17 Dec2020
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.
29 Oct2020
By Jerrica Thurman
AACTE members took action when the Trump administration issued an attack on critical race theory two months ago. In its blistering critique of anti-racist initiatives, the Administration essentially banned work on critical race theory in use of professional development funded by federal dollars. In partnership with Education Deans for Justice and Equity, AACTE members united in a written response signed by over 400 scholars of race in education, led by Marvin Lynn, dean and professor of the college of education at Portland State University. The memo is as follows:
Critical Race Theory in Education Scholars Respond to Executive Memo M-20-34
On September 4, 2020, Russell Vought, Director of the Office of Management and Budget for the Executive Office of the President issued M-20-34, a “memorandum for the heads of executive offices and agencies.” The document states, “Executive Branch agencies have spent millions of taxpayer dollars, to date, on ‘training’ government workers to believe divisive, anti-American propaganda.” As critical race scholars working in universities and communities across the globe, the following statement is our response to Mr. Vought’s memorandum.
18 Sep2020
Revolutionizing Education
By Christine Gentry and Lorraine Zhong
Christine Gentry
The culminating course of the NYU Teacher Residency focuses on a year-long participatory action research (PAR) journey residents take with a small group of students. PAR is a collaborative, iterative process of inquiry and action in response to an organizational or community problem. Residents and their students work as a team to identify a problem of practice, research that problem of practice, craft action and data collection plans, implement those plans, and then evaluate their impact through analysis of gathered data. In presentations at the end of the course, residents reflect on the entire process and how it helped develop student agency, advocacy, and voice as well as their own leadership. It is the faculty’s hope that during the PAR journey, residents practice radical listening and how to be mindful learners and leaders.
In March 2020, COVID-19 entered the residents’ PAR experience like a wrecking ball. I gathered with the other PAR instructors to decide how we were going to adjust the project for our residents, considering the radical change in access both to physical spaces and to the students in the PAR teams. We ultimately decided to offer the residents two choices: a reflective path, in which they could craft a presentation on their team’s original plan and the progress they were able to make pre-COVID, and a virtual pilot path, in which they could adjust their projects to the virtual space we all suddenly found ourselves in. Understandably, most residents chose to pursue the reflective path, but one resident, Lorraine Zhong, and her team of students chose to continue their project virtually. Her project is a model for how the PAR instructors in the NYU Teacher Residency will be approaching the project this year, with COVID-19’s grip still firmly on our schools. Her journey is a beautiful example of the transformative power of PAR—its ability to strengthen relationships, build student investment, and spark meaningful change—even in the face of this new and terribly difficult time for our schools.
I’ll let her take it from here.
23 Jul2020
By Jerrica Thurman
Ed Prep Matters features the “Revolutionizing Education” column to spotlight the many ways AACTE, member institutions, and partners are pioneering leading-edge research, models, strategies and programs that focus on the three core values outlined in the current AACTE strategic plan: Diversity, Equity, and Inclusion; Quality and Impact; and Inquiry and Innovation.
In this final installment of the first Diversity, Equity and Inclusion video series, AACTE members discuss the importance of preparing high quality teachers to educate the growing population of English language learners in the U.S. Statistics show English language learners currently represent 25% of the student body and are expected to grow to 50% within the next five years.
In “Effectively Serving English Language Learners,” Jacqueline Rodriguez, AACTE Vice President, Research, Policy and Advocacy said, “according to the U.S. Department of Education, we’ve seen dramatic increases in English language learners across the country. Some states have increases of over 40% since 2010.” “It’s very important now that we see how our population of students is changing, and what our teacher candidates are facing in the future,” said Cathleen Skinner, director of world languages for Oklahoma State Department of Education. “[We need] to ensure that we are providing our candidates with a kind of content to meet the needs of today’s diverse students, and to make sure that they are comfortable and have had experiences working with families and communities that differ from their own,” said Wanda Blanchett, dean of the graduate school of education at Rutgers University New Brunswick. “That means the teachers are going to have to develop relationships with people outside the educational community,” said Brian Williams, director of the Alonzo A. Crim Center for Urban Educational Excellence at Georgia State University.
Watch the full video.
View the complete first series of AACTE’s DEI videos on the Video Wall. Stay tuned for the second series of the DEI videos coming this fall. Help AACTE spread the word by sharing the videos with your social network!
10 Jul2020
AACTE DEI Video: A Focus on Recruiting and Retaining Black and Hispanic/Latino Male Teachers
By Jerrica Thurman
Ed Prep Matters features the “Revolutionizing Education” column to spotlight the many ways AACTE, member institutions, and partners are pioneering leading-edge research, models, strategies and programs that focus on the three core values outlined in the current AACTE strategic plan: Diversity, Equity, and Inclusion; Quality and Impact; and Inquiry and Innovation.
During this segment of the Diversity, Equity and Inclusion video series, AACTE members who participated in a 5-year study discuss their findings on ways to increase representation of men of color into the teaching profession. In “A Focus on Recruiting and Retaining Black and Hispanic/Latino Male Teachers,” researchers share the collective approaches campus-wide and across generations and disciplines required to effectively diversify the teacher pipeline.
04 Jun2020
By AACTE
On behalf of the American Association of Colleges for Teacher Education (AACTE) Board of Directors, Chair Ann Larson issued the following statement today on race matters in America:
“AACTE leaders are compelled to voice our dissent of the recent, tragic events that have resulted in the horrendous murders of Black Americans. The unjust deaths of George Floyd, Ahmaud Arbery, Breonna Taylor, and many others represent incendiary racism that has deep, historic roots in our society. This profound moment in time has brought despair not only to the Black American community, but also to innumerable individuals, families, and communities representing legions of cultures and ethnicities throughout the country and the world. In the words of Dr. Martin Luther King Jr., ‘Injustice anywhere is a threat to justice everywhere. We are caught in an inescapable network of mutuality, tied in a single garment of destiny. Whatever affects one directly, affects all indirectly.’
It is imperative that educators embrace their responsibility as front line workers in dismantling structural racism within the American education system. Schools play a critical role in educating students about citizenship and societal values, which have long perpetuated the cycle of racial injustice. Educators must be change agents for reversing the miseducation of white people about black and brown people, and for promoting racial equity. There is a critical need for well-prepared, culturally responsive teachers who can educate and guide learners to value the lives of all human beings and hold others accountable in practicing justice, ensuring equitable access, promoting and assuring diversity, fostering inclusive policies and practices in all aspects of our society, and offering hope and optimism to all children.
01 Jun2020
AACTE DEI Video: A Focus on Gender Equity in Education
By Jerrica Thurman
Ed Prep Matters features the “Revolutionizing Education” column to spotlight the many ways AACTE, member institutions, and partners are pioneering leading-edge research, models, strategies and programs that focus on the three core values outlined in the current AACTE strategic plan: Diversity, Equity, and Inclusion; Quality and Impact; and Inquiry and Innovation.
In this segment of the Diversity, Equity and Inclusion video series, AACTE members celebrate differences among individuals and promote gender and sexuality diversity as important aspects in preparing teachers to educate diverse student populations. Education research has found that societal stereotypes and biases of male and female roles are often reinforced in our schools and classrooms. The video participants encourage educators to address gender disparities in curriculum, teaching practices, and student engagement.
15 May2020
Revolutionizing Education
By Jenny Muñiz
Earlier this year, Colorado lawmakers proposed a bill that would task their state’s Department of Education and Department of Higher Education with devising strategies for recruiting more teachers of color. Almost half of Colorado students are students of color, while teachers of color comprise about 10 % of all teachers. This mismatch is even wider in Denver Public Schools, the largest district in the state, where 75 % of students are students of color but the share of teachers of color is a mere 27%.
Worse still, enrollment data from Colorado’s teacher preparation programs suggests these numbers are unlikely to inch up anytime soon: The state has not seen growth in the number of Black candidates enrolling in teacher programs in almost a decade, and its seen only a modest increase in the number of Latinx candidates. In the 2017–18 school year, only about 28 % of those enrolled in teacher preparation programs identified as people of color.
Research shows that teachers of color can boost the achievement of students of color—a needed skill in a state where these students face wide gaps in academic performance. However, it is increasingly clear that preparation programs will need to be more forward-thinking if they are going to usher more aspiring teachers of color into the profession.
04 May2020
AACTE DEI Video: Promoting Equal Access to Quality Teachers
By Jerrica Thurman
Ed Prep Matters features the “Revolutionizing Education” column to spotlight the many ways AACTE, member institutions, and partners are pioneering leading-edge research, models, strategies and programs that focus on the three core values outlined in the current AACTE strategic plan: Diversity, Equity, and Inclusion; Quality and Impact; and Inquiry and Innovation.
In celebration of National Teacher Appreciation Week, May 4-8, AACTE spotlights “Promoting Equal Access to Quality Teachers,” as the next segment in its Diversity, Equity and Inclusion video series, In this video, AACTE leaders discuss the important role effective teachers have in student learning and achievement, and advocate for poor communities to be given equal access to high quality educators. With the recent disruption in education caused by the coronavirus, several inequities regarding equal access to quality instruction has come to light as well as the important role teachers have in student learning. AACTE members are committed to producing high quality educators for the 21st century learner and strongly believe all students should have access to excellent teachers.
21 Apr2020
AACTE DEI Video: The Importance of Equitable Disciplinary Actions in Schools
By Jerrica Thurman
Ed Prep Matters features the “Revolutionizing Education” column to spotlight the many ways AACTE, member institutions, and partners are pioneering leading-edge research, models, strategies and programs that focus on the three core values outlined in the current AACTE strategic plan: Diversity, Equity, and Inclusion; Quality and Impact; and Inquiry and Innovation.
In this segment of the AACTE Diversity, Equity and Inclusion video series, AACTE members promote equitable disciplinary practices for teachers to use as restorative measures to build positive relationships with students. The video segment, The Importance of Equitable Disciplinary Actions in Schools, addresses the importance of eliminating prejudgments so educators can better understand students’ contexts and backgrounds and develop a new lens for addressing disruptive behaviors in schools.
04 Feb2020
AACTE DEI Video: Building the Special Education Pipeline
By Katrina Norfleet
Ed Prep Matters features the “Revolutionizing Education” column to spotlight the many ways AACTE, member institutions, and partners are pioneering leading-edge research, models, strategies and programs that focus on the three core values outlined in the current AACTE strategic plan: Diversity, Equity, and Inclusion; Quality and impact; and Inquiry and Innovation.
In the next segment of the AACTE Diversity, Equity and Inclusion video series, AACTE members address the critical shortage of special education teachers and how to ensure teachers can effectively serve students with disabilities. The video aligns with AACTE’s strategic priority to advocate for high-quality educator preparation and the inclusion of all students in equitable access and opportunity in PK-20 classrooms. In this DEI video, Building the Special Education Pipeline, leaders in educator preparation consider approaches to increasing the pool of highly qualified special education teachers.
30 Jan2020
A Look at Black Males and Education Using Critical Race Theory
By Kimberly White Smith and Quaylan Allen
Ed Prep Matters features the “Revolutionizing Education” column to spotlight the many ways AACTE, member institutions, and partners are pioneering leading-edge research, models, strategies and programs that focus on the three core values outlined in the current AACTE strategic plan: Diversity, Equity, and Inclusion; Quality and impact; and Inquiry and Innovation.
Newly-elected AACTE Board member Kimberly A. White-Smith and her colleague Quaylan Allen published the following two studies in Urban Education and Equity & Excellence in Education in which they examine practices that influence the education of black males in the United States. The studies are summarized in the abstracts below with links to the full articles.
“That’s Why I Say Stay in School”: Black Mothers’ Parental Involvement, Cultural Wealth, and Exclusion in Their Son’s Schooling
This study examines parental involvement practices, the cultural wealth, and school experiences of poor and working-class mothers of Black boys. Drawing upon data from an ethnographic study, we examine qualitative interviews with four Black mothers. Using critical race theory and cultural wealth frameworks, we explore the mothers’ approaches to supporting their sons’ education. We also describe how the mothers and their sons experienced exclusion from the school, and how this exclusion limited the mothers’ involvement. We highlight their agency in making use of particular forms of cultural wealth in responding to the school’s failure of their sons.
“Just as Bad as Prisons”: The Challenge of Dismantling the School-to-Prison Pipeline Through Teacher and Community Education
Drawing upon the authors’ experiences working in schools as teachers, teacher educators, researchers, and community members, this study utilizes a Critical Race Theory of education in examining the school-to-prison pipeline for black male students. In doing so, the authors highlight the particular role educators play in the school-to-prison pipeline, focusing particularly on how dispositions toward black males influence educator practices. Recommendations and future directions are provided on how education preparation programs can play a critical role in the transformation of black male schooling.
If you would like to share your story about how your institution or organization is revolutionizing approaches to Diversity, Equity, and Inclusion; Quality and Impact; and Inquiry and Innovation, please contact Katrina Norfleet at knorfleet@aacte.org.
23 Jan2020
Developing Trauma-Informed Teachers: The Story Of One Teacher Preparation Program
By Brenda Morton and Anna Berardi
Ed Prep Matters features the “Revolutionizing Education” column to spotlight the many ways AACTE, member institutions, and partners are pioneering leading-edge research, models, strategies and programs that focus on the three core values outlined in the current AACTE strategic plan: Diversity, Equity, and Inclusion; Quality and impact; and Inquiry and Innovation.
Long before the Adverse Childhood Experiences (ACE) survey illustrated the dire consequences of adverse events on children, educators have known that today’s students are more stressed than previous generations. They face greater challenges developing executive functioning skills needed to succeed in social-emotional and academic tasks. Trauma-informed school approaches have flourished in an attempt to more effectively teach students suffering the consequences of home-based or social-cultural trauma. But we know that this challenge requires more than just offering teachers conferences or webinars on trauma-informed school techniques. We need multi-level systemic change in the way our profession conceptualizes what it truly means to incorporate advances in the neurobiology of trauma and learning.
In our open access, no cost text Trauma-Informed School Practices we address this challenge by detailing systemic change processes in the application of trauma-informed knowledge. The Trauma-Informed School Practices Tri-Phasic Model (diagram #1) outlines best-practices as applied to students. It is embedded in the Six Elements of Education System Change (diagram #2) needed to ensure a lasting incorporation of this paradigm shift. The reality is, we can’t place the burden of change on current teachers; all of us need to participate.
16 Jan2020
AACTE’s DEI Video on The Importance of Culturally Relevant Teaching
By Jerrica Thurman
Ed Prep Matters features the “Revolutionizing Education” column to spotlight the many ways AACTE, member institutions, and partners are pioneering leading-edge research, models, strategies and programs that focus on the three core values outlined in the current AACTE strategic plan: Diversity, Equity, and Inclusion; Quality and impact; and Inquiry and Innovation.
The next segment of the AACTE Diversity, Equity and Inclusion video series features AACTE’s strategic priority to advocate for high-quality educator preparation. Equitable access to education for students from all cultures requires teachers to use knowledge, frame of references, and performance styles of ethnically diverse students to make learning more relevant and effective to them. In AACTE’s DEI video, “The Importance of Culturally Relevant Teaching,” leading educators discuss a teaching pedagogy that affirms students’ differences and diversity.
06 Jan2020
Virtual Math Mentorship Project: Partnering Elementary Math Methods Course with Rural Title 1 School
By Jennie Carr and Tammy T. May
Photo Credit: Ben Wyrick
Ed Prep Matters features the “Revolutionizing Education” column to spotlight the many ways AACTE, member institutions, and partners are pioneering leading-edge research, models, strategies and programs that focus on the three core values outlined in the current AACTE strategic plan: Diversity, Equity, and Inclusion; Quality and impact; and Inquiry and Innovation.
This article was written by Jennie M. Carr of Bridgewater College and Tammy T. May of Rockingham County Public Schools.
Educator preparators are often seeking unique and meaningful experiences for their teacher candidates. With the knowledge that high quality mentoring relationships can demonstrate positive improvements in academic performance, attendance, feelings of self-confidence, resilience, perceived social acceptance, and relationships with others, we began working collaboratively to create a mutually beneficial math mentorship partnership between Bridgwater College and an elementary school in the Rockingham County Public School District (Coller & Kuo, 2014; Masters & Kreeger, 2017). The logistics of managing a traditional face-to-face mentoring experience was too difficult and there is no required field experience in the college’s elementary math methods course. Because online tools are typically utilized on college campuses and with the school district’s recent 1:1 Chromebook adoption, we crafted the virtual math mentorship (Hartun & Harvey, 2015).
Connecting the virtual math mentorship to teacher candidates’ capstone project in the math methods course was vital to its success. The eight-week project consisted of a teacher candidate field trip to the elementary school, two virtual Google Hangout sessions, four virtual Seesaw pen pal exchanges, and the creation of a personalized and interest-based differentiated math lesson for a fifth grade mentee, which was implemented during the students field trip to Bridgewater College.
