AACTE is excited to announce the release of its new video series on Diversity, Equity and Inclusion in educator preparation. The videos address a wide variety of topics ranging from promising practices for recruiting and retaining teachers of color, to the importance of culturally relevant teaching for growing the special education teacher pipeline, and also promoting equal access to quality teachers, just to name a few.
The video series exemplifies the Association’s new strategic priority to promote diversity, equity and inclusion. AACTE and its members value the diversity of students, their families, and educators; equity in access to high quality instructional environments; and the inclusion of all students, defined as access and opportunity in PK-20 classrooms.
Our nation and the entire world are changing rapidly. With the rise of threats to our children’s safety like depression, lack of mental health resources, familial disruptions, and school violence and shootings, it is imperative that we equip teachers and school personnel with the tools they need to recognize and respond to all students, in all classrooms.
In today’s schools, students are suffering from a variety of issues; one that arises too often is mental health. Unfortunately, it is not always apparent what these students are experiencing. Depression is rampant. Emotional stress stems from a variety of external factors including depression, divorce, social media anxiety, lost friendships, bullying or simply feeling out of touch with others. It is imperative, now more than ever, that our teachers are prepared to notice when students are experiencing these types of trauma. Trauma informed practices allow teachers to be trained well beyond the obvious clues and prepares them to be aware of early, less apparent warning signs, so they can successfully and swiftly intervene to help a student in need.
During the month of October, AACTE has addressed the importance of school safety in its recent Thought Leadership series. AACTE Dean in Residence Leslie T. Fenwick took time to share in this video how she led a new approach at Howard University to prepare teacher candidates for ensuring safe learning environments in classrooms. In 2010, Howard’s College of Education innovated its undergraduate elementary education program by focusing on ways to better meet the safety needs of local students in its Washington D.C. community.
To evaluate the impact of the new program, “Teacher Talks” were convened with faculty members and novice teachers who were recent graduates of Howard’s College of Education. The graduates shared case studies about their students during the meetings and stories about how many of their children were exposed to violence either in their home or community, oftentimes with a relative being shot. The graduates also reported that their training in human development, with an asset lens, and the knowledge base they received from courses outside of the college of education helped them to reach their students individually as a teacher or connect them to resources in their community.