This article originally appeared on the Lipscomb University website and is reprinted with permission.
More than 10,000 books are being distributed to children in high priority schools in Metro Nashville Public Schools and Murfreesboro City Schools through a partnership between Lipscomb University’s College of Education and Middle Tennessee State University as the result of a $50,000 grant from First Book.
Suze Gilbert, lead faculty for reading speciality in Lipscomb’s College of Education, and Katie Schrodt, assistant professor in MTSU’s Department of Elementary and Special Education, collaborated with nonprofits Read TO Succeed and Book’Em on this initiative. The grant provides 10,000 books to children and teachers in high priority schools in MNPS and Murfreesboro. In addition to the books, the grant also provides funding for professional development for teachers in those schools. Gilbert and Schrodt are hosting teachers from MNPS and Murfreesboro City schools on both the Lipscomb University and MTSU campuses throughout the winter months to engage in professional learning on Family Literacy Nights and Disciplinary Literacy. Each participating school will receive books to give to children during a Family Literacy Night to be held at each school and books to build classroom libraries.
AACTE and partner, Educator Preparation Laboratory (EdPrepLab), an initiative of the Learning Policy Institute (LPI) and Bank Street College of Education, will host the second of a series of four webinars, Preparing educators for diverse, equitable, and inclusive classrooms, on January 30.
This collaborative webinar focuses on strategies to increase the preparation of both teachers and leaders. AACTE and EdPrepLab are excited to provide you with an opportunity to learn from and with our dynamic webinar leaders. Four dynamic experts who are advancing diversity, equity, and inclusion in their practice, research, and daily interactions with teachers, leaders, and community stakeholders will present during the webinar:
This article first appears on the Western Michigan University website and is reprinted with permission.
Despite a national trend toward declining enrollment in teacher preparation programs, Western Michigan University’s enrollment is up this year by about 9% in these majors, or 70 more future teachers who have chosen WMU to prepare them to enter the workforce over the last year. The largest increases are seen in early childhood education, special education, and physical and health education teacher preparation majors.
So why are students choosing WMU?
Teacher academy partnerships and credit opportunities. WMU has partnered with districts in Kalamazoo, Van Buren, Calhoun, and Allegan Counties to help high school students explore the teaching profession. Students attend a one-day teacher academy conference at WMU where they receive professional development and engage with WMU faculty and students. Students are invited back to campus for tours and student panels. Through this partnership, WMU may grant college credit for state-approved teacher preparation courses taken at the high school level. Having a connection to the College of Education and Human Development increases the likelihood a student will decide to attend WMU.
Now in its third year, the University of Central Florida (UCF) Consortium for Future Educators is growing by leaps and bounds! On November 1, 2019, UCF hosted the third convening of the Consortium for Future Educators, including 16 Districts of Education in Florida, and over 80 participants. District leaders, lead teachers, high school students, and university faculty who partner with them came together to share knowledge and best practices as it relates to the creation, growth, and results of High School Teaching Academies and “grow-your-own” pathways.
On November 14, I had the privilege of moderating the first in a series of webinars produced through a partnership of AACTE and the Educator Preparation Laboratory (EdPrepLab). This webinar, “Social and Emotional Learning, Cultural Competence, and Equity in Teacher Preparation,” will be followed by three others focusing on transformative research and practice in educator preparation.
Joining me for the webinar were Nancy Markowitz of the Center for Reaching and Teaching the Whole Child, Patty Swanson from San Jose State University, Pat Norman from Trinity University, and Mari Jones from the HighTech High Graduate School of Education.
Both Trinity and High Tech High, where Norman and Jones teach, are members of the EdPrepLab network. EdPrepLab, which launched this year, is an initiative of the Learning Policy Institute and the Bank Street College of Education that aims to strengthen educator preparation in the United States by linking research, policy, and practice and by supporting and expanding preparation that is equity-focused, student-centered, and grounded in the science of learning and development.
The Cherry Creek School District (CCSD) is working with the Peabody College of Education and Human Development at Vanderbilt University to build bridges for the educators and counselors of the future. Cherry Creek chose Vanderbilt Peabody because of their commitment to excellence in developing transformative educators. You can learn more about Vanderbilt Peabody or refer aspiring educational leaders by visiting the website.
Beginning in 2020, the district will host five to eight students from Vanderbilt Peabody for an immersive, 6-day exploratory visit through a new partnership, “Vanderbilt Peabody Peeks at Creek.” Students pursuing their master’s degree in education and those enrolled in counseling programs at the university will be welcomed to the Cherry Creek School District, which spans 108 square miles across the Denver metro area. These students will have the chance to attend an interactive job fair, meet directly with principals and administrators, and tour a district that comprises 42 elementary schools, 11 middle schools, 8 high schools, 1 magnet school, and 3 charter schools. The district also includes the Cherry Creek Innovation Campus, a state-of-the-art facility designed to connect high school students with career and technical education for the 21st century. At the end of their visit to CCSD, Vanderbilt Peabody students will have skills, experience, and personal connections that will help pave the way to a career in education. What’s more, they will head back to the Peabody campus as ambassadors for the Cherry Creek School District and firsthand witnesses to its dedication to excellence.
California State University Monterey Bay (CSUMB) has been selected to receive funding under the U.S. Department of Education’s Teacher Quality Partnership (TQP) program in the amount of $4,849,320; $2.2M of which will go directly to student scholarships.
The award, expected to span over a total of five years, will also help fund a project entitled Preparing Observational Practitioners through Partnerships Yearlong (POPPY) and support CSUMB partnerships with eight school districts across Monterey County, further advancing the “grow your own” model of teacher preparation.
This article originally appeared in The Carolinian and is reprinted with permission.
With a new multi-million-dollar grant, UNC-Greensboro’s (UNCG) School of Education will create a new teaching program focused on bringing high-tech thinking to two rural North Carolina counties.
The 5-year, $6.1 million grant comes from the Teacher Quality Partnership grant program under the United States Department of Education.
UNCG School of Education will use the grant money to establish the Piedmont Teacher Residency Partnership. The Partnership will train new teachers in new technology and problem solving, and the teachers will be placed in some public schools in Rockingham and Surry counties.
This article and photo originally appeared in EdSource and are reprinted with permission.
Jennifer Garza, a 7th grade English teacher at Green Acres Middle School in Visalia, was teaching on an intern credential in 2015.
Two federal grants totaling over $9.4 million will help California recruit teachers and mental health professionals to rural schools.
The U.S. Department of Education awarded the five-year grants to the California Center on Teaching Careers, an organization started in 2016 to help solve the persistent teacher shortage. The center is run by the Tulare County Office of Education, in partnership with California State University Bakersfield.
AACTE is excited to partner with the Educator Preparation Laboratory (EdPrepLab), an initiative of the Learning Policy Institute (LPI) and Bank Street College of Education, to bring a series of webinars to members. Educator preparation programs across the country can access AACTE and EdPrepLab resources to support their teaching, research, and policy in higher education.
In this series of webinars, our members will hear from member institutions, stakeholders, scholars, practitioners, and policymakers as presenters dive into topics that will include addressing social emotional learning, cultural competence, creating inclusive classroom and school environments, and teacher residency models.
We hope you will register for our first webinar on Social and Emotional Learning, Cultural Competence, and Equity in Teacher Preparation that will take place on November 14 at 3:00 p.m ET. The panel of experts include: