The Co-Teaching in Clinical Practice Topical Action Group (TAG) is hosting their end of year virtual chat for all AACTE members and you are invited to join.
What: Co-Teaching in Clinical Practice Topical Action Group
When: Wednesday, May 18
Time: 8:00 p.m. EST / 5:00 p.m. PST
- Meeting ID: 834 1795 8707
- Password: COTEACH
AACTE’s TAGs are action-oriented working groups that focus on areas such as accreditation, historically Black colleges and universities (HBCUs), elementary education, research in teacher preparation, international education, and women in leadership, just to name a few.
To view the full the list of the 20 TAGs visit: aacte.org and join the TAG community on aacteconnect360.org.
If you have any questions please reach out to me at firstname.lastname@example.org.
The 100Kin10 Project Team is seeking applicants to serve as faculty interested in implementing a re-imagined Intro to Education Course through a racial equity and social justice lens.
The Project Team is interested in exploring how the course can be used as a recruitment tool to diversify the teacher workforce by centering racial equity and social justice in the course content. With support through 100Kin10, the Redesigning Introduction to Education Project Team is looking to work with five faculty who can teach this course during the Fall 2022 semester and participate in a community of practice to inform the work and foster discourse around its impact on students. Faculty participants will receive $5,000 as compensation for their efforts.
For more information, visit RedesigningIntrotoEd. The application deadline is June 1, 2022.
The AACTE Co-Teaching in Clinical Practice Topical Action Group (TAG) held our annual business meeting during the AACTE 74th Annual Meeting in New Orleans in March. Among food and new friends, we elected new officers, reviewed the past year of work, and shared current themes in co-teaching. Amber Bechard, University of La Verne, is continuing as co-chair and I will continue as secretary (Kelly Meyer of University of Minnesota-Twin Cities). Newly elected as co-chair is Wendy Murawski, California State University-Northridge. We are still seeking a treasurer for this TAG.
AACTE congratulates Kurt Russell, an alumnus of AACTE member institution the College of Wooster.
The Council of Chief State School Officers (CCSSO) today announced that Kurt Russell, a veteran high school history teacher, is the 2022 National Teacher of the Year.
Russell, currently in his 25th year in the classroom, teaches at Oberlin High School in Oberlin, Ohio, where he was born and raised. Inspired to become an educator by his first Black male teacher, Russell works to emphasize cultural relevance and diverse representation in the curriculum of classes he teaches, including African American history; U.S. history; International Baccalaureate History of the Americas; and Race, Gender and Oppression.
Russell is also the school’s head varsity basketball coach. He sees basketball as an extension of the classroom and a place to teach life lessons on adversity and success. Additionally, Russell is the faculty advisor to a student-led Black Student Union, whose work has led to positive impacts for students across racial groups.
Prior to the COVID-19 pandemic, teacher preparation programs, as well as key stakeholders such as states, accreditation bodies, and teacher unions and organizations, were grappling with shifting demands on teachers and consequently on teacher education. The pandemic has led to deepening staffing shortages exacerbating the needs of PK-12 schools and thus placing increased pressures on teacher preparation programs (TPPs) to creatively address the needs. As TPPs and stakeholders seek to address quality teacher preparation in these changing times, it is critical to understand the landscape of TPPs, teacher candidates, and TPP evaluation systems. The National Academy of Education (NAEd) just released two commissioned papers that specifically target these questions.
In Landscape of Teacher Preparation Program and Teacher Candidates, the authors Suzanne Wilson and Shannon Kelley discuss the contemporary teacher preparation landscape and the teacher candidates attending those programs. After providing an overview of the changing landscape of TPPs in the past three decades, the authors describe what is known about the teacher candidates who attend TPPs, including their demographics, academic ability, and motivations to teach. Given the need to attract new teachers, the authors offer a comprehensive synthesis of programmatic and policy approaches to recruiting and retaining new teacher candidates. The paper concludes with implications for policymakers, educators, teacher educators, and researchers as we face potential teacher shortages in the coming years.
AACTE in partnership with the University of Florida Literacy Institute (UFLI) invites faculty and in-service teachers to share their experiences relating to literacy development and effective reading instruction. In 2019, 35% of grade 4 and 34% of grade 8 students scored at or above proficient on the National Assessment of Educational Progress (NAEP), a decline since 2017. The longstanding reading achievement gap has been further exacerbated by the COVID-19 pandemic, leading to a growing number of states sounding the alarm on solutions to increase literacy development and reading proficiency in students.
“Educators are actually our nation’s first responders for democracy,” said Jacqueline Rodriguez, AACTE vice president, policy, advocacy, and research, at the Educating for American Democracy and ETS Symposium.
Our democracy is facing deep challenges that demand an educational response. The Educating for American Democracy (EAD) Roadmap responds to this challenge, not through answers, but rich questions that animate the underlying themes and tensions of our democracy, ensuring students develop key civic capacities while engaging in civil discourse and civic friendship. The EAD Roadmap was the product of collaboration among more than 300 academics, historians, political scientists, K–12 educators, district and state administrators, civics providers, students and others representing viewpoint, professional and demographic diversity. Now in its implementation phase, the EAD initiative represents a call to action for investments in strengthening history and civic learning, and to ensure that civic learning opportunities are delivered equitably throughout the country.
AACTE member alumnae working in the field, share tips on self-care for educators.
When it comes to self-care, we wonder if teachers and administrators even know what they need. Giving themselves permission to let go and be free to relax, enjoy the great outdoors, and literally do nothing is paramount. However, sometimes feelings of guilt override self-care, as educators think they “need” to get schoolwork done, grade papers, complete lesson plans, or prepare creative and engaging activities.
Diversifying the professoriate pipeline is fraught with both opportunities and challenges. On the one hand, while higher education continues to attract a diverse student body, fewer than 6% of professors teaching inside postsecondary institutions are minoritized. Nonetheless, organizations such as the American Association of Colleges for Teacher Education (AACTE) have made a nearly three-decade commitment to reversing the aforementioned through its programming work of mentoring doctoral students, in particular, and future educators of color in general, to take on instructional and research roles within the field and the academy. As early-career professors within college level education programs, we are both good examples of the strong influence mentorship have on diversifying the education pipeline. Furthermore, we believe that the Holmes Scholar program is a case study for investigating the potential of mentoring as a beautiful instrument for reimagining how minoritized scholars can advance in the academy. As a result, ground-breaking work was publicly disseminated to share how students transition into scholars, which was aided by both formal and informal mentorship initiatives.
In this blog post, members of the Educating for American Democracy (EAD) pilot program outline how EAD can best work with educator preparation programs to address threats to schools’ ability to prepare civically engaged students, the topic of discussion at their 2022 Annual Meeting Learning Lab session.
In 2021, AACTE released a report, Revolutionizing Education for All Learners, that detailed its strategic plan for following the COVID-19 pandemic with a revolution in education intended to address long-standing and newly discovered educational inequities (AACTE, 2021). Among its strategic planning outcomes was a dedication and commitment to have democratic principles guide the education revolution, stating “democratic principles must guide what we revolutionize toward” (p.8). Democratic principles, coupled with inclusive pedagogies, specifically inquiry, encompass great potential in addressing stagnant educational gaps. AACTE’s recommitment to democratize teacher education pedagogy and principles culminated in a Pilot program, Educating for American Democracy, in which both authors were participants. Struck by the possibilities of enhanced democratic principles guiding teacher preparation and teaching and learning in K-12 schools, the authors share about the pilot experience. The authors also offer their view on the shift’s constraints and possibilities to enhance educator preparation and ultimately to address longstanding questions about equity and school outcomes in American public schools (Fuentes, 2022).
This article originally appeared on ung.edu and is reprinted with permission.
The University of North Georgia’s (UNG) College of Education is launching its teacher candidate residency program in fall 2022, in partnership with the Gainesville City and Hall County school districts.
The program allows preservice teachers enrolled in a UNG teacher preparation program to be hired by school districts to be full-time teachers during their senior year.
The program is meant to replace traditional student teaching, and these students are paid half the standard teaching salary, which amounts to about $23,000 annually.
The Improving Practices in STEM Teacher Preparation (IPSTP) Topical Action Group (TAG) is hosting an Invited Speakers Event on Thursday, Mar 3, 2022, from 4:00 – 6:00 pm. The in-person meeting will take place at in the Lafayette room at New Orleans Marriott. A Zoom link will be shared via email to respondents. Please RSVP here.
Students in the Master of Arts with Elementary Teacher Certification program work with elementary school students at Ann Arbor Open School in July 2021. Image credit: Leisa Thompson
With a $14.7 million gift, University of Michigan alumna Eileen Lappin Weiser will establish a new center at the U-M School of Education to make learning accessible to all youth.
Her gift, representing the largest commitment in the School of Education’s 100-year history, will help reshape teaching and learning to meet the needs of all different kinds of learners and prepare them for the jobs of the future.
The Eileen Lappin Weiser Learning Sciences Center will strengthen the connections between research and practice by engaging numerous partners to study the many places and ways that learning happens. This will involve the design and testing of curricula for diverse learners, collaboration with teachers and administrators to promote evidence-based practices, and efforts to scale successful education solutions to be available to all learners.
AACTE joined the Educating All Learners Alliance (EALA) in 2020 as the pandemic gave rise to the growing challenges to teaching students with learning differences online. The Alliance steadfastly supports PK-20 students through resource development, including the newest resource: A Framework for Change: Investing ESSER Funds to Prepare and Support Teachers of Students With Disabilities.
This resource was developed by EALA partners to give an overview of strategies for preparing and developing highly qualified general and special education teachers. It will show how states and districts can invest Elementary and Secondary School Emergency Relief (ESSER) funds to address the current and growing need for educators to support students with disabilities and their peers. It shares data and research on both current challenges and recommended strategies and outlines recommended actions for states, districts, and educator preparation programs.
The current demographics in the United States public school workforce are not representative of all students in American classroom settings. Though American classroom settings continue to grow in diversity, the teaching workforce remains predominantly white, middle class, and female. These racial inequalities in classroom settings may lead to biases, stereotype threats, and a need for more inclusive environments, thereby impacting student experiences in school settings in areas such as grades, disciplinary referrals, and teacher expectations of students. Across the field of education, stakeholders, including AACTE, are attempting to diversify the field in an attempt to improve the ability of our current teaching workforce to support their students who have different experiences from their own. In an era where, in the United States, our classrooms have never been more diverse with students from multiple cultures, socio-economic levels, and students with disabilities, how can we best prepare teachers to support all students in classroom settings?