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.
10 Feb2017
By Aaron Goldstein
As you plan conferences, retreats, and other meetings of AACTE state chapters, please keep in mind that AACTE staff are available to serve as speakers and presenters on a wide array of topics. Just complete a simple form on our website to request the content you need.
To align with AACTE’s latest initiatives and programs, we recently updated the request form to include the following session topics:
31 Jan2017
By Tony Meale
The views expressed in this post do not necessarily reflect the views of AACTE.
Last month, faculty from Ohio University’s Patton College of Education joined with teachers from a partner school to participate in an equity-focused leadership summit in Chicago. Two Federal Hocking (OH) Middle School teachers – Robin Hawk, an eighth-grade social studies teacher who led the team, and Tessa Molina, a seventh-grade math teacher – took part in the Inclusion, Equity, and Opportunity Teacher Leadership Summit December 2-4, along with Patton College faculty Bill Elasky, instructor of teacher education and a board of education member at Federal Hocking Local Schools; Mathew Felton, assistant professor of teacher education; and Lisa Harrison, associate professor of teacher education.
24 Jan2017
By Jerrica Thurman
A new set of brief videos in AACTE’s Research-to-Practice Spotlight Series focuses on implementing clinical practice at the George Mason University (VA) College of Education and Human Development; see this article introducing the series and the first video segment. Today’s article highlights messages from the next two videos, which discuss the team-building approach used by Mason’s education faculty to create strong relationships with partner schools for supporting teacher candidates.
The College of Education and Human Development at Virginia’s George Mason University (GMU) and its professional development school (PDS) partners have established leadership teams to plan robust and personalized training programs for teacher candidates. The teams at the university and school sites work together to engage interns in well-rounded experiences, such as by involving them in local school activities, to help fulfill their individualized professional development plans.
17 Jan2017
By Mark LaCelle-Peterson
The National Association of State Directors of Teacher Education and Certification held its annual Ted Andrews Winter Symposium January 4-6 in San Diego, California, convening educators from varied settings around the topic “Teacher Recruitment and Retention: Innovation Through Collaboration.”
The theme of partnership-driven innovation was reinforced through a number of sessions in which AACTE members presented along with colleagues from the PK-12 sector and from state education authorities. I was pleased to address the group on the topic of teacher recruitment policy and practice from providers’ perspective. Other notable sessions on the program included these:
05 Jan2017
By Rodrick Lucero
It is my pleasure to introduce the George Mason University (VA) College of Education and Human Development as the next featured institution in the AACTE Research-to-Practice Spotlight series. Continuing our focus on exemplary models of clinical practice, this series highlights the long-standing professional development school (PDS) partnership cultivated by George Mason and schools in Fairfax County, Virginia. Mason is the state’s largest producer of PK-12 teachers and largest comprehensive research university.
13 Dec2016
By Jori S. Beck and Rosemary Q. Flores
The views expressed in this post do not necessarily reflect the views of AACTE.
Members of Nevada’s Teach to Lead team at the summit in Washington, DC
We were thrilled to be accepted to participate in the first-ever topical Teach to Lead Summit on Teacher Preparation, held November 2-4 in Washington, DC. Our team worked on a state-funded project that focuses on recruiting high school and undeclared college students of color to education called Abriendo Caminos: Opening Pathways for Students of Color to the Teaching Profession. Our participants included one active teacher, Cynthia Chavez; one undergraduate preservice teacher, Marcus Jackson; a doctoral student and assistant professor, Tonya Walls; and the two of us: Rosemary Q. Flores, a family engagement specialist, and Jori Beck, a teacher preparation representative. The purpose of attending the summit was to further develop our project, and we were provided with ample opportunities from both internal and external critical friends for this work.
06 Dec2016
By Daina Lujan, Eurania Isabel Lopez, Judith Munter and Timothy Weekes
California, like many states in the nation, faces a critical shortage of teachers. As California recovers from the Great Recession, teacher hiring needs have steadily increased from a recent low of 10,360 in 2011-2012 to 21,482 in 2015-2016. During the same period, the number of new credentials issued has decreased to a low of fewer than 14,000 candidates in the 2014-2015 school year. This reduction in productivity is reflective of the downward trend in enrollment in teacher preparation programs.
06 Dec2016
By Shelly Furuness
A version of this article also appeared on the Butler University website.
When the federal Department of Education went looking for ideas on how to prepare teachers better, Butler University’s College of Education answered.
After the nationwide call for teacher preparation programs to submit innovative practice ideas with the potential for growth, Butler became the first Indiana school to be invited to present at a Teach to Lead Summit, the goal of which is to develop and amplify the work of teacher leaders. From nearly 100 submissions, 17 teams were invited to the Teacher Preparation Summit, held November 3-4 in Washington, DC. Participants spent 2 days in intensive strategic planning sessions aimed at identifying obstacles and solutions for spreading innovative best practices in teacher preparation across the country.
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.
31 Oct2016
By Amanda Lester
Please join me Tuesday, November 15, 1:00-2:00 p.m. EST for the third webinar in this year’s AACTE clinical practice series, “Advancing Science and Math Teaching in Diverse Elementary Classrooms: A Clinical Practice Model at San Francisco State University.”
Presenters Judith Munter, dean of the Graduate College of Education, and Stephanie Sisk-Hilton, associate professor of elementary education, will discuss the clinical preparation model at San Francisco State University (SFSU) centered around ensuring elementary education candidates and practicing elementary educators in their partner schools are highly prepared to teach science and math to an increasingly diverse population.
24 Oct2016
By Angela Maynard Sewall
Please join me November 3, 3:00-4:00 p.m. EDT, for a free webinar, Effective Tools to Support School Leader Licensure and Professional Development: Mentoring, Modeling, and Support.
In several states, collaborative work among school districts, universities, and state agencies is supporting the development and deployment of new standards for school leaders’ preparation and practice. Hear from several participants in these partnerships about the instruments and other supports they’ve produced.
19 Oct2016
By Nicholas J. Shudak
The views expressed in this article do not necessarily reflect the views of AACTE.
When John Dewey wrote of the need to create an “intimate union” between the university and the elementary school such that each is a laboratory for the other, he was speaking of a need that is still yet to be fully satiated. Today’s increasing prevalence of the residency model, however – supported by a growing body of research and application across diverse settings – is ushering in a new era that offers new promise toward achieving Dewey’s vision.
For Dewey, the intimate union would have the university contributing “to the evolution of valuable subject-matter and right method while the school in turn will be a laboratory in which the student of education sees theories and ideas demonstrated, tested, criticized, enforced, and the evolution of new truths” (Dewey, 1900/1990, p. 93). And although Dewey’s University of Chicago Laboratory Schools flourish as a living instantiation of his intimate union, in many practical ways the ideal has proven elusive.
18 Oct2016
By Rodrick Lucero
The Wallace Foundation has named seven universities to partner with their local school districts as part of a new $47 million initiative to improve principal preparation, particularly for high-need schools. We heartily congratulate the recipients – all AACTE member institutions – and their partners selected for the University Principal Preparation Initiative (the following descriptions are courtesy of The Wallace Foundation):
04 Oct2016
By Amanda Lester
AACTE is excited to launch a new 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). Kicking off Thursday, October 20, 2:30 p.m.-3:30 p.m. EDT, the inaugural webinar is “Diversifying the Teacher Pipeline at MidAmerica Nazarene, Western Kentucky, and UConn: Lessons From AACTE’s NIC.”
The goal of this NIC is to identify and test strategies to increase the percentage of Black and Hispanic/Latino men receiving initial teaching certification through educator preparation programs. This webinar series will provide an inside look at the path of inquiry guiding the NIC’s work and process and how that has shaped and changed recruitment and retention of Black, Hispanic, and Latino male teacher candidates at each institution.
