AACTE and CEEDAR (Collaboration for Effective Educator Development, Accountability, and Reform) Center are partnering together to present a webinar centered on a special issue brief, Leading and Engaging Faculty in Teacher Preparation Reform: The Role of Deans. The issue brief summarizes the experiences in leadership of six current and former deans who have been identified as engaging in successful collaborative reform efforts within their colleges.
During the one-hour event, Mary Brownwell will talk with Marquita Grenot-Scheyer and Kandi Hill-Clarke about the issue brief and their experiences of cultivating collaboration and supporting innovation among general and special education faculty who share responsibility to support students in diverse and inclusive classrooms. Since few resources exist to support deans in their efforts to work with faculty to engage in this work, AACTE and CEEDAR believe the experiences of these leaders will be useful to other deans as they work toward similar outcomes.
Register for the webinar, which will take place December 16 from 12:00 – 1:00 p.m. (ET). Learn more about the panelists:
AACTE is joining its partner Learning First Alliance in celebrating Public Schools Week, February 22-26, 2021, to bring attention to the great accomplishments and great needs of public education. While schools are a place for nurture and learning, the global pandemic has created massive challenges for public schools. Still, public schools across the country have kept 50.7 million schoolchildren, 3.2 million teachers, and many other school staff and parents safe.
According to Learning First Alliance, public schools are emphasizing new goals this year:
- Keep children healthy by creating new educational practices, including cleaning, maintaining social distance, and screening those who need to be treated;
- Feed millions of students outside of school;
- Expand internet connectivity of students;
- Teach more effectively online by adapting existing curriculums; and,
- Increase awareness of racial justice and mental health and seek ways to connect to students who are grieving or traumatized.
AACTE is proud to partner with the CEEDAR (Collaboration for Effective Educator Development, Accountability, and Reform) Center to bring you a webinar focused on a special issue brief, Leading and Engaging Faculty in Teacher Preparation Reform: The Role of Deans, on December 16, 12:00 – 1:00 p.m. ET.
The issue brief summarizes the experiences in leadership of six current and former deans who have been identified as engaging in successful collaborative reform efforts within their colleges. AACTE and CEEDAR look to their experiences to support leaders, like you, in understanding the actions they took and the strategies they employed that may be useful to other leaders of educator preparation programs (EPPs) who are committed to restructuring curricula and programs in their own settings.
“In early March of 2020, the COVID-19 pandemic began to wreak havoc on every aspect of life as we all knew it. Events were cancelled, businesses began to close, and classrooms became virtual spaces. The world looked and felt very different from anything we had ever known,” wrote Carolyn Gassman, Butler University graduate student.
The Experiential Program for Preparing School Principals (EPPSP), an educational leadership graduate program at Butler University in Indianapolis, Indiana, canceled their summer 2020 research and study abroad learning experience to Italy due to Covid-19. EPPSP Students, practicing school teachers and educators, understood the complexity of returning to a physical building in the fall 2020 and wanted to support school leaders as they transitioned back to school.
EPPSP’s 40-year history includes experiential and relevant learning opportunities along with proficiencies that allow students to engage in real-life school leadership practices. Nationally, school leaders began developing re-entry plans and Indiana leaders were conducting plans of their own.
Higher education and PK-12 school systems around the country continue to persevere through the pandemic while the policies that structure the new school year continue to change day-to-day. Since the onset of COVID-19, our partners have observed how the pandemic has affected teacher and leadership preparation programs and are excited to share lessons learned. This August, join us for a “Back to School” webinar series with three of our strategic partners: EdPrepLab an initiative of the Learning Policy Institute (LPI) and Bank Street Graduate School of Education, International Society for Technology in Education (ISTE), and the National Board for Professional Teaching Standards, Accomplished Teaching, Learning and Schools (ATLAS) group. In each, we will discuss how to apply what was learned this past spring to the upcoming academic year within higher educator preparation programs.
Parents and teachers have had to deal with unprecedented challenges during the COVID-19 pandemic, but their demand for data is as strong as ever. The Data Quality Campaign’s (DQC) fifth parent poll and third teacher poll—conducted by The Harris Poll—makes clear that, especially during these uncertain times, parents and teachers value data. DQC’s national polls found that parents overwhelmingly want more information to support student success and teachers want more data on how the COVID-19 crisis has affected student learning—but teachers also want training and resources to use that data effectively. As state leaders pursue efforts to restart school in the fall, state policymakers and school leaders must take action to give parents and teachers the information and resources they need to ensure their students succeed.
“While the pandemic causes uncertainty in and out of schools, we know that parents and teachers want data and need more support to use it to help their students succeed,” said Data Quality Campaign President and CEO Jennifer Bell-Ellwanger. “As state and district leaders prepare for instruction to resume—whether it’s in person, virtual, or a hybrid—they must prioritize getting parents the information they need and ensuring that teachers have both the data they need and the tools to use it. Taking steps toward both of these goals will ensure that those closest to students have the data they need to make decisions that best serve students.”
Parents see the value of data. They want more data to understand the effects of school closures on student learning in their communities and to inform recovery efforts to best meet students’ and families’ evolving needs.
I am currently seeking contributing authors for a book with IGI Global, for release in 2021, titled Empowering Formal and Informal Leadership While Maintaining Teacher Identity. This publication will add to the body of scholarship on teacher leadership and further help to define the opportunities and challenges for school districts to consider to promote teacher leadership in their settings. The edited book will provide a wide and broad perspective of the topic which can be used in university settings and practitioner settings related to teacher education and teacher development.
Education researchers and practitioners are invited to submit a 1,000 to 2,000 word chapter proposal by July 9, 2020.
AACTE joins the National Education Association (NEA) and the National Parent Teacher Association (PTA) in celebrating excellent teachers during National Teacher Appreciation Week, May 4-8, and National Teacher Day, May 5.
The NEA and National PTA invite you to get involved by thanking a teacher in the following ways:
Thank A Teacher on Social Media
- Simply make a video or take a photo of yourself thanking a teacher who has made a difference in you or your child’s life, or just thank all teachers or supporting our nation’s students each and every day. (You can download this ThankATeacher template to use in your photo.)
- Share your message of appreciation on your favorite social media platform using the hashtag #ThankATeacher
Wear #REDforED on Wednesday, May 6
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.
This article originally appeared in the Language Educator and is reprinted with permission from the American Council on the Teaching of Foreign Languages.
The ability to collaborate and advocate beyond the classroom and across stakeholders, from department chairs to administrators to parents, is a crucial teacher leadership skill. Moreover, the critical shortage of world language teachers, combined with the diminishing number of U.S. students taking world language courses, means that teacher candidates in this content area must be strong advocates for their own profession from the moment they step into the classroom.
During my time as the world language advisor and methods instructor at the University of Connecticut’s Neag School of Education, I have become increasingly preoccupied with the scarcity of world language teacher candidates, especially as compared to other content areas. I have wondered how our current candidates could apply their emerging leadership roles in ways that would encourage K–12 students to both continue learning languages and to also consider careers in world language education.
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.
The University of Northern Colorado (UNC) holds a long-standing tradition of developing its future teachers as leaders in the community. Since 1889, the school has taken pride in its commitment to teacher excellence. However, never content to settle, the faculty and staff that constitute UNC’s School of Teacher Education (STE) continue to encourage the next generation of teachers to blaze their own trails and inspire change in their communities.
In addition to delivering the widest array of licensure programs in Colorado to meet the state and national needs, STE at UNC offers specialized licensure and endorsement opportunities within its diversity framework. Programs such as the Cumbres Teacher Preparation Program—an inclusive learning community that has served students at UNC since 1997—and Culturally and Linguistically Diverse (CLD) and Teaching English to Speakers of Other Languages (TESOL) endorsements urge teachers to utilize culturally responsive curriculum in the classroom.
Aldo Romero, the director of Cumbres, says the Cumbres program “is a co-curricular, student support services and scholarship program. Over the last two decades, Cumbres has evolved to become a comprehensive program designed to support education majors who want to be English as a Second Language teachers (ESL). The program is grounded in four high impact educational practices: living community, learning community, mentorship, and leadership development.” He also says that Cumbres educators are constantly “acquiring new knowledge and skills to support their development to become not only excellent teachers but also exceptional leaders in K-12 settings.”
This article originally appeared on the University Of Arkansas website and is reprinted with permission.
Across the country, there’s a critical need for teachers who know how to use evidence-based practices to improve the adult outcomes of students with disabilities.
The University of Arkansas and University of Oklahoma have partnered to help meet that need with a unique program called Razorback-Sooner Scholars: Leaders for Transition.
Leaders for Transition will provide a unique, funded doctoral experience for 10 students at the two universities who want to be special education assistant professors interested in transition services for youth with disabilities and their families.
Recently, the universities were awarded a $2.4 million grant from the U.S. Department of Education, Office of Special Education Programs to fund the program.
Earlier this week, I published an article about the recent PDK Poll results, which depict teachers’ opinions and the realities of what is happening in our public schools. In the face of challenging times, AACTE members remain committed to educating students to become teachers, as well as change agents, wherever they serve. Our work includes developing teacher leaders to be role models and mentors so they can affect the change we need in our schools and communities.
Please take a few minutes to watch the video below (or read the transcript) and discover more about AACTE’s work to promote teacher leaders. We would like to hear from you! I invite you to share how your educator preparation program is working to produce teacher leaders. Email us at email@example.com.
This article and photo originally appeared on the University of La Verne website and are reprinted with permission.
The University of La Verne’s LaFetra College of Education welcomes the new Center for Teacher Leadership & Learning Innovation, a first-of-its-kind lab, designed to support and train educators from across Los Angeles County and the Inland Empire in 21st-century learning competencies.
“As a College of Education, which prepares community and school leaders, support providers and teachers, it is imperative that our faculty be