This article first appears on the Western Michigan University website and is reprinted with permission.
Despite a national trend toward declining enrollment in teacher preparation programs, Western Michigan University’s enrollment is up this year by about 9% in these majors, or 70 more future teachers who have chosen WMU to prepare them to enter the workforce over the last year. The largest increases are seen in early childhood education, special education, and physical and health education teacher preparation majors.
So why are students choosing WMU?
Teacher academy partnerships and credit opportunities. WMU has partnered with districts in Kalamazoo, Van Buren, Calhoun, and Allegan Counties to help high school students explore the teaching profession. Students attend a one-day teacher academy conference at WMU where they receive professional development and engage with WMU faculty and students. Students are invited back to campus for tours and student panels. Through this partnership, WMU may grant college credit for state-approved teacher preparation courses taken at the high school level. Having a connection to the College of Education and Human Development increases the likelihood a student will decide to attend WMU.
This article originally appeared on the Ohio University Ohio News website and is reprinted with permission.
Ohio University received the Teacher Quality Partnership (TQP) grant that will allow OHIO to partner with the Educational Service Center of Central Ohio (ESCCO) to improve the quality of OHIO’s special education teacher preparation program, which will improve the academic achievement of K-12 students.
The grant will span over five years, totaling more than $4.1 million to help accomplish this goal. It also provides opportunities for adult learners, supporting OHIO’s Strategic Framework and the initiative to catalyze strategic enrollment for lifelong learning.
“This partnership with ESCCO allows Ohio University to serve Ohio in preparing the next generation of teachers to work with all learners,” said Renée A. Middleton, dean of the Patton College of Education. “Our vision statement is ‘The Patton College—Where Learning Has No Limits!’ This partnership for teacher quality will allow us to fulfill that vision and commitment.”
Augusta University on a Mission to Recruit More African American Male Teachers
Ed Prep Matters features the “Revolutionizing Education” column to spotlight the many ways AACTE, member institutions, and partners are pioneering leading-edge research, models, strategies and programs that focus on the three core values outlined in the current AACTE strategic plan: Diversity, Equity, and Inclusion; Quality and Impact; and Inquiry and Innovation.
This article originally appeared in JagWire and is reprinted with permission.
Growing up in Elberton, Georgia, Marcus Allen had a lot of incredible teachers who inspired him to be the man he is today.
They were thoughtful, patient and caring, but Allen, who is now the principal of Grovetown Middle School in Columbia County, admits there was one major component missing throughout his childhood education.
“Back then, I didn’t see people who looked like me teaching,” Allen said. “I didn’t have any African American male teachers at my school. And I think it’s important for students to be able to see someone who they can relate to in the classroom. Somebody who they can say, ‘He really might be able to advocate for me.’”
This article originally appeared in the Bottom Line and is reprinted with permission.
Frostburg State University was recently awarded a $4 million grant through the Maryland Accelerates Teacher Education Program. The grant, which is in partnership with Garrett County and Frederick County public schools as well as FSU’s Master of Arts in Teaching, will serve to raise the number of certified teachers in Maryland schools. It will also provide a professional development path in which teachers will have the ability to mentor new education professionals.
The program is estimated to make a substantial impact on the community, with 40 new teachers joining the program and over 130 established educators becoming mentors. The grant will also aid approximately 4,500 students in rural communities. The program is aimed at subjects where there is a critical need for teachers.
Now in its third year, the University of Central Florida (UCF) Consortium for Future Educators is growing by leaps and bounds! On November 1, 2019, UCF hosted the third convening of the Consortium for Future Educators, including 16 Districts of Education in Florida, and over 80 participants. District leaders, lead teachers, high school students, and university faculty who partner with them came together to share knowledge and best practices as it relates to the creation, growth, and results of High School Teaching Academies and “grow-your-own” pathways.
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.
This article originally appeared in The Carolinian and is reprinted with permission.
With a new multi-million-dollar grant, UNC-Greensboro’s (UNCG) School of Education will create a new teaching program focused on bringing high-tech thinking to two rural North Carolina counties.
The 5-year, $6.1 million grant comes from the Teacher Quality Partnership grant program under the United States Department of Education.
UNCG School of Education will use the grant money to establish the Piedmont Teacher Residency Partnership. The Partnership will train new teachers in new technology and problem solving, and the teachers will be placed in some public schools in Rockingham and Surry counties.
This article and photo originally appeared in EdSource and are reprinted with permission.
Jennifer Garza, a 7th grade English teacher at Green Acres Middle School in Visalia, was teaching on an intern credential in 2015.
Two federal grants totaling over $9.4 million will help California recruit teachers and mental health professionals to rural schools.
The U.S. Department of Education awarded the five-year grants to the California Center on Teaching Careers, an organization started in 2016 to help solve the persistent teacher shortage. The center is run by the Tulare County Office of Education, in partnership with California State University Bakersfield.
This op-ed article originally appeared in The State and is reprinted with permission.
I was wasting time on Twitter when I came across a post that stopped me mid-scroll. The original post posed a question: How many black male educators did you have in kindergarten through 12th grade.
One of my former students chimed in with a shocking number: 1…Coach Thorne.
That’s me; that’s who I was. I taught social studies at Blythewood High School for 11 years and was an assistant football coach.
At first glance, the number 1 seems to be an indictment and a referendum on what we in education circles have known forever—we need more black men in the classroom. But upon further inspection, with a little critical analysis, I believe there is power in one.
Statistics tell us that having just one African American teacher in elementary school reduces drop-out rates among black boys by nearly 40% and increases their recognition as gifted students.
But stats don’t tell the story.
The need to diversify the teaching workforce is well documented (Darling-Hammond, 2010). Student demographics across the United States have significantly changed in the last 20 years, with particular increases in bilingual and Hispanic student populations (Aud, Hussar, Kena, Bianco, Frohlich, Kemp, &Tahan, 2011). However, the teaching workforce has not reflected the shift in student demographics, and a growing gap has emerged between the racial and ethnic backgrounds of students and teachers. Because community colleges serve a high percentage of diverse students, a community college pathway into teaching represents a promising approach for increasing the diversity of the teaching workforce.