AACTE will host a free webinar on principal leadership on Wednesday, November 28, from 3:00-4:00 p.m. EST. Please tune in to attend the Supporting Novice Principals on the Job: Mentoring Support in Difficult Situations webinar, part of a series on principal leadership sponsored by The Wallace Foundation.
Topics will include
- When to seek outside support
- Trust building in the mentoring role
- Questioning strategies for mentors and mentees
- Structures for principal mentorship
Check out the latest the JTE Insider post featuring insights from the Journal of Teacher Education (JTE) article “Promoting Educators’ Use of Culturally Responsive Practices: A Systematic Review of Inservice Interventions” by Jessika H. Bottiani, Kristine E. Larson, Katrina J. Debnam, Christina M. Bischoff, and Catherine P. Bradshaw. The article appears in the Sept/Oct 2018 issue of the Journal of Teacher Education.
Northwest Missouri State University was presented with the Christa McAuliffe Excellence in Teacher Education Award by the American Association of State Colleges and Universities (AASCU) at the opening session of its Annual Meeting last month in Washington, D.C. The award is named in honor of Christa McAuliffe, a teacher who was killed in the 1986 space shuttle Challenger disaster, and honors institutions for excellence and innovation.
Recipients of the award have shown evidence of top-level administrative support, alignment with its institutional mission and strategic agenda, contributions to significant institutional improvements or programming, research, and incorporated best practices.
AACTE is pleased to announce a second participant in the 71st Annual Meeting Opening Keynote. Marvin Lynn of the Graduate School of Education at Portland State University (PSU) will join Marilyn Cochran-Smith of the Lynch School of Education at Boston College for the general session, Friday, February 22, 2019. Lynn brings his extensive experience in teacher education to this thought-provoking discussion on accreditation, assessment, and other facets of teacher education accountability.
Lynn is the dean of the Graduate School of Education at PSU. He is an internationally recognized expert on race and education and the lead editor of the Handbook of Critical Race Theory in Education. He serves as an editorial board member of several journals, and has published more than two dozen research articles and book chapters. At PSU, Lynn works closely with an outstanding and diverse faculty and staff to advance the national profile of high quality academic programs while further building and strengthening relationships with local schools.
Check out the latest the JTE Insider blog interview 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 interview features insights from the JTE article, “Interrogating the Intersections Between General and Special Education in the History of Teacher Education Reform” by Linda P. Blanton, Marleen C. Pugach, and Mildred Boveda. The article appears in the Sept/Oct 2018 issue of JTE.
AACTE member H. Richard (Rich) Milner, IV, a leading scholar of urban education and teacher education, recently delivered the 15th Annual Brown Lecture in Education Research sponsored by the American Educational Research Association. The Annual Brown Lecture in Education Research is designed to feature the important role of research in advancing understanding of equality and equity in education. Each year, a distinguished scholar notable for producing significant research related to equality in education is invited to give a public lecture in Washington, D.C.
Milner is currently the Cornelius Vanderbilt Endowed Chair of Education and professor of education in the Department of Teaching and Learning at Vanderbilt University. His lecture, “Disrupting Punitive Practices and Policies: Rac(e)ing Back to Teaching, Teacher Preparation, and Brown,” focused on research on the practices and policies that implicitly or overtly punish rather than support the development of students of color.
This article originally appeared online at news.vcu.edu and is reposted with permission.
The U.S. Department of Education has awarded a $4.97 million grant to expand Richmond Teacher Residency, help provisionally licensed science, technology, engineering and math teachers move toward full licensure, and provide math and science training to hundreds of local elementary and special education teachers.
Richmond Teacher Residency, a program in the Virginia Commonwealth University School of Education, is an intensive, school-based teacher preparation program that integrates a research-supported approach for effective teaching with real-world classroom experience. Residents teach in local schools under the mentorship of a veteran teacher, while also earning a graduate degree in either education or teaching from VCU.
The 2019 AACTE Annual Meeting in Louisville is an opportunity for you to not only invest in your own professional development but also come away feeling both energized and refreshed. Chief executive officer of Louisville Tourism, Karen Williams, took time to share what Louisville has to offer Annual Meeting attendees in a short Q&A session. Here is what she had to say:
How has Louisville grown beyond being known solely for its bourbon to The Spirited City?
There is more than one important election happening this November. The annual election for the AACTE Board of Directors is now open and will run through November 30.
The ballot includes
AACTE members Ernest Black and John Kuykendal joined AACTE consultant Amanda Lester on a recent episode of Education Talk Radio to discuss the networked improvement community’s (NIC’s) study on the challenges and opportunities to increase Black, Hispanic, and Latino male teachers nationwide.
“Using a NIC is part of an ‘improvement science’ approach to looking at a problem of practice that persists in education,” explained Lester. The NIC involved a study of 10 institutions that shared their own experiences in recruiting and retaining teacher candidates in this population. Black and Kuykendal represent two of the college preparation programs that participated in the study, which began in 2014.
The premise of the research is that Black and Hispanic/Latino male students underperform in schools but when paired with Black and Hispanic/Latino male teachers for as little as one year, their success improves.