2023–2024 academic year. Their qualitative study explored the experiences of current and former Asian/American Education Preparation Program (EPP) leaders via surveys and interviews. Join AACTE for the “Building Intentional Pathways for Asian/Americans and Other BIPOC Faculty to Advance in EPP Leadership,” webinar, an opportunity to delve deeper into themes beyond those explored in the series. Register now for this insightful session on May 29 at 12 p.m. EST.
When the study was being designed, it was determined early on to include an advisory board that would help peer-review its design, execution, and text. The co-authors sought current and former Asian/American educator preparation program (EPP) leaders to be on the board as well as subject-matter experts on the Asian/American education experience. Ethnic, gender, and generational balance and institutional and geographic representation were also included in the study. In the end, the following scholar leaders were on the advisory board (see Supplemental Advisory Board Members).
20 May2024
By Sacred Heart University
Four Sacred Heart University students and one alum from SHU’s doctor of education in educational leadership program presented their dissertation research during the preconference portion of this year’s AACTE 2024 Annual Meeting in Denver, CO.
Tanya Collins ’25 gave a round table presentation about the impact of summer programs on the academic achievements and self-efficacy of students of color. “Receiving critical and constructive feedback from peers about my dissertation proposal was significant,” said Collins, assistant principal and director of human resources at the Interdistrict School for Arts & Communication in New London.
Collins and the other SHU participants are scholars associated with the AACTE’s Holmes Program, which supports racially or ethnically diverse students enrolled in doctoral programs in education. SHU’s Isabelle Farrington College of Education & Human Development (FCEHD) is one of more than 50 AACTE member institutions that sponsor the Holmes Program, which offers networking, mentorships, and the opportunity to present research at the annual AACTE meeting.
20 May2024
Evaluating and Improving Teacher Preparation Programs
By Kenneth Zeichner
This article was written by Kenneth Zeichner, Ph.D., and Linda Darling-Hammond, Ed.D.
The National Academy of Education (NAEd) recently released a consensus study report, Evaluating and Improving Teacher Preparation Programs, which addresses the interconnectedness between the role of teacher preparation programs (TPPs) to both prepare teachers well and the larger policy supports necessary for the nation to meet the critical goal of recruiting, retaining, and equitably distributing a well-qualified workforce to ensure that all students are taught by well-prepared, culturally responsive teachers.
14 May2024
Article 4 of Exploring Leadership Diversity in Educator Preparation Programs: An Asian/American Perspective
By Nicholas Hartlep and Rachel Endo
Most would agree, even if they have never been one, that being a dean is difficult work; the average tenure of an education dean is four (4) to six (6) years (Wepner & Henk, 2020). But we do not know if there are differentials based on the person’s race/ethnicity. One level of Whiteness in EPPs is the faculty and staff who work within them. EPPs are composed of mostly White teacher education faculty who teach their pre-service teacher education students using a White-framed curriculum. Another level of Whiteness is the epistemologies that White EPP leaders deploy (Scheurich & Young, 1997; Teo, 2022). The authors of this article have experienced this latter form of Whiteness when they interviewed for EPP leadership positions (see Hartlep, 2025).
14 May2024
Article 3 of Exploring Leadership Diversity in Educator Preparation Programs: An Asian/American Perspective
By Nicholas Hartlep and Rachel Endo
The “Exploring Leadership Diversity in Educator Preparation Programs: An Asian/American Perspective” series is a multi-article study that aims to share the discoveries of a yearlong study that Nicholas D. Hartlep, Ph.D., and Rachel Endo, Ph.D., undertook during the 2023–2024 academic year. Their qualitative study explored the experiences of current and former Asian/American Education Preparation Program (EPP) leaders via surveys and interviews.
What is Critical Race Theory?
An extensive overview of Critical Race Theory (CRT) is located online. Tara J. Yosso, in her article “Whose culture has capital? A critical race theory discussion of community cultural wealth” shares the image below that shows the different branches of CRT. Yosso writes, “CRT’s branches are not mutually exclusive or in contention with one another. Naming, theorizing, and mobilizing from the intersections of racism, need not initiate some sort of oppression sweepstakes—a competition to measure one form of oppression against another” (2005, pp. 72–73).
