AACTE congratulates 2021 National Teacher of the Year Juliana Urtubey and AACTE member Institution The University of Arizona (UArizona) for preparing her for a distinguished teaching career. Urtubey holds a bachelor of arts in bilingual elementary education and a master’s degree in special bilingual education from UArizona.
The Council of Chief State School Officers (CCSSO) today announced that Juliana Urtubey, an elementary school special education teacher, is the 2021 National Teacher of the Year.
Urtubey, an educator for 11 years, teaches at Kermit R. Booker, Sr. Innovative Elementary School in Las Vegas, where she serves as a co-teacher in pre-kindergarten through fifth-grade special education settings and as an instructional strategist developing supports to meet students’ differing academic, social-emotional, and behavioral needs.
Known as “Ms. Earth” for her efforts to beautify schools and unify the community through murals and gardens, Urtubey has helped raise funds for garden programs at two Las Vegas schools. In one program, the garden was tended to by the student “Garden Gnomies” club and offered opportunities for innovative student learning and intergenerational learning and connections to the wider community.
Over the past year, educators across America put everything they have into keeping students educated and engaged. Now, as we look to the future—and begin our return to the classroom—where can we find the support and inspiration needed to tackle the road ahead?
Through the Teachers Community Hub, a new resource from education nonprofit Roadtrip Nation, educators and aspiring educators everywhere can find that support—and reconnect to their power and purpose as teachers. The Teachers Community Hub brings together video interviews between educators around the campaign “Why We Teach,” as well as support for navigating obstacles inside and outside of the classroom.
AACTE is the leading voice on educator preparation and is dedicated to providing member resources to support the profession. As such, AACTE has developed materials to help members respond to the reports produced by the National Council on Teacher Quality (NCTQ). The NCTQ reports reflect flawed methodologies and practices to rate educator preparation programs, and AACTE members should make their voices heard to address the misrepresentation of their programs.
Members of the AACTE Government Relations Committee and Advisory Council of State Representatives collaborated to produce recommendations to assist members’ efforts in taking control of the narrative about their educator preparation programs. The NCTQ Checklist is designed to help AACTE members develop strategic and tactical solutions to reframe the misinformation that NCTQ has published.
The professional journal for teacher education, Phi Delta Kappan recently published an article about the effects of COVID-19 on teacher education programs, delving deeper into the under reporting of these programs’ struggles caused by the pandemic. The article references AACTE’s two-part member survey that chief representatives of its member institutions responded to about how the twin crises of COVID-19 and racial injustice had affected their educator preparation programs and how they have responded to these crises. The results were included in a report by Jacqueline King released in February.
Authors Kathryn Choate, Dan Goldhaber, and Roddy Theobald underscore that one of the most relevant issues facing educator preparation programs is the cut in clinical practice available to teacher candidates. To help move these students journeys forward, several states have passed emergency legislation relaxing teacher certificate requirements. The article cites AACTE’s Member Survey to re-enforce the changes happening within these programs—namely the 188 educator preparation programs (across 47 states) that have transitioned, at least partly, to a remote learning environment in Spring 2020.
This post was originally published on April 5, 2021 by Forbes, and is part of LPI’s Learning in the Time of COVID-19 blog series, which explores strategies and investments to address the current crisis and build long-term systems capacity.
After a year of struggling with distance learning and hybrid models, parents, teachers, and policymakers across the country are concerned about “learning loss” and how to recover from the educational effects of the pandemic. While many of us resist the deficit orientation of learning loss language, these concerns are certainly legitimate: As the crisis began, millions of children, particularly those in low-income communities, lacked access to the computers and connectivity that would make in-person remote learning possible, creating even greater equity gaps than those that already existed.
Furthermore, many low-income communities and communities of color have been especially hard hit by COVID-19, with higher rates of infection, hospitalization and death, as well as greater rates of unemployment and housing and food insecurity. These traumatic events, coupled with the ongoing instances of police shootings of unarmed civilians, have led to a growing and ever more visible divide between the haves and the have-nots, with many students encountering barriers to keeping up in school and others disengaging from school altogether.
In October 2019, Frostburg State University (FSU) was awarded a five-year, $4.1 million grant from the U.S. Department of Education for the Maryland Accelerates: Teacher-Leader Residency for Inclusive Excellence program. This new program addresses Absolute Priority and Competitive Preference Priority I under the Department’s Teacher Quality Partnership (TQP) Program. By leveraging partnerships in high-need and rural schools, this innovative teacher-leader residency program will help realize State priorities in preparing and retaining highly effective teachers in the critical shortage areas of science, mathematics, computer science, English, and elementary education.
Modeled after the recommendations of the Commission on Innovation and Excellence in Education (also known colloquially as the Kirwan Commission), the program includes a full-year practicum, mentorship, extensive classroom observation, and research opportunities with an emphasis on culturally-responsive pedagogy, mathematical problem-solving, and computational thinking followed by an extended induction program. Graduates of the program receive a Master of Arts in Teaching degree and are mentored and supported through their early years of teaching to develop competency-based practices to move them towards achieving National Board Certification.
I spent most of my career as a teacher educator and nothing has been more disheartening than the precipitous decline in the number of people across the country wanting to enter the teaching profession. In California, where I worked for the California State University (CSU), applications for credential programs dropped by 50% over a recent five-year period beginning about 2008. While application numbers are beginning to increase, we have a long way to go as the dwindling supply of new teachers has been a key contributor to severe teacher shortages adversely affecting students in most states.
What does this say about a democratic nation that cannot ensure that every student has access to a well-prepared teacher?
A big part of the problem, of course, is the pernicious narrative about the profession itself that causes many excellent would-be candidates to choose other career paths. In 2016, I helped found EduCorps, a systemwide teacher recruitment initiative designed to tell a more accurate and compelling story about the teaching profession. Since its inception, credential program staff at many of CSU’s 23 campuses have asked university and community college professors to nominate students they consider promising candidates for the teaching profession. These nominees have shown up in great numbers at celebration of teaching events where they hear about the rewards and the challenges of teaching from former credential students working in local schools.
This article originally appeared in the University of Hawai’i News and is reprinted with permission.
A University of Hawaiʻi at Mānoa College of Education professor is the recipient of the 2021 Southwest Conference on Language Teaching (SWCOLT) Excellence in Teaching Post-Secondary Award.
With more than 30 years of experience teaching Hawaiian language and developing programs in public and charter schools throughout the state of Hawaiʻi, Alohilani Okamura said she developed a deep respect for learning the language as a graduate student at UH Mānoa.
SWCOLT is a regional world language teachers’ organization in partnership with state teacher associations from Hawaiʻi, Arizona, California, Colorado, Nevada, New Mexico, Oklahoma, Texas and Utah. Okamura, who is in the Institute for Teacher Education (ITE) Secondary World Languages, was selected for her exceptional commitment to language education.
Howard University is pleased to announce its recent endorsement by the College Board to host an Advanced Placement Summer Institute in 2021. The Howard University School of Education is committed to increasing the diversity of AP educators and high school students enrolled in these courses. APSI@Howard will offer 2 cohorts for new and experienced AP teachers during the weeks of July 19-23, 2021 and July 26-30, 2021.
Our virtual AP Summer Institute will bring part of the Howard experience to AP teachers worldwide. Throughout the institute, educators will receive intensive training on the curriculum and teaching methods of AP courses while also being exposed to modules around implicit bias and anti-racist teaching and pedagogical approaches. Each workshop will include an experiential learning opportunity related to the field with the intent of modeling instruction. The workshops will allow teachers the opportunity to interact with colleagues and discuss concerns surrounding the AP courses they will teach. Please feel free to pass this information along to school and district leaders as well as high school teachers.
APSI @ Howard University is now accepting registrations.
July 19-23, 2021 Week 1 registration
July 26-30, 2021 Week 2 registration
Dawn Williams is the Dean of the Howard University School of Education.
The Longview Foundation is seeking candidates for the GTE Fellows Program. The program is a year-long mentored virtual fellowship that focuses on integrating global learning outcomes into coursework for preservice educators.
Under the mentorship of experts in the field of global learning, each of the selected fellows will revise an undergraduate or graduate course that they teach in an initial teacher preparation program. The revised course will include global learning outcomes that will be enacted through engaging activities, resources and assessments aimed at promoting global learning. Fellows will then pilot and assess the revised course with a class of their own teacher candidates during the academic year. Applications are due April 7, 2021.
The widespread prevalence of trauma and subsequent impacts on student learning and behavior is well known and documented. PK-12 schools across the nation are integrating trauma-informed practices (TIP) to better respond to the needs of children who have experienced trauma. Furthermore, there are an increasing number of educator preparation programs that offer trauma training to their teacher candidates. This blog outlines one educator preparation program’s efforts to prepare its students in TIP.
The Metropolitan State University of Denver School of Education (SOE) in partnership with local non-profit Resilient Futures is integrating TIP into its entire curriculum. TIP is merged seamlessly with existing course learning objectives, ensuring that all students graduate competent to recognize and address the needs of children who have experienced trauma in their future classrooms and school settings. It is important for novice educators to have TIP integrated into their overall teacher preparation rather than required as an additional class or training to their already-crowded programs of study. With TIP integrated into course learning objectives, students understand how TIP is fundamental to all aspects of teaching and classes and not supplemental or add-on.
Listen to the recent JTE Insider podcast by the Journal of Teacher Education (JTE) editorial team. This blog is available to the public, and AACTE members have free access to the articles in the JTE online archives—just log in with your AACTE profile.
This podcast interview features insights from the article “What Do Surveys of Program Completers Tell Us About Teacher Preparation Quality?,” by Kevin Bastion, Min Sun, and Heather Flynn. The article was published in the January/February issue of the Journal of Teacher Education.
AACTE is pleased to announce that Teresa Foulger, Kevin Graziano, Denise Schmidt-Crawford and David Slykhuis are the recipients of the 2021 AACTE Edward C. Pomeroy Award for Outstanding Contributions to Teacher Education. The foursome are being recognized for the development of the Teacher Educator Technology Competencies (TETCs) and for their efforts to broadly disseminate the TETCs to teacher educators. The recipients are being presented with the award at today’s virtual AACTE 73rd Annual Meeting Awards Forum.
The Journal for Success in High-Need Schools, is seeking articles and columns for its Volume 16, Number 2, Issue theme – “Education in a Pandemic Age: Evolution or Transformation?”
The COVID-19 pandemic is the latest and by far the most severe of several pandemics (e.g., HIV, SARS, MERS, Ebola) global society has experienced in recent decades. COVID-19 has dramatically affected all sectors of education and society, including teaching and learning; how schools are structured; student, teacher, and parent/family relationships; and has thrust eLearning front and center in all aspects of education. In shuttering virtually all schools and colleges and with nearly all students “sheltering in place,” COVID-19 transformed, at least in the short term, the trajectory of the decades-long evolution of online and distance learning. As teachers scramble to develop their classes online and schools struggle to make technology more widely available, families must adjust to new realities with children at home. Already there are wider impacts on work, leisure, and family life, not to mention jobs, careers, social organization, governance, international relations, and the global economy. The timing and magnitude of these changes are open to speculation, but it appears that at some level they will be long lasting, even as the duration of COVID-19 and the likelihood of future pandemics on our complex, highly interactive Earth society are unclear.
Educator preparation providers (EPPs) at six minority serving institutions (MSIs) across the United States selected to participate in Branch Alliance for Educator Diversity’s (BranchED) National Teacher Preparation Transformation Center will undergo an immersion process aimed at producing highly effective and diverse teachers.
Institutions comprising BranchED’s National Teacher Preparation Transformation Center’s Cohort 2 include Alabama A&M University in Huntsville, AL, Mount Saint Mary’s University in Los Angeles, CA, Texas A&M International University in Laredo, Texas, University of La Verne in La Verne, CA., Virginia State University in Petersburg, VA, and West Texas A&M University in Canyon, Texas. The pre-kindergarten through 12th-grade (PK-12) school district partners for these respective institutions also participate in the Transformation Center.