Popular News

College at Odds With Students Over Plan to House Police for Cleveland Convention

New York Times Education - Fri, 07/15/2016 - 2:57pm
Case Western Reserve University draws criticism for agreeing to accommodate 1,900 officers and National Guardsmen providing added event security.
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Nominate a Respected Colleague for an AACTE Award

News - Fri, 07/15/2016 - 1:58pm

The annual AACTE call for award nominations is currently open. As members of the AACTE Committee on Professional Preparation and Accountability, we have the honor of overseeing the three Professional Achievement Awards. Please take a moment to nominate someone deserving for the 2017 Margaret B. Lindsey Award, David G. Imig Award, or Edward C. Pomeroy Award.

These awards honor individuals who have made a meaningful contribution to our profession with their research, policy leadership, or other service to the community. Certainly, you know someone whose tremendous impact on educator preparation deserves recognition. We hope you will take a moment to help us develop a robust pool of nominees for these awards:

  • The Margaret B. Lindsey Award for Distinguished Research in Teacher Education recognizes distinguished achievement in research, by an individual or team of individuals, over the last decade that has had a major impact on the field of educator preparation. Lindsey was a longtime professor at Teachers College, Columbia University, whose own writing and research had a tremendous and lasting impact on the field. Recent recipients include Jeanne Wilcox of Arizona State University, Guofang Wan of Ohio University, and Richard Schwab of the University of Connecticut.
  • The David G. Imig Award for Distinguished Achievement in Teacher Education recognizes an individual for distinguished achievement in the field of policy and/or research related to policy in educator preparation. The career achievement acknowledged by this award must take place in the formulation, implementation, research, or analysis of educator preparation policy. The award is named for AACTE President/CEO Emeritus David G. Imig, who led the Association from 1980 to 2005. Recent recipients include Mary Brownell and Paul Sindelar of the University of Florida, Gary Galluzzo of George Mason University, and Mary Diez of Alverno College.
  • The Edward C. Pomeroy Award for Outstanding Contributions to Teacher Education recognizes outstanding contributions to educator preparation, either through distinguished service to the educator preparation community or through the development and promotion of outstanding practices in educator preparation at the collegiate, state, or national level. It is named for Edward C. Pomeroy, who was AACTE’s executive director from 1952 to 1980. Recent recipients include Ena Shelley of Butler University, Pam Grossman of the University of Pennsylvania, and Deborah Ball of the University of Michigan.

Self-nominations are welcome for the Lindsey but not the Imig or Pomeroy awards. All nominations must be made through the online submission site no later than October 12. For more information on these and all of the AACTE awards for 2017, visit the awards web page.

Members of the Committee on Professional Preparation and Accountability include Chair Mark Meyers, Xavier University; Board Liaison Arlinda Eaton, Kennesaw State University; George Drake, Millersville University; Debbie Rickey, Grand Canyon University; Patricia Hoffman-Miller, Prairie View A&M University; and Jill Shedd, Indiana University.

Taylor Honored as July Scholar of the Month

News - Fri, 07/15/2016 - 1:52pm

Congratulations to July Holmes Scholar of the Month Adrianne Taylor! Taylor is a third-year doctoral candidate at Florida A&M University (FAMU). She is also a reading coach at Griffin Middle School, a Title I information technology school in Tallahassee, Florida. Her research interests include principal leadership at Title I schools, student achievement at high-poverty schools, and cross-curricular reading.

Taylor exudes the qualities of a Holmes Scholar not only within the organization (including writing for the Scholars Report newsletter) but also within her university and her school district. As vice president of the FAMU Holmes chapter, she facilitates professional development with preservice teachers focused on building capacity in using technology to enhance instruction. Most recently, Taylor was a presenter at the Florida Fund for Minority Teachers Annual Meeting.

Using her passion for literacy as her platform, Taylor also works within her school and her district to assist teachers with effectively incorporating reading comprehension, vocabulary, and text-dependent writing in across content areas. She has served as an English/language arts curriculum writer for Leon County Schools and C-PALMS. She also serves as a member of her school’s School Improvement Plan team and the School Advisory Council.

Taylor’s dissertation topic is “Principals’ Capacity to Serve as Instructional Leaders at High-Poverty Schools.” Upon graduating, she aspires to become an administrator at a Title I school.

If you would like to nominate a Holmes Scholar of the Month, contact me at terrance.mcneil@famu.edu.

Brighton and Hove half-term change to help family holidays

BBC Education News - Fri, 07/15/2016 - 8:42am
Schools in Brighton and Hove are set to have a new two-week break to allow parents to buy cheaper holidays.
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Outdoor learning 'boosts children's development'

BBC Education News - Fri, 07/15/2016 - 4:37am
Outdoor learning can have a positive impact on children's development but it needs to be formally adopted by national curricula, a report suggests.
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Extra 750,000 school places needed in population surge

BBC Education News - Fri, 07/15/2016 - 4:31am
An official school population forecast says pupil numbers will rise by a further 10% in the next decade.
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100 cancel Aberystwyth University places after Brexit

BBC Education News - Fri, 07/15/2016 - 1:16am
More than 100 prospective European students withdraw applications to study at a Welsh university following the European referendum result.
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Texting parents boosts maths grades, study suggests

BBC Education News - Thu, 07/14/2016 - 9:18pm
Texts from schools to parents about tests and homework can boost pupils' maths grades by the equivalent of a month in class, research suggests.
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After Outcry, University of California Increases In-State Admission Offers

New York Times Education - Thu, 07/14/2016 - 6:17pm
The growth will probably help defuse a controversy prompted by accusations that the school pursued nonresidents, who pay higher tuition.
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Justine Greening appointed new education secretary

BBC Education News - Thu, 07/14/2016 - 1:46pm
Justine Greening, who went to school in a Rotherham comprehensive, has been appointed as education secretary in Theresa May's Cabinet reshuffle.
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Free nursery place take-up 'scandalously poor'

BBC Education News - Thu, 07/14/2016 - 10:14am
The struggle to get the poorest two-year-olds to take up free nursery places is highlighted by Sir Michael Wilshaw.
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Student financial support 'not being evaluated' by universities

BBC Education News - Wed, 07/13/2016 - 8:09pm
Many universities are not evaluating how the financial support they offer poorer students is benefiting them, a report says.
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Over 40s 'have more babies' than under 20s

BBC Education News - Wed, 07/13/2016 - 10:44am
Women in their forties are having more babies than women two decades younger for the first time in nearly 70 years, official figures for England and Wales show.
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Private tutors 'must face criminal records checks'

BBC Education News - Wed, 07/13/2016 - 9:56am
All self-employed tutors should be legally required to have a criminal record check before they can offer private lessons to children in the UK, children's charity the NSPCC says.
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Temple University Board Seeks to Dismiss President Over Shortfall

New York Times Education - Wed, 07/13/2016 - 2:47am
A vote of no confidence was connected with a $22 million deficit in the university’s financial aid budget, the chairman of the board of trustees said.
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Benefits of Asian-style maths teaching

BBC Education News - Tue, 07/12/2016 - 4:34pm
The government is to provide funding to encourage a high-performing method of teaching maths in English primary schools.
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Public Schools? To Kansas Conservatives, They’re ‘Government Schools’

New York Times Education - Tue, 07/12/2016 - 2:27pm
Even some Republicans are worried that the use of the term portends less support for public education.
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Sharon Robinson to Join NCEE Webcast for New Elementary Education Report

News - Mon, 07/11/2016 - 10:24am

A new report on international approaches to developing elementary teachers will be released next week at a webcast event featuring AACTE President/CEO Sharon P. Robinson. Register at this link to tune in for the event, which will be held Tuesday, July 19, 10:00 – 11:30 a.m. EDT.

The report, Not So Elementary: Primary School Teacher Quality in Top-Performing Education Systems, is authored by Australian researcher Ben Jensen on behalf of the National Center on Education and the Economy (NCEE). It looks at international practices in elementary teacher preparation and their effects on student achievement. Recommendations for U.S. policy and practice are included.

During the webcast, Robinson will join other teacher preparation experts on a panel discussing how lessons from the top performers might be applied in this country:

  • Marc Tucker, President and CEO, NCEE (moderator)
  • Ben Jensen, CEO, Learning First (report author)
  • Sharon Robinson, President and CEO, American Association of Colleges for Teacher Education
  • Lee Shulman, Professor Emeritus, Stanford University, and President Emeritus, Carnegie Foundation for the Advancement of Teaching
  • Gary Sykes, Senior Research Director, Understanding Teaching Quality Center, Educational Testing Service, and Professor Emeritus, Michigan State University

In addition to viewing the webcast through the link above, you can follow the conversation on Twitter at #NotSoElementary.

Sustainable Funding for Teacher Residencies—Within Reach?

News - Mon, 07/11/2016 - 10:22am

Ask any new teacher what part of their preparation was most important, and the answer will almost always be the final clinical component—the student teaching, internship, or residency experience. But while everyone seems to agree that high-quality clinical experience is critical to high-quality preparation, a persistent set of challenges have stood in the way of widespread implementation: identifying excellent clinical faculty, providing adequate time in clinical placements, and helping candidates, particularly those of limited means, navigate the full-time demands of unpaid student teaching or internships.

In recent years, several externally funded boutique programs have emerged, providing evidence of the benefit of intensive, full-year, paid, coteaching residencies. Still, while they have offered proof of the concept, broader replication has been cost-prohibitive. A new report from Bank Street College’s Sustainable Funding Project offers a new approach to overcoming the challenges and making funded residencies much more widely available. That report, For the Public Good: Quality Preparation for Every Teacher, deserves serious consideration in conversations between educator preparation programs and their PK-12 partners.

The benefits of yearlong funded residencies accrue widely. Candidates benefit from experiencing the whole school year, start to finish, while working with an experienced mentor. And they can afford it—a stipend erases the opportunity costs and lets them avoid after-school shifts working another job to make ends meet. All parties—the candidate, the cooperating or mentor teacher, and the class of PK-12 students—gain from the coteaching model. Students benefit from the doubling of qualified instructional staff supporting their learning, while the mentor coteacher gains valuable professional development. And where multiple residents are placed in one building, the benefits to the school as a whole are multiplied from overall professional growth and the enriched instructional environment. What’s more, teachers prepared in longer clinical placements tend to persist in the profession; given the high cost of teacher turnover, particularly in our hardest-to-staff schools, the economic case is as solid as the educational one.

Even if the benefits are clear, the up-front financial cost still deters many. The new report, as well as a recent op-ed by its authors in the New York Times, argues that establishing yearlong funded residencies is often more affordable than we might think. While acknowledging that the easiest solution would be a commitment of federal funds (as other countries have, and as ours has in the case of medical education—something Ron Thorpe once articulated in a well-argued Kappan article), a very good start could be made, and the benefits proven, by cleverly redirecting existing funding streams.

For example, a school that housed five or six residents in coteaching placements for a year might use a significant portion of its substitute teacher budget, using each of the residents (or their coteachers) a day a week to fill in—with less instructional disruption than is often the case with a substitute unfamiliar with the school. Some categories of the Every Student Succeeds Act funds could be used as well, either directly for the residency program, or by using residents to accomplish enhanced instruction.

Absent a federally coordinated push to fund teacher residencies more broadly, the opportunity lies with states, local preparation programs, and their district partners to experiment with this promising model.

Public Colleges Chase Out-of-State Students, and Tuition

New York Times Education - Fri, 07/08/2016 - 2:54pm
Since the 2008 recession, states have reduced spending on public higher education by 17 percent, creating questions of affordability and access.
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