Marilyn Cochran-Smith and Gloria Ladson-Billings will share their perspectives on navigating K-12 education.
By Ruben Hidalgo
Texas A&M University’s School of Education and Human Development (SEHD) will host a meeting of two renowned and respected minds in teacher education with a combined 90+ years of experience.
Marilyn Cochran-Smith and Gloria Ladson-Billings, both National Academy of Education members, will share their perspectives on navigating K-12 education in a conversation moderated by SEHD professor Cheryl Craig.
By Elizabeth Bradley
Virtual reality has a number of applications for pedagogy and teacher training; simulation training in these much-needed areas may add an essential component to the field of teacher education (Tondeur, Pareja-Roblin, van Braak, Voogt, & Prestridge, 2017). Computer simulations can provide guided practice for a variety of situations that pre-service teachers wouldn’t frequently experience during their teacher education studies (Mason, Jeon, Blair, & Glomb, 2011; Mason, 2011). Simulations can help pre-service teachers develop the skills that it takes to properly run a classroom without the high-stakes risk of causing harm to actual students (Matsuda, 2005).
There are numerous benefits to game-based learning, including improved learner motivation and engagement, constructive knowledge frameworks, exploratory and independent learning and, at times, higher achievement outcomes over traditional pedagogy (Boyle et al., 2016; Cheong, Flippou, & France, 2015; Peterson, 2019). Simulations can allow pre-service teachers to see their students from a different perspective, gain insight into the best ways to manage their future classroom, and understand the direct consequences of their actions in the classroom (Ferry et al., 2004). Including simulations in pre-service teaching coursework has demonstrated an increase in the confidence and effectiveness of first year teachers (Englebert, 2010).
By Jenna Conan Simpson
In today’s schools, the ability to integrate technology into the teaching and learning environment is a necessary and crucial skill. Many K-12 classroom environments are technology-rich, with 1:1 devices, blended learning, and even distance instruction taking place. However, new teachers often enter the classroom unprepared to successfully utilize educational technology and navigate the technology-rich classroom environment. The research study, Preparation to Teach in Technology-Rich K-12 Classroom Environments, examined the preparation of preservice teachers to teach with technology in today’s classrooms and explored the gap between the preparation teachers received in their teacher education program and what they needed to be able to do to be successful as classroom teachers. The study was conducted during the spring of 2022, and a total of 217 K to 12th grade teachers in their first three years of teaching in the United States participated in the survey, with ten participating in an in-depth follow-up interview.
What are the three best reasons to apply for a 2023 AACTE Best Practice Award?
- Showcase your educator preparation program as a model for other higher education institutions
- Receive national recognition from your peers
- Celebrate your team’s contributions that are revolutionizing education for all learners
University will be only UNC System institution to operate two lab school programs
By Anna Oakes
Courtesy of Marie Freeman
Appalachian State University is partnering with Elkin City Schools to open the university’s second laboratory school aimed at enhancing student education, improving outcomes and providing high-quality teacher and principal training.
Under the plan — which was developed in collaboration with Elkin City Schools leaders and approved by the Elkin City Schools Board of Education on Dec. 13, 2021 — a lab school will open at Elkin Elementary School in August. The “school-within-a-school” model will serve approximately 100 students in second through fourth grades.
By Prairie View A&M University
Prairie View A&M University students, faculty and staff were on hand bright and early to help welcome students to the first day of school at Aldine ISD’s Impact Leadership Academy (ILA), the district’s first all-boys school. PVAMU is partnering with the ILA to cultivate learning experiences rooted in identity, leadership, community, and activism, all designed to address academic achievement and support social and emotional needs for young Black and Latino male students.
By Manasseh Cudjoe
In an effort to find a lasting solution to the teacher shortage crisis in the United States, Austin Peay State University (APSU) and Clarksville Montgomery County School System (CMSS) of Tennessee developed and successfully implemented an educator preparation-program called “Grow Your Own.” Given the program’s success, the Tennessee Department of Education became the first state to establish a permanent model of the program in January of 2020. The Apprenticeships for Teaching: A National Model session of the AACTE 2022 Annual Meeting brought together the pioneers of the apprenticeship program to share their success stories, which could serve as a national model. The speakers included Prentice Chandler, dean of the APSU Eriksson College of Education; Lisa Barron, associate dean and director of teacher education at APSU; and Sean Impeartrice, chief academic officer of CMSS.
By Margaret Gerry
The AACTE 74th Annual Meeting culminated with a closing session keynote address by nationally renowned educator, education policy scholar, and best-selling author, Leslie T. Fenwick, Ph.D. Throughout her career, Fenwick has made significant contributions to the field of education, serving as the dean of Howard School of Education, and currently as AACTE’s dean in residence. In the closing keynote session, Fenwick shared insight and key themes from her book, Jim Crow’s Pink Slip: The Untold Story of Black Principal and Teacher Leadership, and she concluded with a series of recommendations to diversify the nation’s educator workforce and redefine school reform.
By Nicole Dunn
AACTE, in its efforts to revolutionize education, is partnering with Digital Promise to support their work in tackling systems-level transformation that directly address the challenges students face. Digital Promise wants to ensure that each student has equitable access to educators and learning experiences that affirm and honor their identities, expertise, and cultures. Through professional development and its free and open-source tool, the Learner Variability Project LVN), Digital Promise empowers educators to deepen their understanding of learner variability and embrace equitable and inclusive practices that support the whole child.
By Gaelle Gilbert
Series one, episode six of the AACTE Podcast, Revolutionizing Education, is now available.
The latest and final episode of series one features a discussion surrounding the critical question: How do we design authentic field experiences that equip students with evidence-based skills to support a sustainable career? Tara Mathien from the University of Florida shares how the adaptations that her educator preparation program made throughout this past year has led to lasting change that will continue to be implemented in the future.
Listen now to Episode 6: Jack Be Nimble
By Gaelle Gilbert
Series one, episode five of the AACTE Podcast, Revolutionizing Education, is now available.
The latest episode features one of the largest Hispanic-Serving Institutions in the nation, the University of Texas Rio Grande Valley (UTRGV), embarking on a transformation of its teacher preparation program centered on the college mission, vision, and three priorities: quality, culture of inquiry, and positionality. In this episode, Sandra Musanti and Alma Rodriguez from UTRGV share what they have identified to be the three areas of emphasis to guide the transformation work: a practice-based teacher education model, culturally and linguistically sustaining pedagogies, and technology for the 21st century.
Listen now to Episode 5: Transformiing Teacher Preparation
By Gaelle Gilbert
Series one, episode four of the AACTE Podcast, Revolutionizing Education, is now available.
The latest episode features the story of an educator preparation program facing multiple challenges in its work to prepare teacher candidates for the classroom. Additionally, covering how their local school district faces its own pressures impacted by teacher shortages, poor teacher performance, high burnout, and issues with retention. In the fourth episode of the Revolutionizing Education Podcast, Jeff Bill and Ashley Smith from Pitt County Schools and Christina Tschida from Appalachian State University share three case stories featuring the use of co-teaching and demonstrating a partnership between university and schools that builds capacity, efficacy, and resilience in teachers at various levels of preparation.
Listen now to Episode 4: Learning Together
By Gaelle Gilbert
Series one, episode three of the AACTE Podcast, Revolutionizing Education, is now available.
The latest episode features The RockTEACH Program at member institution Slippery Rock University of Pennsylvania. It covers the efforts of the university to diversify the teacher workforce by recruiting underrepresented minority high school students to the field of teaching, providing financial assistance and mentoring support through the RockTEACH Program. AACTE members Monique Alexander, Jeremy Lynch, Christine Walsh, and Linda Zane of Slippery Rock share the story, the situation, and the results of the program. Listeners will gain insight into a burgeoning and multifaceted program to support a diverse teacher pipeline and develop an understanding of the critical elements and challenges of their story.
Listen now to Episode 3: The RockTEACH Program
By Temitope F. Adeoye
The AACTE 2021 Deeper Dive session “Critical Race Theory and Countering Political Culture” brought together experts in education, law, and history to discuss how taking a critical approach can help educators engage in courageous action. The panel included Khiara Bridges, professor of law at University of California Berkeley; Sonya Ramsey, associate professor of history at University of North Carolina Charlotte; and Alfredo Artiles, Lee L. Jacks Professor of Education at Stanford University.
What is critical race theory?
Khiara Bridges began by acknowledging that although there is no single definition or enactment of critical race theory (CRT), CRT scholars all stand in opposition to oppression. Bridges defined CRT as an intellectual movement, a body of scholarship, and an analytical toolset for interrogating the relationship between inequality and education, law, history, health, or any other school of thought. She discussed four common tenants to CRT:
By Lynn M. Gangone
AACTE’s Strategic Plan holds forth a vision to Revolutionize education for all learners. A bold statement for sure, and our strategic priorities of diversity, equity, and inclusion; high quality preparation; and inquiry and innovation exist to move us toward our vision.
As AACTE surveys the work of its member institutions looking for revolutionary ideas and practices, I have been intrigued by the work of member institution Arizona State University’s Mary Lou Fulton Teachers College (MLFTC) and its Next Education Workforce initiative. I invite our college of education deans to join me in adding to the conversation and the work of this initiative at a virtual convening next month.
We have talked for years about declining enrollments, the perception of lack of innovation, and the myriad challenges facing teacher education and colleges of education—as well as the challenges of our K-12 partners in staffing and retaining a classroom-ready teacher workforce. What better time to consider different approaches to our collective work? MLFTC, in partnership with its local school districts, is implementing what it calls the Next Education Workforce models in its service area.