13 Feb2017
By Amanda Lester
On February 22, AACTE will host the third 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 Boston University, the University of Arkansas at Little Rock, and William Paterson University: Lessons From AACTE’s NIC,” will be held Wednesday, February 22, from 1:00-2:00 p.m. EST.
The webinar will provide an inside look at the path of inquiry guiding the NIC’s overall work and how that process has shaped and changed recruitment and retention of Black, Hispanic, and Latino male teacher candidates at three participating institutions. Presenters will share specific initiatives and strategies developed through their participation in the NIC process to 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.
02 Feb2017
By Kristin McCabe
AACTE will honor Sarah A. Nagro, assistant professor of special education in the College of Education and Human Development at George Mason University (VA), with the 2017 AACTE Outstanding Dissertation Award for her study The Effects of Guided Video Analysis on Teacher Candidates’ Reflective Ability and Instructional Skills. The award will be presented at the 69th AACTE Annual Meeting Speaker Spotlight Session, Saturday, March 4, in Tampa, Florida.
Nagro’s study, which also is published in the current issue of Teacher Education and Special Education, investigated the effects of offering guidance and feedback to special education teacher candidates as part of their reflection and video-analysis activities. Two groups of teacher candidates with comparable prior experience participated in semester-long field assignments during which they video-recorded their instruction four times and wrote four reflections. One group of candidates also received directed guidance and feedback on their video analysis. At the end of the semester, both groups self-reported improvements in their teaching ability, but only the treatment group showed significant growth in both their instructional skills and their reflective ability.
02 Feb2017
By Kristin McCabe
AACTE’s Committee on Professional Preparation and Accountability has selected James Hiebert, Robert J. Barkley Professor in the University of Delaware School of Education, to receive the 2017 AACTE Margaret B. Lindsey Award for Distinguished Research in Teacher Education. The award will be presented at the 69th AACTE Annual Meeting Speaker Spotlight Session, Saturday, March 4, at the Tampa Convention Center in Tampa, Florida.
“Dr. Hiebert has invested a major portion of his scholarship in the process of improving teacher preparation,” said Carol Vukelich, dean of the College of Education and Human Development, University of Delaware. “He is recognized as an important scholar who has moved the field of mathematics education forward in significant ways. His work provides a model for how education faculty can design programs that have a positive impact not only on teacher education candidates’ learning but also on the learning of their students when they begin teaching. This is exactly the kind of work our field needs.”
02 Feb2017
By Kristin McCabe
AACTE has chosen Anna Lees of Western Washington University to receive the 2017 AACTE Outstanding Journal of Teacher Education (JTE) Article Award for her article “The Roles of Urban Indigenous Community Members in Collaborative Field-Based Teacher Preparation,” published in the November/December 2016 issue of the journal. The award will be presented at the 69th AACTE Annual Meeting Speaker Spotlight Session, Saturday, March 4, at the Tampa Convention Center in Tampa, Florida.
The qualitative case study presented in this article used Indigenous Postcolonial Theory as a lens to explore the process and outcomes of a partnership between Indigenous community members and a teacher preparation program. The article offers scholarly insights and a model for the design and implementation of community-university partnerships in the support of preparing novice teachers to effectively work with Indigenous children and their families in urban environments.
10 Jan2017
By John F. Snyder
AACTE is partnering with the American Association for Employment in Education (AAEE) to increase input from educator preparation providers in the organization’s annual teacher supply and demand survey. The views expressed in this post do not necessarily reflect the views of AACTE.
The annual American Association for Employment in Education (AAEE) Educator Supply and Demand Report needs your input! If you have not already done so, please complete this year’s survey by January 27.
20 Dec2016
By JTE Insider
Have you seen the JTE Insider blog managed by the Journal of Teacher Education (JTE) editorial team? Check out the latest author interview below.
This interview features insights from the JTE article, “Facilitating Teacher Learning When Using Different Representations of Practice,” written by Gloriana González, Jason Deal, and Lisa Skultety of the University of Illinois at Urbana-Champaign. The article is featured in the November/December issue of JTE; you can read the article by going to this link.
19 Dec2016
By Brigid Brennan
The clinical models promoted by the Bank Street Sustainable Funding Project are among the high-quality formats for teacher preparation being studied by AACTE’s Clinical Practice Commission. The study described in this article is not officially connected with AACTE or the Clinical Practice Commission.
The Sustainable Funding Project (SFP) at Bank Street College of Education (NY) seeks educator preparation leaders to participate in a study of clinically rich preparation programs.
Educators agree that sustained preservice clinical practice is essential to ensure teachers enter the classroom well-situated for success. SFP studies how to enable all aspiring teachers to enter the profession through affordable, high-quality programs—programs that include yearlong clinical experiences for teacher candidates—so that every teacher is prepared for the demands of the 21st-century classroom.
12 Dec2016
By JTE Insider
Have you seen the JTE Insider blog managed by the Journal of Teacher Education (JTE) editorial team? You’ll find recent podcast interviews with Kevin Kumashiro, discussing how the field has changed since the publication of his 2010 article “Seeing the Bigger Picture: Troubling Movements to End Teacher Education,” and with Noelle Paufler, author of “Preparing Teachers for Educational Renewal Within Current Contexts of Accountability: Reflecting Upon John Goodlad’s Twenty Postulates.” Meanwhile, check out the latest author interview below.
This interview features insights from the JTE article “Riding la Bestiá: Preservice Teachers’ Responses to Documentary Counter-Stories of U.S. Immigration,” written by Lisa Brown Buchanan (LBB) and Jeremy Hilburn (JH). You can find this article in the November/December of JTE through this link.
08 Dec2016
By Zachary VanHouten
Today, the National Council on Teacher Quality (NCTQ) released its latest installment in the Teacher Prep Review, “Landscape in Teacher Preparation: Undergraduate Elementary.” To those familiar with previous versions of the Review, NCTQ is publishing with a noticeably different approach this time – instead of one all-encompassing review of programs, NCTQ has chosen to release reports in five segments:
06 Dec2016
By Deborah Snyder
AACTE is partnering with the American Association for Employment in Education (AAEE) to increase input from educator preparation providers in the organization’s annual teacher supply and demand survey.
If you haven’t already done so, could you please take 10-15 minutes to complete the 2016-17 AAEE Supply and Demand Survey? You do not need to be a member of AAEE to participate in the survey, and all respondents will receive an executive summary of the results. The survey is open through January 16.
29 Nov2016
By Amanda Lester
Next month, AACTE will host the second installment of a 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 Florida Atlantic University and the University of St. Thomas: Lessons From AACTE’s NIC,” will be held Wednesday, December 14, 2:30-3:30 p.m. EST.
The goal of this NIC is to identify broadly applicable strategies to increase the percentage of Black and Hispanic/Latino men receiving initial teaching certification through educator preparation programs. This webinar will provide an inside look at the path of inquiry guiding the NIC’s overall work and how that process has shaped and changed recruitment and retention of Black, Hispanic, and Latino male teacher candidates at two participating institutions.
28 Nov2016
By JTE Insider
Have you seen the JTE Insider blog managed by the Journal of Teacher Education (JTE) editorial team? Check out the latest author interview below.
This interview features insights from Northwestern University’s Brady K. Jones, author of the JTE article, “Enduring in an ‘Impossible’ Occupation: Perfectionism and Commitment to Teaching.” You can find this article in the November/December of JTE through this link.
21 Nov2016
By Amanda Lester and Omar Davis
On October 28-30, we had the privilege of taking part in the National Convening on Success in Teacher Education at Minority-Serving Institutions (MSIs), held at the University of Pennsylvania. Hosted by the Penn Center for Minority Serving Institutions, the convening was focused around the release of the Center’s new report, A Rich Source for Teachers of Color and Learning: Minority Serving Institutions.
MSIs, which include Hispanic-serving institutions, tribal colleges and universities, historically Black colleges and universities, and Asian American and Native American/Pacific Islander-serving institutions, educate 20% of college and university students, many of whom are low-income and first-generation college students as well as students of color. Because of their focus and scope, MSIs play a key role in teacher preparation and efforts to diversify the nation’s teaching workforce.
21 Nov2016
By Conra D. Gist
The AACTE Diversified Teaching Workforce (DTW) Topical Action Group (TAG) invites nominations by December 2 for the 2017 Teacher Diversity Research Award.
The award recognizes outstanding research and advocacy related to various policies, practices, programs, pedagogies, systems, and/or institutions for the purpose of advancing teacher diversity. The research leadership embodied by the recipient of this award reflects the DTW TAG mission and goals and advances our current understanding of how to diversify our teacher workforce to enhance educational opportunities for all students.
17 Nov2016
By Zachary VanHouten
A new report released this week by the National Council on Teacher Quality (NCTQ) calls for stronger admissions standards for teacher preparation programs. Casting blame for “a low bar for entry” on states, the Council for the Accreditation of Educator Preparation (CAEP), and individual programs, NCTQ claims that raising admissions requirements (such as minimum GPA and ACT or SAT scores) would increase not only the quality but also the number of candidates entering the profession.
