Posts Tagged ‘research’

Join Colleagues to Discuss the Pandemic’s Continuing Impact and Plans for 2022

As PK-12 schools, colleges, and universities around the country cope with a surge of coronavirus cases, and concerns rise regarding the Omicron variant, AACTE is offering a webinar to look back on the pandemic’s impact on educator preparation and discuss plans for 2022.

Since spring 2020, when schools and colleges around the country switched to online instruction due to COVID-19, AACTE has periodically surveyed members on the impact of the pandemic on educator preparation. A new report updates that series with information collected in fall 2021. It describes how conditions have changed since 2020, highlighting the lasting effects of the pandemic.

New AACTE Member Survey Describes Pandemic’s Continuing Impact on Educator Prep

Fall 2021 Member Survey CoverSince spring 2020, when schools and colleges around the country switched to online instruction due to COVID-19, AACTE has periodically surveyed members on the impact of the pandemic on educator preparation. A new report updates that series with information collected in fall 2021. It describes how conditions have changed since 2020, highlighting the lasting effects of the pandemic.

This report contains a lot of good news regarding the resumption of in-person instruction and field experience and the easing of enrollment and budget reductions. Nonetheless, the effects of COVID-19 linger for many institutions, with a sizable minority of respondents reporting significant enrollment losses, budget cuts, and staffing reductions. State licensing requirements have been reinstated, but some states are creating opportunities for prospective teachers to circumvent those rules, which may negatively affect enrollment in educator preparation programs and exacerbate the current shortage of profession-ready educators in the workforce.

CNN Cites AACTE’s Issue Brief

Line of diverse college graduates

CNN’s Katie Lobosco recently reported on President’s Biden’s universal pre-K plan that would make preschool available and affordable for six million more children and the resulting challenge of hiring “tens of thousands” of new teachers. In referring to the teaching shortage, Lobosco writes, “The average number of college graduates who completed teacher preparation programs fell 24% between the 2009-10 and 2018-19 academic years, according to the American Association of Colleges for Teacher Education.”

Fifty Percent of Teachers say, ‘Salary is Not Enough to Sustain Them Long-Term’

Nearly 1 in 5 teachers have to work second jobs.

The Teacher Salary Project surveyed 1100+ teachers nationally, with an oversample of recognized teachers (e.g., State Teachers of the Year -STOYs, Nationally Board Certified Teachers – NBCTs, Teach Plus Fellows, and others) and found:

  • Nearly half of the surveyed teachers say their salary was not sufficient to sustain them in teaching for the medium-to-long term (two-thirds when teachers who weren’t sure if they could continue teaching on their salary are included). 

Don’t Miss Out on Newest Member Resources

As the fall semester creeps to a close, it’s easy to forget about all that is available to you via your AACTE membership. Check out these member resources:

Resource Library – Have you accessed the AACTE Resource Library lately?  If so, you have probably noticed a few changes, including a single sign on system. AACTE has completed its database migration and with that you will find a seamless way to transition between your AACTE profile and the improved AACTE Resource Library.  Feel free to view some of the latest resources below:

NAEd Releases AACTE Commissioned Report Evaluating and Improving Teacher Preparation Programs

Landscape Analysis Report CoverLandscape Analysis Report

A Tale of Two Cities: State Evaluation Systems of Teacher Preparation Programs

The National Academy of Education (NAEd) steering committee for Evaluating and Improving Teacher Preparation Programs commissioned the American Association of Colleges for Teacher Education (AACTE) to produce a teacher evaluation system landscape analysis, including a state-by-state summary of the evaluation system components and an analysis of similarities and differences between and among states. Authored by AACTE Dean in Residence Leslie T. Fenwick, this landscape analysis report presents information and data about state evaluation standards for teacher preparation programs and providers.

Building a More Ethnoracially Diverse Teaching Force

Building a more ethnoracially diverse taching force - A Kappan Special ReportPhi Delta Kappan (PDK) recently released a special report about teacher workforce diversity, Building a more ethnoracially diverse teaching force: New directions in research, policy, and practice, guest edited by AACTE members Conra Gist (University of Houston) and Travis Bristol (University of California, Berkeley). The special report highlights the forthcoming Handbook of Research on Teachers of Color (AERA, 2022) by Gist and Bristol, featuring research by Black, Indigenous, and People of Color (BIPOC) educators on developing a more diverse teacher workforce.

The Kappan report provides brief overviews of the 11 domains of inquiry that are explored in greater length in the handbook by Gist and Bristol, along with a wide range of contributors. To bring Teachers of Color, Indigenous Teachers, and other educators into the conversation about how best to diversify the teaching profession, each domain pairs research briefs with teacher-written testimonies. The domains of inquiry include the following:

Evaluating and Improving Teacher Preparation Programs Commissioned Papers

National Academy of EducationThe Evaluating and Improving Teacher Preparation Programs commissioned paper series is part of the Evaluating and Improving Teacher Preparation Programs project by the National Academy of Education (NAEd) that aims to identify best practices among existing models of evaluation tools and provide recommendations for the development of new models.

The commissioned papers will be published on a rolling basis, and the first two papers are released now.

Download both papers.

Call for Manuscripts: The Teacher Educators’ Journal

Association of Teacher Educators (ATE) Virginia logo The Teacher Educators’ Journal, is the journal of the newly formed Virginia Association of Colleges and Teacher Educators (from the merging of ATE-Virginia and the Virginia Association of Colleges for Teacher Education). The journal is published once per year, in electronic form. Please review the call for proposals as we continue to expand the reach—research shared and readership—of the journal beyond Virginia. 

The Call

The Teacher Educators’ Journal (TTEJ) is published by the Virginia Association of Colleges and Teacher Educators (VACTE), a state unit of the Association of Teacher Educators (ATE) and the American Association of Colleges for Teacher Education (AACTE). The journal aims to stimulate discussion and reflection about issues related to teacher education. Manuscripts submitted for consideration may be research/empirical reports and analyses, position papers, book reviews, or conceptual essays.

Call for Book Chapters on the Educator Continuum

We are currently seeking contributing authors for a book with IGI Global, for release in 2022, titled The Educator Continuum and Development for Teachers. This peer-reviewed, edited book is designed to expand upon the body of research related to the educator continuum with a holistic view of teacher development. The theoretical paradigm of the book posits that educators grow in stages and thrive when provided with support at early stages of recruitment into the profession to innovation in teacher education through continued growth in teacher leadership and demonstration of extraordinary leadership as influencers of the profession. This book combines theory, concepts, and research studies that pinpoint facets of the educator continuum, providing researchers with scholarly contributions that advance the profession. 

Education researchers and practitioners are invited to submit a 1,000 to 2,000 word chapter proposal by September 29, 2021. 

Last Call for Dissertation Award Entries

concept image of the education,certificate,moartar board and globe

Time is running out. Have you, or someone you know, received their doctorate since January 1, 2020 and are eligible to apply for the AACTE Outstanding Dissertation Award?  The deadline to submit an application is Friday, August 20. 

This award recognizes excellence in research (or its equivalent) that contributes to the knowledge base of educator preparation or of teaching and learning with implications for educator preparation.

The Outstanding Dissertation Award, overseen by AACTE’s Committee on Research and Dissemination, includes a $1,000 cash prize, as well as special recognition at AACTE’s 74th Annual Meeting in New Orleans, LA, March 4-6, 2022.

The primary selection criterion is quality of scholarship. The narrative summary file should answer the following questions about the dissertation:

Submit Your AACTE Dissertation Award Entry by August 20

2022 AACTE AwardsThe AACTE 2022 Outstanding Dissertation Award deadline is quickly approaching. Submit your application by August 20 through the online submission system. This award recognizes excellence in research (or its equivalent) that contributes to the knowledge base of educator preparation or of teaching and learning with implications for educator preparation. The Outstanding Dissertation Award includes a $1,000 cash prize, as well as special recognition at AACTE’s 74th Annual Meeting in New Orleans, LA, March 4-6, 2022.

Who’s eligible?

Individuals receiving a doctorate since January 1, 2020 are eligible to apply for this award. The primary selection criterion is quality of scholarship.

What should you include in your entry?

The narrative summary file should answer the following questions about the dissertation:

Guiding Teachers Through Leadership

New Book Offers Latest Research on How to Avoid Issues Around Role Ambiguity

The initial call for chapters for the recently released Empowering Formal and Informal Leadership While Maintaining Teacher Identity was published in Ed Prep Matters in 2020. Several contributing author teams are AACTE members.

Empowering Formal and Informal Leadership While Maintaining Teacher IdentityWhile national competencies continue to define dispositional and knowledge base for teacher leaders, Bryan Zug elder, associate dean for academic affairs and partnerships in the College of Education at James Madison University (USA), saw a need to expand the body of scholarship on this topic.

He has over 15 years of experience working in education and is also currently working as an associate professor in the Department of Learning, Technology, and Leadership Education, where he serves as faculty and program director for the Graduate Certificate and Master of Education with a Concentration in Teacher Leadership programs. He explains his motivations and discoveries for his latest publication, Empowering Formal and Informal Leadership While Maintaining Teacher Identity:

 

Complete Your Entry for the 2022 Outstanding Dissertation Award

2022 AACTE Awards

The deadline is approaching for the AACTE 2022 Outstanding Dissertation Award. Applications can be submitted through the online submission system now through August 20. This award includes a $1,000 cash prize, as well as special recognition at AACTE’s 74th Annual Meeting in New Orleans, LA, March 4-6, 2022.

The Outstanding Dissertation Award, overseen by AACTE’s Committee on Research and Dissemination, recognizes excellence in research (or its equivalent) that contributes to the knowledge base of educator preparation or of teaching and learning with implications for educator preparation.

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