AACTE is excited to introduce its short tutorial video on how to navigate the new State Policy Tracking Map recently added to the AACTE COVID-19 Resource Hub. The easy to use map provides an analysis of state-issued guidance impacting standards and practice, new teacher induction, clinical practice and licensure. The tutorial offers a walkthrough of how to access and use the information provided in three formats: short bullet points, short-form distillations, and links to the original source material.
AACTE is among the first education associations to track and publish this information, which was collected from multiple sources: news reports, state press releases, executive orders issued by state governors and statements issued by state departments of education. AACTE also included information from state chapter leaders who participated in the shaping of EPP guidance in their state. As state legislatures begin to convene and engage on this issue, we will update the map to reflect their work.
The AACTE National Office has begun to analyze the information collected for the map and is compiling its findings in a soon-to-be released report. Teaching in the Time of COVID: State Recommendations for Preparation and New Teachers will summarize changes by EPPs in response to the COVID-19 public health crisis, seek opportunities for improvement, and propose recommendations to manage the pandemic successfully.
In the meantime, AACTE encourages you to visit the State Policy Tracking Map and invites you to share any questions, concerns, or updates you may have regarding the information presented on the map.
AACTE Responds to COVID-19
As part of its continued efforts to inform members about the latest developments regarding educator preparation programs (EPPs) in light of COVID-19, AACTE has updated its Policy Tracker Map to reflect recent changes in EPP-specific state guidance and recommendations. These changes include guidance analysis of 12 new states, specifically Arkansas, Delaware, Florida, Maryland, New Hampshire, Rhode Island, Pennsylvania, Arizona, Nevada, South Dakota, North Dakota, and Wyoming. We have also updated data for New Jersey, which recently issued new guidance waiving edTPA.
In the coming weeks and months, as agency guidance is supplemented by the supporting instructions and recommendations of other state entities, such as the legislature and regulatory bodies, the information and features of this interactive map will grow to accommodate those developments.
Experts discuss emergency waivers and their potential impact
This article originally appeared on the Education Writers Association website and is reprinted with permission.
Each year, hundreds of thousands of new teachers are licensed in the United States. With the shuttering of schools and colleges due to the coronavirus pandemic, states are using emergency waivers to certify teacher candidates who are unable to complete preparation requirements such as coursework, student teaching, and certification exams.
Along with these swift changes come new questions about the teacher workforce and what will happen to the educator pipeline in the midst of a public health emergency and economic recession.
Due to the effects of COVID-19, many states have issued guidance or directives to assist educator preparation programs (EPPs) and teacher candidates in their response to the associated academic challenges and interruptions. In an effort to track relevant changes in state policies and practices, AACTE has developed a new interactive map designed to highlight and present such changes, with a focus on four key categories:
- initial licensure and certification
- clinical experiences
- hiring and induction
- state standards and other program requirements
This article originally appeared on EdSource and is reprinted with permission.
The coronavirus pandemic won’t prevent most teacher candidates from moving into California classrooms next school year, even if they have yet to complete all the normally required student teaching hours or certification tests.
The California Commission on Teacher Credentialing voted Thursday to give university teacher preparation programs wide latitude to decide when teacher candidates are prepared to move onto the classroom. The commission made its decision during a virtual meeting attended by more than 550 viewers. It affects students who are on track to complete their coursework between March 19 and Sept. 1.
California expects 26,000 teachers, principals and other administrators, speech-language pathologists and school psychologists, counselors, social workers, nurses and librarians to graduate this school year, according to the commission. The majority are studying to get their teaching credential.
AACTE Responds to COVID-19
A series of unprecedented events are forcing states across the country to close schools and universities. As school leaders scramble to identify pathways and strategies to protect the health of students and staff, many of them must also attend to the unique challenges of their teaching students who are in limbo because of the coronavirus crisis.
Many states have not yet provided guidance to schools of education on how to lead and advise this special class of students. As a result, many teacher candidates are waiting to learn how, or even if, they will be able to fulfill the requirements of their programs and graduate. Given the unparalleled nature of events, it is understandable if some states are not fully prepared to address this specific concern, but there are a few notable exceptions. In the absence of legislative guidance, states like California, Kentucky, Iowa, and South Carolina have instructively addressed the most pressing concerns pertaining to teacher preparation in their states.
The California Commission on Teacher Credentialing maintains and up-to-date webpage where they attempt to answer the most common questions from educators and employing agencies regarding credentialing requirements, policies, and application procedures. The Commission is particularly concerned about candidates’ ability to complete clinical practice and performance assessment requirements during this academic year, and is looking for ways to mitigate this situation. It has prepared a memo to help guide the decision-making by deans and directors of education on the subject.
Registration is now open for AACTE’s 2020 Washington Week. This annual event, with participation from AACTE and the Association of Teacher Educators (ATE) state chapter leaders, Holmes Scholars, and AACTE members and non-members alike interested in advocating for the profession, will take place in the nation’s capital. This year’s Washington Week will be held May 31 – June 3 at the Renaissance Arlington Capital View Hotel in Arlington, VA, and on Capitol Hill.
While many people are focused on the fact that 2020 is a presidential election year, it is important to note that much is happening at the state level. There are 11 gubernatorial races, all but 6 states have legislative elections, and there are many other measures that might require your vote. Where do you gather objective, non-partisan information about what will be on your ballot? Consider Ballotpedia, a digital encyclopedia of American politics. It is run by a nonprofit that is dedicated to compiling thorough, non-partisan information regarding state by state election/ballot activity in the United States.
Ballotpedia gathers information to support you in engaging in your democracy including:
- Databases of all upcoming elections, searchable by street address
- Dates for all elections and candidates, including off-year and special elections
- Times for Poll Openings and Closings organized by state
- Bios and contact information for all elected officials by district, down to the judicial and school board level, searchable by zip-code
- Databases of all upcoming state ballot measures, searchable by zip-code
- Fact-Checking of political reporting regarding issues under deep debate in your state
The subject of this month’s State of the States webinar is Girls and STEM. In 2009, four university researchers explored their suspicion that girls’ lagging behind boys in math achievement was substantially influenced by the math anxieties of their female elementary school teachers. The result of their research showed their suspicions to be correct and that some of the achievement gap was indeed a result of female teachers’ own apprehensions about math and their personal biases about the abilities of female students. The researchers found that female students can pick up on and even absorb negative thoughts from their teachers as early as kindergarten. Learn more.
Since that study was conducted, the achievement gap in math between boys and girls has narrowed, but still persists. The webinar will focus on what states are doing legislatively, with programs and with policy to eradicate the STEM achievement gap.
Register now for this members-only webinar:
State of the States: Girls and Stem
Wednesday, January 22
10:00 a.m. ET
Since 2013, over 130 new student privacy laws have passed in 41 states, with more bills and regulations being rolled out each year that include many new requirements for educators and administrators to implement. Some state laws include the threat of jail or large fines when school staff even unintentionally violate student privacy. Unfortunately, few states have received funding or support in implementing these new laws.
This massive shift in the legal landscape makes it hard for schools and districts to keep up. This isn’t only a legal problem. As technology changes and the amount of information schools collect and maintain increases, ensuring that new educators and administrators come into their schools with the skills needed to adequately protect student privacy in their day-to-day work is extremely challenging.