18 Jul2017
By Zachary VanHouten
The U.S. Department of Education’s Institute for Education Sciences (IES) has released a series of on-demand webinars to assist prospective grantees in completing applications for the Fiscal Year 2018 grant cycle.
Some webinars provide viewers with general guidance on the grant application process, while others are more specific to particular grant programs. After viewing a webinar, potential applicants can e-mail IES with any questions they might have that weren’t addressed during the webinar.
In addition to the general-topic webinars, the IES archive currently contains information on five grant opportunities; another five are said to be coming soon. Each webinar’s archive includes a video recording, PowerPoint slides, and a transcript.
11 Jul2017
By JTE Insider
Have you seen the JTE Insider blog managed by the Journal of Teacher Education (JTE) editorial team? Check out the following interview with authors of a recent article. This blog is available to the public, and AACTE members have free access to the articles themselves in the full JTE archives online – just log in with your AACTE profile here.
This interview features insights from the article “Change Happens Beyond the Comfort Zone: Bringing Undergraduate Teacher Candidates Into Activist Teacher Communities,” from authors Kathleen Riley and Kathryn Solic. The article, featured in the March/April issue of JTE, is summarized in the following abstract:
29 Jun2017
By Carlos Richardson
Congratulations to Whitney Watkins, Holmes Scholar of the Month for June-July 2017! Watkins is a third-year doctoral candidate in the Higher Education and Policy Studies Ed.D. program at the University of Central Florida (UCF).
Watkins recently completed a 2-year tenure as president of the Holmes Scholars Council, marked by her heart and passion for equity and diversity. Putting forth all efforts into the Holmes Program expansion, she was excited to see the organization grow.
At UCF, Watkins teaches at least two classes a semester focusing on student leadership and development, often with a heavy focus on diversity initiatives. In addition, she serves as the adviser for two student organizations on her campus and mentors countless individual students from a variety of backgrounds, reflecting her incredible passion for college student development and leadership.
27 Jun2017
By Amanda Lester
On July 27, AACTE will host the final installment of a four-part webinar series highlighting the experiences and findings of each of the 10 institutions in the AACTE Black and Hispanic/Latino Male Teachers Initiative Networked Improvement Community (NIC). The webinar, “Diversifying the Teacher Pipeline at CSU-Fullerton and Northeastern Illinois University: Lessons From AACTE’s NIC,” will be held on Thursday, July 27, 2:00-3:00 p.m. EDT.
In this webinar, presenters from California State University, Fullerton, and Northeastern Illinois University will discuss the how their teams applied improvement science in the context of the NIC, as well as at their own institutions. The discussion will feature specific initiatives and strategies developed by both institutions’ teams and will demonstrate how NIC-developed approaches can be adapted locally to advance a common goal – in this case, to increase the percentage of Black and Hispanic/Latino men receiving initial teaching certification through educator preparation programs.
26 Jun2017
By JTE Insider
Have you seen the JTE Insider blog managed by the Journal of Teacher Education (JTE) editorial team? Check out the following interview with the authors of a recent article. This blog is available to the public, and AACTE members have free access to the articles themselves in the full JTE archives online – just log in with your AACTE profile here.
This interview features insights from the article “Connecting Teacher Professional Development and Student Mathematics Achievement: A 4-Year Study of an Elementary Mathematics Specialist Program,” from authors Traci Shizu Kutaka, Wendy M. Smith, Anthony D. Albano, Carolyn Pope Edwards, Lixin Ren, Heidi Lynn Beattie, W. James Lewis, Ruth M. Heaton, and Walter W. Stroup. The article, featured in the March/April issue of JTE, is summarized in the following abstract:
20 Jun2017
By Amanda Lester
A member of the North Carolina A&T State University team shares its work during the May event at Morgan State University.
Abiodun Fasoro of Central State University discusses his campus’ minority male STEM program during the Verizon Innovative Learning Showcase.
Last month, I had the privilege of participating in the Building a Networked Improvement Community Around Engaging Minority Males in STEM Workshop at Morgan State University. The workshop focused on advancing the work of the Early STEM Engagement for Minority Males (eSEM) Initiative, a network of 16 minority-serving institutions (MSIs).
Led by Morgan State and in partnership with Verizon Innovative Learning Programs, SRI Education, the National CARES Mentoring Network, and local school districts, eSEM is a growing collaborative seeking to address STEM achievement challenges and improve outcomes for middle school minority male students through the development of a Networked Improvement Community (NIC). The initiative is supported through grants from the National Science Foundation and includes the following universities:
12 Jun2017
By Kristin McCabe
Nominations for the 2018 AACTE awards are now open on AACTE’s online submission site (except the Outstanding Book Award, which closed May 30). Applications for the Outstanding Dissertation Award are due August 18, and all other award submissions are due October 12.
Now in its 22nd 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.
19 May2017
By Kristin McCabe
Did you know that the Journal of Teacher Education editorial team publishes podcast interviews with selected authors? You can find them posted in the “JTE Insider” blog (which also publishes transcripts of various author interviews and other materials related to the journal’s contents and themes).
16 May2017
By Kristin McCabe
Have you recently completed a fabulous dissertation? Then AACTE wants to hear from you! Applications for the 2018 Outstanding Dissertation Award are being accepted in our online submission system now through August 18.
The AACTE Outstanding Dissertation Award recognizes excellence in doctoral dissertation research (or its equivalent) that contributes to the knowledge base of educator preparation or of teaching and learning with implications for educator preparation. Dissertations completed since January 2016 are eligible for consideration, regardless of what institution awarded the doctorate (member or nonmember of AACTE). See the call for entries (PDF) for other requirements.
16 May2017
By Derek Olson
Everyone likes a great investment, a sure thing, a great return for the money. In education, as in the markets, trying to figure out where to invest for the best results is challenging. Still, solid research can point us in the right direction, which is why I couldn’t wait for the results of the latest study in the “Good to Great” series by the National Network of State Teachers of the Year (NNSTOY): Investing in What It Takes to Move From Good to Great: Exemplary Educators Identify Their Most Important Learning Experiences.
11 May2017
By Zachary VanHouten
Today, the National Council on Teacher Quality (NCTQ) released the second installment of its now-segmented Teacher Prep Review, this time grading undergraduate programs preparing secondary teachers based on a document review of their admission standards, content requirements, and field experiences.
Out of the 717 programs reviewed across the country, the new report says “adequate” content knowledge requirements are in place in approximately 81% of programs for candidates in the sciences and in 65% of social studies programs, while nearly all programs provide adequate preparation for English and math teachers. About three quarters of the evaluated programs require subject-specific methods courses, and less than half of those require student teaching in connection with that course work.
09 May2017
By Kristin McCabe
Cynthia B. Dillard
Are you developing, implementing, or evaluating policies or practices that help increase the numbers and improve the experiences of teachers of color? The Department of Teacher Education at Northern Kentucky University (NKU) wants to hear from you! Paper proposals are due May 15 for a September event, “Teacher Diversity Matters: A National Symposium on Preparing, Recruiting, and Retaining Teachers of Color.”
The symposium, to be held September 15 at NKU, will feature a keynote address from Cynthia B. Dillard of the University of Georgia titled “You Are Because I Am: The Necessity of Identity, Mutuality, and Equity in Teacher Education.” Other sessions will highlight accepted papers from researchers, practitioners, and students based in PK-12 and higher education.
05 May2017
By JTE Insider
Have you seen the JTE Insider blog managed by the Journal of Teacher Education (JTE) editorial team? Check out the following interview with an author of a recent article.
In the interview below, Francesca A. López of the University of Arizona provides some insight behind her research for the article, “Altering the Trajectory of the Self-Fulfilling Prophecy: Asset-Based Pedagogy and Classroom Dynamics.” The article, published in the March/April issue of the journal, is summarized in the following abstract:
01 May2017
By Kristin McCabe
AACTE is now accepting nominations for the 2018 Outstanding Book Award. Nominations must be made through our online submission system by May 30.
The Outstanding Book Award recognizes books that make a significant contribution to the knowledge base of educator preparation or of teaching and learning with implications for educator preparation. Here are our most recent winners:
28 Apr2017
By Sungti Hsu
To understand more about attitudes toward professional ethics in preservice educator preparation, AACTE is collaborating with the National Council for the Advancement of Educator Ethics (NCAEE) to conduct a brief survey this spring. We invite you and your colleagues in both PK-12 and higher education to complete the survey by May 15, 2017.
This survey is intended to gather information regarding teacher educators’ beliefs about professional ethics as well as practices in educator ethics preparation across the nation. Responses will inform the future work of NCAEE, which was created following the 2015 release of the Model Code of Ethics for Educators (MCEE) by the National Association of State Directors of Teacher Education and Certification.
