10 Nov2015
By Jerrica Thurman
Ed Prep Matters is featuring “Stories of Impact” to showcase AACTE member institutions with educator preparation programs that are making a positive impact in their communities and beyond through innovative practices. We are committed to sharing members’ success stories and encourage you to do the same.
The Sherman STEM Teacher Scholars Program at the University of Maryland Baltimore County (UMBC) addresses today’s pressing workforce need for highly qualified math and science teachers who also have a strong understanding of diverse student populations, high-need school environments, and urban communities. Graduates of the program teach in Baltimore and throughout Maryland.
10 Nov2015
By Sharon Robinson
A set of nine laudable principles to advance the teaching profession undergird an ambitious campaign organized by the Center for American Progress (CAP) that launches today. The new initiative, TeachStrong, targets improvements at every stage of the educator pipeline, from recruitment and preparation through licensure and career pathways, calling for a much-needed shift in focus in education policy away from test-and-punish accountability and toward strengthening the teaching profession.
TeachStrong attempts to elicit a common tune from the cacophony of voices across the education sector—from AACTE and the National Board for Professional Teaching Standards to the National Council on Teacher Quality and Teach for America—with a “Path to Modernizing and Elevating Teaching” comprising nine goals:
10 Nov2015
By Amanda Lester and Omar Davis
Please join AACTE November 17 for a free webinar highlighting three AACTE member and partner initiatives that are developing strategies and action to increase diversity in the teaching workforce.
A recent report by the Albert Shanker Institute, The State of Teacher Diversity in American Education, identifies teacher diversity in our nation’s schools as “an educational civil right for students” that is not adequately represented in the current educator workforce. In AACTE’s webinar, “Advancing Diversity in the Teaching Workforce: Three Initiatives Working Toward Solutions,” participants in three initiatives will “tell the story” of their work, providing the background for their initiative, the key issues and challenges they are addressing, and the progress they have made to identify solutions.
16 Oct2015
By Jerrica Thurman
Did you know October is National Principals Month? While we appreciate our school leaders year round, this month is a special time to honor principals for their leadership and vital work in schools.
National Principals Month is a broad celebration of the principalship, marked by national and state resolutions, formal awards and recognitions, and acknowledgments from U.S. senators and representatives and other top government officials. It is an opportunity to say “thank you” to principals across the nation and to share with the community all the great things that principals do.
13 Oct2015
By Amanda Lester and Omar Davis
Participants in the inaugural Project LEAD Summit of the Associated Colleges of Illinois
On September 25, AACTE staff had the privilege of taking part in the inaugural Project LEAD (Leaders in Education Advocating for Diversity) Summit in Chicago, Illinois. The summit was a daylong conference conducted by the Associated Colleges of Illinois Center for Success in High-Need Schools to engage teacher candidates and faculty in interactive discussions focused on increasing diversity in the teacher workforce.
06 Oct2015
By James O’Meara and Sharon Robinson
On September 25, 2012, United Nations Secretary-General Ban Ki Moon launched the UN Global Education First Initiative (GEFI) for making quality education available to all children, young people, and adults. This year, on the third anniversary of the GEFI launch, leaders from AACTE answered his call for assistance by committing to revive a longstanding partnership with the International Council on Education for Teaching (ICET). But why ICET, and why now?
What Is ICET?
ICET is a nongovernmental organization (NGO) working with educator preparation providers (EPPs) globally to ensure all learners will have access to a high-quality education in which educators are appropriately qualified and recognized as motivated and committed professionals and practitioners.
29 Sep2015
By Sharon Leathers and Nanette Missaghi
New data illuminate the growing problem of the lack of diversity in the teacher workforce and reframe teacher diversity as an “educational civil right” for students. The Albert Shanker Institute’s recent report on The State of Teacher Diversity in American Education names teacher diversity as a crisis in the educator workforce—the very topic being addressed by the 10 institutions participating in a Networked Improvement Community (NIC) sponsored by AACTE. Specifically, AACTE’s effort seeks to identify strategies to boost the number of Latino and Black men in the education profession.
The authors of the Shanker report studied research and data on teacher diversity from 1987 to 2012 in nine cities in the United States. The report shows that for the period of 1987-2012, the percentage of the students of color changed from 23% to 37% (a 14 percentage point increase). For the same period, the percentage of teachers of color rose from 12% to 17%—a mere 5 percentage point increase. This shows that the rate of increase of students of color is far (almost three times) greater than the increase in the percentage of teachers of color. Therefore, this is a crisis not only in the decline of numbers of young people seeking education careers, but the absence of young people of color choosing the profession at the same rates as the number of students of color enrolled in the nation’s schools.
28 Sep2015
By Hannah Maes
Have you tried AACTE’s Online Professional Seminars (OPSs) yet? Trish Parrish, assistant vice president of academic affairs and professor of education at Saint Leo University (FL), has completed three already! Here’s what she had to say when I recently asked her about the experience with AACTE’s Quality Support Initiative.
When Parrish started working on her first OPS, her husband was confused to see her in the student’s role. “He said, ‘But you’ve already prepared all your classes for tomorrow!’ And I replied, ‘Well, yes, but now I am taking my class!’ ” In fact, the time commitment on top of her already-full workload had Parrish worried at first, but she decided to give it a try—and now she has completed the first three OPSs in AACTE’s series. “I’ve definitely enjoyed it,” she says.
23 Sep2015
By Sungti Hsu
As your state chapters plan fall and spring conferences, executive retreats, and other meetings, please keep in mind that AACTE staff are available to serve as speakers and presenters at meetings around the country.
15 Sep2015
By Guneev Sharma
Research out of Brown University (RI) shows that teachers improve tremendously in their first year of teaching and continue to do so during their career. Researchers John Papay and Matthew Kraft discussed this work in a free AACTE webinar last month, “Toward a Broader Conceptualization of Teacher Quality: How Schools Influence Teacher Effectiveness,” which was recorded and is now available in AACTE’s Resource Library.
Papay, assistant professor of education and economics, and Kraft, assistant professor of education, shared findings from their research, recently published in Productivity Returns to Experience in the Teacher Labor Market: Methodological Challenges and New Evidence on Long-Term Career Improvement and Can Professional Environments in Schools Promote Teacher Development? Explaining Heterogeneity in Returns to Teaching Experience. These studies show that teachers’ learning develops exponentially in their early years in the classroom but also continues to grow throughout their careers at a slower rate, and teachers working in more supportive professional environments improve their effectiveness more over time than teachers working in less supportive contexts.
01 Sep2015
By Sharon Robinson
This post also appears on the Public School Insights blog of the Learning First Alliance.
Educators from PK-12 schools and higher education share the goal of preparing preservice teachers in a way that develops candidates’ skills, contributes positively to student growth, and stimulates mutual renewal of schools and collegiate preparation programs. The conception of clinical experience as a few weeks of student teaching not only is antiquated but runs counter to our professional commitment to quality. Instead, today’s preparation programs are nurturing complex clinical partnerships with yearlong residencies or internships that both produce beginning teachers who are practice-ready and support a process that strengthens the schools’ capacity to deliver high-quality education for their students.
25 Aug2015
By Jerrica Thurman
AACTE’s more than 800 member institutions are dedicated to high-quality preparation that ensures the effectiveness, diversity, and readiness of professional educators, supporting the priorities of the American public surveyed in the 47th annual PDK/Gallup Poll of the Public’s Attitudes Toward the Public Schools. The recently released 2015 poll included questions on teacher quality and evaluation, standards, testing, and more, and a new online polling format captured selected demographic information, allowing for more disaggregated responses than past surveys.
The survey shows that 95% of Americans consider the quality of teachers to be very important and an integral factor for improving public schools. As in past years, an overwhelming majority of the U.S. public also is pleased with the performance of their local schools. Testing is viewed less favorably, though, including for teacher accountability purposes; 55% of Americans and 61% of public school parents oppose using student scores on standardized tests as part of teacher evaluations. Respondents also are skeptical of federal policy influences on public schools and of the Common Core State Standards.
07 Aug2015
William Paterson University of New Jersey to Pilot Expansion to Undergraduate, Master’s Students
By Rodrick Lucero and Omar Davis
AACTE is expanding the AACTE Holmes Scholars® doctoral-level program to also support underrepresented students at earlier stages of their education careers. Beginning this fall, William Paterson University in Wayne, New Jersey, will pilot the new programs for undergraduates and master’s-level students to help diversify the education workforce.
Currently, participation in the Holmes Scholars Program is open to all AACTE member institutions with doctoral programs in education. The newly expanded Holmes Program will reach high school students through the Holmes Cadets Program, undergraduates through the Holmes Honors Program, and master’s-level students through the Holmes Master’s Program. The peer network will continue to feature prominently across all levels, with doctoral Holmes Scholars mentoring Master’s and Honors students just as the scholars benefit from mentoring through the alumni network.
04 Aug2015
By Jerrica Thurman
AACTE is undertaking a new effort to strengthen its Innovation Exchange by developing better navigation tools, adding fresh resources, and boosting engagement opportunities for the professional community.
“The Innovation Exchange must be an interactive platform for bringing together and amplifying the innovative work our members do,” said Rodrick Lucero, vice president of member engagement and support.
04 Aug2015
By Jerrica Thurman
From their recent research on the relationship between teacher productivity and job experience, John Papay and Matthew Kraft of Brown University (RI) will share new evidence on teachers’ long-term career improvement in a free webinar for AACTE members. “Toward a Broader Conceptualization of Teacher Quality: How Schools Influence Teacher Effectiveness” will be held Wednesday, August 19, at 2:00 p.m. EDT.
Policy makers tend to think of “teacher quality” as a fixed and portable characteristic of an individual teacher – in other words, it doesn’t change over time or across school settings. In this webinar, Papay and Kraft will make the case for a broader conceptualization of “teacher effectiveness” that depends, in large part, on the school context in which a teacher works.
