Month: March 2022

GLOBAL
Brisbane Times. Education Minister blames ‘dud teachers’ for declining education results.  Mr Robert said the federal government would seek to lift teacher quality by exercising control over the content of university teaching courses, which he said would be linked to government funding. He told the forum he wanted to see the Literacy and Numeracy Test for Initial Teacher Education students (LANTITE) moved forward to the first week of the first year of education degrees. 

Education International. Senegal: Unions win pay rise  At a high-level meeting with several ministers, the leaders of Senegal’s principal education unions reached agreement on several positive measures, namely a pay rise for education and training staff…

UNESCO. Supporting teachers in emergencies through crisis-sensitive policies   Teacher policies that consider the implications of crisis on the profession can contribute to a motivated, quality workforce. Such policies are key to ensure that teachers are not just supported and protected but are also prepared to provide vulnerable children with safe learning spaces and quality education, and thus protecting this fundamental right for all.

UNITED STATES
American Association of Colleges for Teacher Education.
1) AACTE’s National Portrait Sounds the Alarm on Declining Interest in Education Careers   …second edition of Colleges of Education: A National Portrait. In addition to updating information on colleges of education and their leaders, faculty, and students, this edition features a special analysis on the contributions of community colleges to educator preparation.
2) Webinar to Highlight Key Findings from AACTE’s Signature Report   This year, in addition to describing the work of colleges of education, the people who do that work, and the students they serve, the National Portrait includes a special analysis on the important contributions that community colleges make to educator preparation. [Monday, March 28 at 1:00 p.m. ET]

Chalkbeat. Philly superintendent finalist Watlington: Success begins with great teachers   To encourage future teachers, “we should be identifying kids as early as middle school” as strong candidates for the profession, he said. And he suggested using public and private funds to pay for these students to go to college, then have them return to teach in the Philadelphia school district for four years once they graduate. 

EdWeek. Emerging Strategies In Teaching And Learning   This report looks at key teaching strategies that educators think have staying power, including: instructional acceleration; flexible or expanded learning time; and new approaches to building student leadership and academic habits….

Illinois State Univ. Illinois State University coordinates the Illinois Tutoring Initiative in partnership with state agencies   All tutors across the state are trained via modules created by ISU faculty and staff… The College of Education at ISU is the largest preparer of teachers in the Midwest and the 4th largest preparer of teachers in the nation. One in six Illinois teachers graduated from ISU.

NJ.com. ‘On hold for an hour.’ Aspiring N.J. teachers say getting certified can be frustrating.   Earlier this month, the NJEA joined eight other organizations asking the state to remove the edTPA. The state Senate is currently considering a bill to no longer require passing the assessment to get certified… The Senate Education Committee last week voted unanimously to advance the bill (S896) — which supporters say will help districts hire more teachers.

Washington Post.
1) High school Socratic program helped turn former student into district leader: Superintendent Lamont Jackson in San Diego understands how disadvantaged students can succeed by asking many questions   One sign of its successes is the selection of veteran administrator Lamont Jackson to be the new superintendent of the 135,000-student San Diego Unified School District. Thirty-eight years ago Jackson was a student in Swanson’s AVID class… Jackson earned a bachelor’s degree in sociology and social studies from San Diego State University, and a master’s and a doctorate in educational leadership from the University of San Diego…
2) Teachers to culture warriors: Stop treating us as enemies   The statement was issued by four professional organizations for teachers — the National Council for the Social Studies, the National Council of Teachers of Mathematics, the National Council of Teachers of English, and the National Science Teaching Association — as well as the National Coalition Against Censorship… The truth is that teachers are uniquely important leaders who, in educating current and new generations of students, bear responsibility for this country’s future. They are trained professionals with one of the hardest and most demanding jobs, a job that requires deep commitment, but brings little financial reward.

NEW YORK STATE
InsideHigherEd. Looking for a New Accreditor: Five New York colleges are seeking accreditation from an agency outside their region—among the first to do so since the Trump administration changed the rules to allow it. Others will likely follow.   Rockefeller University, Gerstner Sloan-Kettering Graduate School of Biomedical Sciences, Cold Spring Harbor Laboratory and Richard Gilder Graduate School of the American Museum of Natural History [MAT Earth Science Residency] need to find a new accreditor soon, because their former accreditor, the New York State Department of Education, is leaving the business. 

Newsday. LI’s teachers are overwhelmingly white and mostly female — but resignations, retirements could change that   Solages is the sponsor of state legislation that would require transparent job postings of openings in all districts. And, she and other members of the New York State Black, Puerto Rican, Hispanic and Asian Legislative Caucus have called on Long Island-based institutions of higher education “to apply for and implement the Teacher Opportunity Corps II program at the soonest possible opportunity in order to expand diversity in teaching careers.” The Teacher Opportunity Corps is a state grant program meant to support a diverse enrollment for aspiring teachers…

New York State My Brother’s Keeper.  TOC II Spotlight: Nazareth College   Another initiative underway is a newly formed collaborative of more than 20 students, alumni, faculty, and staff participating in the Zinn Education Project’s national Teaching for Black Lives Teacher Study Group. A prime focus of the initiative is to translate concepts to action and education in a specific, local context… this project is designed to provide students with knowledge and support as they embark upon careers in teaching as agents of change.

New York Times. Child Care: New York’s Next Big-Ticket Budget Priority   Part of the reason for the three-year phase-in period, proponents say, is that there are not enough providers to meet the demand the new law would create. Lawmakers hope that with training programs and drastically increased reimbursement rates, the industry will begin to recover and attract new labor.

Spectrum News/NY1.
1) Expansion of Tuition Assistance Program could help CUNY and SUNY students   As budget negotiations continue ahead of the April 1 deadline, Gov. Kathy Hochul is proposing expanding the Tuition Assistance Program to include part-time CUNY and SUNY students. That could be a game changer for New York residents who aren’t taking classes full-time.
2) State Education Department aims to ease teacher certification requirements, as shortages continue   NYSED says the proposed amendment is expected to be presented to the Board of Regents for adoption at their April 2022 meeting. If the board adopts the proposal, New York State-registered teacher preparation programs would have until September 1, 2023 to integrate a teacher performance assessment into teacher candidates’ student teaching or similar clinical experience.

NEW YORK CITY
New York Post. Schools of Rock: Punk-rock Councilman demands music classes for all   Brooklyn punk-turned-pol Justin Brannan, a member of two world-touring bands and a former special assistant to the schools chancellor, introduced a resolution earlier this month calling on DOE to guarantee kindergarten- to fifth-graders are adequately educated in art and music… notes that only 46% of city public elementary schools have a full-time certified music teacher, and only 43% have a full-time certified arts teacher.

Teachers College.
1) 2022 Training: September 26-October 31 A Sex Education Initiative: Providing Teachers and Youth Educators With Essential Training, Materials, And Community. [Applications Now Open]  This fully-funded professional development program from Teachers College, Columbia University trains teachers to update and innovate their current approach to Sexual & Reproductive Health (SRH) education
2) Teachers College Names Professor of Education Celia Oyler Vice Dean for Teacher Education  Oyler will provide strategic leadership and advocacy for teacher education practice, policy, and research at the College and oversee activities and initiatives of the Office of Teacher Education and other centers and offices which support teacher education. The appointment presents an opportunity for Oyler to expand on established partnerships that advance inquiry, research, curriculum-making, inclusive instruction and culturally-sustainable learning to support education equity in schools across New York City and, indeed, the nation.

GLOBAL
OECD. Mending the Education Divide: Getting Strong Teachers to the Schools That Need Them Most   …countries and economies with uneven distributions of experienced teachers also obtained lower average scores in the PISA 2018 reading assessment. A similar observation is made of education systems in which teachers with thorough training as well as teachers who are skilled at optimising class time are unevenly allocated, and in all three cases, especially for disadvantaged students.

Sydney Morning Herald. Adapting teacher education to the future needs of Australia   New teachers need to be equipped with welfare and mental health support strategies to have the confidence to manage this… La Trobe University’s Nexus program, for example, is government-funded and enables student teachers to complete a master’s program with paid employment in schools. It aligns with the recent release of the Quality Initial Teacher Education Review recommendations, which acknowledge that prior learning of well-qualified, suitable, mid-career changers with skills in areas of high demand should be better recognised.

TES (UK). How should ITT evolve to meet global needs?   …numerous reports have warned of a teacher shortage in the coming years, saying that we need to start producing more teachers than ever before – 69 million more, according to a United Nations report from 2016…These are just some of the questions that a forthcoming session at the online World Education Summit from 21-24 March will address…

The Statesman. AAP Govt to develop Delhi as center of world-class teacher education   Delhi Deputy Chief Minister Manish Sisodia said the aim of this University established by the Delhi Government is to create a world-class institution in the field of teacher education as good as premium institutes like IIT-IIM… He said the teaching profession has become the last career resort for everyone today. The Delhi Teachers University will change this perspective, encourage the youth towards the teaching profession and produce hundreds of excellent teachers in every session. 

UNITED STATES
AACTE.
1) Grant Benefits UTEP’s Teacher Preparation Candidates   Ten graduate students in The University of Texas at El Paso’s teacher preparation program earned $10,000 scholarships to help finance their education and teacher certification, thanks to a $108,000 grant from the Charles Butt Foundation.
2) UNG College of Education Launches Residency   The University of North Georgia’s (UNG) College of Education is launching its teacher candidate residency program in fall 2022, in partnership with the Gainesville City and Hall County school districts. The program allows preservice teachers enrolled in a UNG teacher preparation program to be hired by school districts to be full-time teachers during their senior year. The program is meant to replace traditional student teaching, and these students are paid half the standard teaching salary, which amounts to about $23,000 annually.

Chalkbeat.
1) Here are the Indiana education bills that passed in 2022   HB 1251 allows school corporations to issue permits for full- or part-time adjunct teachers who have at least four years of experience in a school subject and pass a background check. Those teachers need not have a degree in education.
2) U.S. schools are flush with cash, but struggling to spend it on schedule   In Selma, Williams has run into the same problem. She wanted to hire 12 new part-time teachers to help students who are behind in reading; the district only found one. 

Education Week.
1) Violence, Threats, and Harassment Are Taking a Toll on Teachers, Survey Shows   Schools—and teacher-preparation programs—should offer more training and support for educators that focuses on social-emotional learning, trauma-informed practices, cultural sensitivity, de-escalating tense situations, and crisis response training, the APA task force recommends. 
2) Virtual Career Fair for Teachers and K-12 Staff  This two-day virtual event allows you to chat directly with 100 districts and companies across the country. [March 23 & 24]

Hechinger Report. What might the future of universal pre-K look like? As researchers, we have some concerns: Access is critical, but so is giving young children classrooms full of warmth, support and meaningful activities   Unfortunately, Harvard researchers found that teacher talk often takes up 60 percent or more of pre-K classroom time. Helping children engage in meaningful conversations is a skill, and one that takes training. In this area too, the science is clear: Teachers can be trained to be better conversation starters and supporters.

Indiana Gazette. Pennsylvania has standardized testing, failing teacher pipeline woes   “It’s a challenge to pull in more educators into the profession,” Ortega said. “We have some ideas that we put in place, programs to recruit and promote the profession.” Loan forgiveness could boost the number of teachers, Ortega said, as well as “work with the General Assembly to remove some obstacles as they relate to people going into the profession.” Over-assessing teachers and unnecessary requirements to get a teaching license can deter potential educators…

KUOW/NPR. Teachers without licenses taught at Seattle-area charter schools, audits find   The Washington State Auditor’s Office made the discovery in the course of routine 2019-2020 school year accountability audits of the three schools … As privately run, publicly funded institutions, charter schools are allowed to operate independently, but teachers must either possess or be in the process of obtaining Washington teaching licenses. While teaching licenses lapse occasionally, or are delayed, McCarthy said that was not the case for most of the Summit teachers in question.

New York Times. Teaching Resources to Help Students Make Sense of the War in Ukraine: Articles, maps, photos, videos, podcasts and more, as well as suggestions for using them in your classroom.

Washington Post. What most worries the 2022 Superintendent of the Year   Staff shortages have hobbled the operations of many schools this school year. In some places teachers are so scarce that parents and other non-educators have been asked to fill in…  Tactics have included bringing back retired educators and paying out thousands of dollars in bonuses or significant pay hikes as incentives for recruitment and retention.  Some are hiring students in teacher-preparation programs before they graduate — and even students have been asked to help tutor their peers.

NEW YORK STATE
NYSED. Sunshine Week: Open government is good government.  Aspiring journalists and educators can get involved with Sunshine Week by participating in Sunshine Week events, creating their own Sunshine Week activities or by simply taking time to learn about open government and its importance to democracy. [Mar. 13-19]

Board of Regents March meetings
Board of Regents Unanimously Re-Elects Dr. Lester W. Young, Jr. To Serve as Chancellor and Josephine V. Finn as Vice Chancellor

HIGHER EDUCATION PROPOSALS:
Proposed Amendment… Relating to the Admission Requirements for Graduate-level Teacher and Educational Leadership Programs  The proposed amendment is necessary to align the Commissioner’s regulations with recent changes to section 210-a of the Education Law regarding admission requirements for graduate-level teacher and educational leader programs… Following the 60-day public comment period required under the State Administrative Procedure Act, it is anticipated that the proposed amendment will be presented to the Board of Regents for adoption at the July 2022 meeting.
HIGHER EDUCATION ACTION ITEMS:
1) Proposed Amendment…Relating to the Assessment Requirements for School District Leader (SDL) and School District Business Leader (SDBL) Program Completion, the Institutional Recommendation for Professional SDL and SDBL Certification, and the Institutional   …continue to exempt candidates enrolled in school district leader (SDL) and school district business leader (SDBL) programs from taking and passing the SDL and SDBL assessment, respectively, for program completion and the institutional recommendation for Professional certification and to exempt candidates enrolled in a Transitional D program from taking and passing the SDL assessment for the institutional recommendation for Transitional D certification, to provide continuity for SDL, SDBL, and Transitional D candidates until the proposed rule can be permanently adopted and to ensure that the emergency action taken at the January 2022 meeting remains continuously in effect… the emergency rule will become effective April 11, 2022. It is anticipated that the proposed rule will be presented to the Board of Regents for permanent adoption at the May 2022 Regents meeting… 2) Proposed Amendment… Relating to the Definition of a Year of Experience for Permanent or Professional Certification  …the Department is proposing to revise the definition to provide a single definition of a year of experience for Permanent or Professional certification, which would be defined as: *a minimum of 180 days in a 12-month period of full-time satisfactory experience, or its equivalent, in an educational setting acceptable to the Department… the proposed amendment will become effective on March 30, 2022.
3) Proposed Amendment… Relating to the Requirements for the Reissuance of an Initial Certificate  The Department is therefore proposing to remove the requirement that these candidates complete 50 clock hours of CTLE and/or professional learning to obtain a reissuance of their Initial certificate… adopted as an emergency rule at the March 2022 Regents meeting, the proposed rule will become effective April 11, 2022. It is anticipated that the proposed rule will be presented to the Board of Regents for permanent adoption at the April 2022 Regents meeting

NEW YORK CITY
Columbia Law School’s Suspension Representation Project (SRP). Panel Discussion: A Conversation on the State and Future of NYC Public Schools [Mon. March 21, 2022 7:00-8:00pm ET]

Teachers College Annual Tisch Lecture. Dr. Bettina L. Love: Abolitionist Teaching for Education Justice [Wednesday, March 23, 2022 5:00-6:30 pm EST]

Teaching Residents at Teachers College.
1) 2012 – 2022 Production Report. 20 peer-reviewed publications, 57 global conference presentations and counting…
2) TR@TC Information Session [5:30-6:30 Wed. March 30^th]

TR@TC. We nurture well-prepared teachers

20 peer-reviewed publications, 57 global conference presentations and counting…

Publications

Goodwin, A. L., Del Prete, T., Reagan, R. & Roegman, R. (2015).  A closer look at the practice and impact of rounds. International Journal of Educational Research. 73, 37-43.

Goodwin, A. L., Lee, C. C., & Pratt. S. (2021). The Poetic Humanity of Teacher Education: Holistic Mentoring for Beginning Teachers. Professional Development in Education

Goodwin, A. L., Reagan, R. & Roegman, R. (Eds.) (2015). Rounding out teacher preparation? International perspectives on education rounds for teacher professional learning and development. International Journal of Educational Research, 73. 

Goodwin, A. L., Roegman, R., & Reagan, E.M. (2017). Lessons from a teacher residency. Educational Leadership, 75(8), 62-68.

Goodwin, A. L., Roegman, R., & Reagan, E. (2015). Is experience the best teacher?: Extensive clinical practice and mentor teachers’ perspectives on effective teaching. Urban Education, 1-28.

Kolman, J.S.,  Roegman, R., & Goodwin, A.L. (2016). Context as mediator: Exploring teaching residents’ opportunity and learning in high-need urban schools. Teaching Education, 27(2), 173-193.

Kolman, J., Roegman, R., & Goodwin, A. L. (2017). Learner centered mentoring in urban contexts: Theorizing the practice of effective mentor teachers and developing a vision of the possible. Teacher Education Quarterly, 44(3), 93-117.

Lee, C.C., Akin, S., & Goodwin, A. L. (2019). Teacher candidates’ intentions to teach:​ Implications for recruiting and retaining teachers in urban schools. Journal of​ Education for Teaching, 45(5).

Reagan, E., Chen, C., Roegman, R., & Zuckerman, K. (2015). Round and round: Examining teaching residents’ reflections on education rounds in an urban teacher resident program.  International Journal of Educational Research.  73, 65-76.

Reagan, E.M., Chen, C., & Vernikoff, L. (2016). “Teachers are works in progress”: A mixed methods study of teaching residents’ beliefs and articulations on teaching for social justice. Teaching and Teacher Education. 59, 213-227.

Reagan, E.M., Roegman, R., & Goodwin, A.L. (2017). Inquiry in the round? Examining education rounds in a residency program. Action in Teacher Education. DOI 10.1080/01626620.2017.131729

Roegman, R., Goodwin, A.L., Reed, R., Scott-McLaughlin, R. (2015). Unpacking the data: An analysis of the use of Danielson’s (2007) framework for professional practice in a teacher residency program. Educational Assessment, Evaluation, and Accountability.  DOI: 10.1007/s11092-015-9228-3

Roegman, R., Pratt, S., Goodwin, A. L., & Akin, S. (2017). Curriculum, social justice, and inquiry in the field: Investigating retention in an urban teacher residency. Action in Teacher Education, 39(4), 432-452.

Roegman, R., Pratt, S., Sanchez, S. & Chen, C. (2017).  Between extraordinary and marginalized: Negotiating tensions in becoming teachers of students with labeled disabilities. The New Educator.

Roegman, R., Reagan, E. M., Goodwin, A. L, & Yu, J. (2016). Support and assist: Approaches to mentoring in a year-long teacher residency.  International Journal of Mentoring and Coaching in Education, 5(1), 37-53.

Roegman, R., Reagan, E., Goodwin, A. L., Lee, C. C., & Vernikoff, L. (2021). Reimagining social justice-oriented teacher preparation in current sociopolitical contexts. International Journal of Qualitative Studies in Education, 34(2), 145-167. DOI: 10.1080/09518398.2020.1735557

Roegman, R., & Riehl, C. (2015).  Playing doctor with teacher preparation: An examination of rounds as a socializing mechanism for pre-service teachers.  International Journal of Educational Research, 73, 89-99.

Sanchez, S.R., Roegman, R., & Goodwin, A.L. (2016). The multiple roles of mentors. Kappan, 98(2), 66-71.

Vernikoff, L., Goodwin, A.L., Horn, C., & Akin, S. (2018). Urban residents’ place-based funds of knowledge: An untapped resource in urban teacher residencies. Urban Education. DOI: 10.1177/0042085918801887

Vernikoff, L., Schram, T., Reagan, E.M., Goodwin, A. L., Horn, C., & Couse, L. (2019). Beyond urban or rural: Field-based experiences for teaching residencies in diverse contexts. In T. Hodges, & A. Baum (Eds.), The Handbook of Research on Field based Teacher Education (pp. 256-279).

2012-2013 Presentations

2013 American Educational Research Association (AERA)
Kolman, J., Pratt, S., & Jackson, I. (2013). Intellectual poverty in approaches to teacher preparation. Paper Presented at the annual meeting for the American Educational Research Association, San Francisco, CA.

Reagan, E., Roegman, R., Goodwin, L., & Zuckerman, K. (2013). Inquiry in the Round? A Qualitative case study of education rounds in a residency program. Paper presented at the annual meeting for the American Educational Research Association, San Francisco, CA.

Reagan, E., Roegman, R., & Yu, J. (2013). A mixed methods study of mentor teachers’ perspective and experiences in a teacher residency program. Paper presented at the annual meeting for the American Educational Research Association, San Francisco, CA.

2013 American Association of Colleges for Teacher Education (AACTE)
Goodwin, L., Reagan, E., Yu, J., & Sanchez, S. (2013). Reinventing university-based teacher preparation: A perspective from a teacher residency program. A Symposium presented at the annual meeting for the American Association of Colleges for Teacher Education, Orlando, FL.

Roegman, R., Reagan, E., & Yu, J. (2013). What matters to mentors: Conceptions of practice. Paper presented at the annual meeting for the American Association of Colleges for Teacher Education, Orlando, FL.

2013 New England Educational Research Organization (NEERO)
Reagan, E., & Roegman, R. (2013). Inquiry in the round? A qualitative case study of education rounds in a residency program. Paper presented at the annual meeting for the New England Educational Research Organization, Portsmouth, NH.

Reagan, E., Roegman, R., & Yu, J. (2013). A mixed methods study of mentor teachers’ perceptions and experiences in a teacher residency program. Paper presented at the annual meeting for the New England Educational Research Organization, Portsmouth, NH.

2013 Workshop, Fundaçao Lemann, São Paolo
Goodwin, L. (2013). Fundaçao Lemann (Lemann Foundation), São Paolo, Brazil. Professional Development workshop: Designing Innovative Teacher Education Programs for Brazil: Lessons from a Teacher Residency Program.

2013-2014 Presentations

2013 Annual Conference on Curriculum Theory and Classroom Practice
Roegman, R., Pratt, S., & Sanchez, S. (2013). Expectations of expertise: A poststructural exploration of becoming teachers of students with disabilities. Paper presented at Annual Conference on Curriculum Theory and Classroom Practice, Dayton, OH.

2014 New England Educational Research Organization
Reagan, E. & Zuckerman, K. (2014). Context, community, and culture: A collective case study of clinical experience in a teacher residency program. Paper presented at the annual meeting of the New England Educational Research Association, West Dover, VT.

Roegman, R. & Goodwin, A.L. (2014). Unpacking the data: An analysis of the use of Danielson’s (2007) framework for professional practice in a teacher residency program. Paper presented at the annual meeting of the New England Educational Research Association, West Dover, VT.

2014 American Association of Colleges for Teacher Education
Reagan, E., Goodwin, A. L., Pratt, S., Roegman, R., Sanchez, S. & Zuckerman, K. (2014). Rounding out teacher education: Education Rounds as a cutting-edge, pedagogically rich practice in teacher education. Interactive dialogue session presented at the 2014 annual meeting of the American Association of Colleges for Teacher Education, Indianapolis, IN.

Roegman, R., Pratt, S., Sanchez, S, Chen, C. (2014). Who am I? Identity development of preservice teachers of students with disabilities. Paper presented at the annual meeting of the American Association of Colleges for Teacher Education, Indianapolis, IN.

2014 American Educational Research Association
Goodwin, A. L., Roegman, R., & Reagan, E. (2014). Is experience the best teacher?: Extensive clinical practice and mentor teachers’ perspectives on effective teaching. Paper presented at the annual meeting of the American Educational Research Association, Philadelphia, PA.

Reagan, E, Roegman, R., Zuckerman, K., & Chen, C. (2014). Round and round: Examining teaching residents’ reflections on education rounds in an urban teacher resident program. Paper presented at the annual meeting of the American Educational Research Association, Philadelphia, PA.

Reagan, E. & Zuckerman, K. (2014). Context, community, and culture: A collective case study of clinical experience in a teacher residency program. Paper presented at the annual meeting of the American Educational Research Association, Philadelphia, PA.

Roegman, R., Pratt, S., Sanchez, S. & Chen, C. (2014). Between extraordinary and marginalized: Negotiating tensions in becoming teachers of students with labeled disabilities. Paper presented at the annual meeting of the American Educational Research Association, Philadelphia, PA.

Roegman, R., & Riehl, C. (2014). Playing doctor with teacher preparation: An examination of rounds as a socializing mechanism for pre-service teachers Paper presented at the annual meeting of the American Educational Research Association, Philadelphia, PA.

Sanchez, S., Roegman, R., & Goodwin, A. L. (2014). Reconceptualizing cooperating teachers as field-based teacher educators in an urban teacher residency. Paper presented at the annual meeting of the American Educational Research Association, Philadelphia, PA.

2014-2015 Presentations

2015 American Educational Research Association
Kolman, J., Roegman, R., & Goodwin, A. L. (2015). Learner-centered mentoring in urban contexts: Theorizing the practice of effective mentor teachers and developing a vision of the possible. Paper presented at the annual meeting for the American Educational Research Association, Chicago, IL.

Reagan, E.M., Chen, C., & Vernikoff, L. (2015). Teachers are works in progress: A mixed methods study of teaching residents’ beliefs and articulations on teaching for social justice. Paper presented at the annual meeting for the American Educational Research Association, Chicago, IL.

Roegman, R., Pratt, S., Goodwin, A. L., & Akin, S.  (2015). Curriculum, social justice, and inquiry in the Field: Investigating retention in an urban teacher residency. Paper presented at the annual meeting for the American Educational Research Association, Chicago, IL.

2015 New England Educational Research Organization
Reagan, E.M., Chen, C., & Vernikoff, L. (2015). Teachers are works in progress: A mixed methods study of teaching residents’ beliefs and articulations on teaching for social justice. Paper presented at the annual meeting for New England Educational Research Organization, Portsmouth, NH.

2015-2016 Presentations

2016 American Educational Research Association
Chen, C., Reagan, E.M., Vernikoff, L, & Goodwin, A. L.  (2016). “Learned passions”: A longitudinal examination of teaching for social justice from teacher residency to practice. Paper presented at the annual meeting for the American Educational Research Association, Washington, D.C.

Pratt, S., Roegman, R., Akin, S. &  Goodwin, A. L. (2016). Invisible praxis: New teachers’ enacted approaches to critical teaching in the classroom. Paper presented at the annual meeting for the American Educational Research Association, Washington, D.C.

Vernikoff, L., Goodwin, A.L., Horn, C., & Akin, S. (2016). “Our city as a resource”: Decolonizing urban teacher education. Paper presented at the annual meeting for the American Educational Research Association, Washington, D.C.

2016 New England Educational Research Organization
Pratt, S., Goodwin, A.L., & Chen, C. (2016). The poetic humanity of teacher education. Paper presented at the annual meeting for New England Educational Research Organization, Portsmouth, NH.

TR@TC NEERO Symposium
Chen, C., Reagan, E.M., Vernikoff, L, & Goodwin, A. L.  (2016). Articulations on teaching for social justice: A longitudinal study from residency to practice.  Paper presented at the “Pedagogical Possibilities for Quality Teacher Preparation in an Urban Teacher Residency Program” symposium for the annual meeting for New England Educational Research Organization, Portsmouth, NH.

Akin, S  Horn, C., &. Goodwin, A.L., (2016). Preparing highly qualified teachers: An evaluation of a teacher residency program. Paper presented at the “Pedagogical Possibilities for Quality Teacher Preparation in an Urban Teacher Residency Program” symposium for the annual meeting  for New England Educational Research Organization, Portsmouth, NH.

Vernikoff, L., Goodwin, A.L., Horn, C., & Akin, S. (2016). “A natural connection”: A case study of urban inhabitants who become urban teachers. Paper presented at the “Pedagogical Possibilities for Quality Teacher Preparation in an Urban Teacher Residency Program” symposium for the annual meeting for New England Educational Research Organization, Portsmouth, NH.

2016 European Conference on Educational Research (ECER)
Lee, C.C., Akin, S. & Goodwin, A.L. (2016).  Prospective teachers’ articulations of their intentions to teach: Implications for recruiting quality candidates and retaining them in the profession. Paper presented at the annual meeting for the European Conference on Educational Research, Dublin, Ireland.

Vernikoff, L., Goodwin, A.L., Horn, C., & Akin, S. (2016). “This city is like hitting the jackpot”: Funds of knowledge in place-based teacher education. Paper presented at the annual meeting for the European Conference on Educational Research, Dublin, Ireland.

2016-2017 Presentations

2017 AACTE
Chen, C., Vernikoff, L., Goodwin, A.L., Reagan, E.M., & Roegman, R.  (2017). Purposeful change: Reimagining an urban teacher residency program. Paper presented at the annual meeting of the American Association of Colleges for Teacher Education, Tampa, FL.

Horn, C., Darity, K., Vernikoff, L., & Goodwin, A.L. (2017). Navigating school cultures: A supervisor’s role. Paper presented at the annual meeting of the American Association of Colleges for Teacher Education, Tampa, FL.

Vernikoff, L., Goodwin, A.L., Horn, C., & Akin, S. (2017). Reimagining urban teacher education using urban residents’ funds of knowledge. Paper presented at the annual meeting of the American Association of Colleges for Teacher Education, Tampa, FL.

2017 NEERO
Horn, C., Darity, K., Vernikoff, L., & Goodwin, A.L. (2017). “Multiple layers”: Conceptualizing the university supervisor’s role. Paper presented at the annual meeting of the New England Educational Research Association

2017 AERA
Goodwin, A.L., Horn, C., & Chen, C. (2017). Learning from the city: Communities as resources in urban teacher preparation. Paper presented at the annual meeting of the American Educational Research Association, San Antonio, TX.

Horn, C., Darity, K., Vernikoff, L., & Goodwin, A.L. (2017). “Multiple layers”: Conceptualizing the university supervisor’s role. Paper presented at the annual meeting of the American Educational Research Association, San Antonio, TX.

Roegman, R., & Kolman, J. (2017). “How am I going to make this work?”: Learner-centered mentoring in multiple and layered contexts. Paper presented at the annual meeting of the American Educational Research Association, San Antonio, TX.

Roegman, R., Reagan, E.M., Goodwin, A.L., Chen, C., & Vernikoff, L. (2017). Revolutionary, evolutionary, or purposeful: Re-imagining social justice-oriented teacher preparation. Paper presented at the annual meeting of the American Educational Research Association, San Antonio, TX.

2017 ECER
Horn, C., Darity, K., Vernikoff, L., & Goodwin, A.L. (2017). “Multiple Layers”: Re-conceptualizing the University Supervisor’s Role. Paper presented at the annual meeting of the of the European Conference on Educational Research, Copenhagen, Denmark.

Vernikoff, L., Roegman, R., Reagan, E., Goodwin, A.L., & Chen, C. (2017). Reforming and reimagining within teacher education. Paper presented at the annual meeting of the European Conference on Educational Research, Copenhagen, Denmark.

2017-2018 Presentations

2018 AACTE
Goodwin, A.L., Chen, C., & Horn, C. (2018). Cities as partners: Learning from communities in an urban teacher residency. Paper presented at the annual meeting of the American Association of Colleges of Teacher Education, Baltimore, MD.

Horn, C., Darity, K., & Goodwin, A.L. (2018). The supervisor’s role: Intentional knowledge development in an urban teacher residency. Paper presented at the annual meeting of the American Association of Colleges of Teacher Education, Baltimore, MD.

Vernikoff, L., Reagan, E., Couse, L., Goodwin, A.L., Horn, C., & Schram, T. (2018). Beyond urban or rural: Effective clinical practices for teaching residencies in diverse contexts. Paper presented at the annual meeting of the American Association of Colleges of Teacher Education, Baltimore, MD.

2018 AERA
Chen, C., Akin, S., & Goodwin, A.L. (2018). “I’d like to be part of that”: Prospective teachers’ articulations of their teaching intentions. Paper presented at the annual meeting of the American Educational Research Association, New York, NY.

Goodwin, A. L., & Stanton, R. (2018). Lessons from an expert teacher of immigrant youth: A portrait of socially just teaching. Paper presented at the annual meeting of the American Educational Research Association, New York.

Horn, C., Darity, K., & Goodwin, A.L. (2018). The stories we tell: Intentional knowledge development in an urban teacher residency. Paper presented at the annual meeting of the American Educational Research Association, New York, NY.

2018-19 Presentations

2018 European Educational Research Association (EERA)
Goodwin, A. L., & Stanton, R. (2018). Learning from an expert teacher of immigrant youth in a U.S. urban school: Teaching for social justice. Paper presented at the annual  meeting of the European Educational Research Association, Bolzano, Italy.

Horn, C., Darity, K., & Goodwin, A. L. (2018). Intentional narratives to develop pedagogical knowledge in an urban teacher residency. Paper presented at the annual meeting of the European Educational Research Association, Bolzano, Italy.

2019  World  Educational Research Association (WERA)
Goodwin, A. L., & Stanton, R. (2019). Social justice teaching: Learning from a master teacher of  immigrant youth. Paper presented at the Focal meeting of the World  Educational Research Association, Tokyo, Japan.

2019 NEERO
Vernikoff, L., Horn, C., & Goodwin, A.L. (2019). Place-based pedagogical content knowledge:    Teaching from, in, and for New York City. Paper presented at the annual  meeting of the New England Educational Research Organization, Portsmouth, NH.

2019-20 Presentations

2019, 2020 EERA
Darity, K., Goodwin, A. L., & Horn, C. Carrying On: Shifts in Support from an Urban Teacher Residency to Induction. Paper accepted for the 2020 annual meeting of the European Educational Research Assoc., Glasgow. (Event cancelled due to COVID19 pandemic)

Vernikoff, L., Horn, C., & Goodwin, A. L. (2019). Place-based pedagogical content knowledge:  Teaching from, in, and for particular places. Paper presented at the annual meeting of the European Educational Research Association, Hamburg, Germany.

2020 AERA
Darity, K., Horn, C., & Goodwin, A. L. (2020.) Crossing the divide: Transitioning from an urban teacher residency program to induction. Paper accepted for the annual meeting of the American Educational Research Association, San Francisco.

Darity, K., Horn, C., & Goodwin, A. L. Crossing the divide: Transitioning from an urban teacher residency program to induction. Paper accepted for the 2020 annual meeting of the American Educational Research Association, San Francisco. (Event cancelled due to COVID19 pandemic)

2020 WERA
Darity, K., Goodwin, A. L., & Horn, C. From Student to Teacher: Transitioning from an Urban Teacher Residency Program to Induction. Paper accepted for the 2020+1 Focal meeting of the World Educational Research Association, Santiago de Compostela, Spain.

GLOBAL
Australian Department of Education, Skills, and Employment. The Quality Initial Teacher Education Review (the Review) has now concluded and the Australian Government has released the final report.   The Expert Panel has made recommendations across three key areas: *Attracting high-quality, diverse candidates into initial teacher education *Ensuring their preparation is evidence-based and practical *Supporting early years teachers.

Education International. Iraq: Education unionists meet parliamentary committee to enhance teaching conditions  The KTU delegation insistd that the Parliament and its Committee of Education and Higher Education and Scientific Research do their best to respect the legal rights of Kurdistan’s teachers as soon as possible and to improve the education process at all levels, from pre-primary to higher education.

The Straits Times. New campus for Muis postgraduate course to upskill religious teachers   The new campus will allow Muis to build local expertise and expand its networks with local and foreign scholars and academic institutions, which will be a key step towards the long-term plan to develop the Singapore Islamic College. The college, first announced six years ago, aims to train a new generation of religious teachers who understand Singapore’s multiracial, multi-religious context. 

UNITED STATES
AACTE.
1) AACTE to Host Webinar on Colleges of Education: A National Portrait [March 28, 1pm]
2) New Volunteer Leaders Prepare to Guide AACTE   The recently concluded 74th Annual Meeting in New Orleans marked a transition in leadership for AACTE’s Board of Directors. Michael Dantley, dean emeritus of the College of Education, Health and Society at Miami University of Ohio is the new chair of the Board of Directors. He is joined on the AACTE Executive Committee by the following…

Abilene Reporter News. New teacher certification exam will hurt Texas education   …the adoption of edTPA would increase financial burdens on aspiring teachers because the exam costs $311, which is on top of other fees or alternative teacher preparation programs… Hispanic teachers were three times as likely as their peers to fail the exam, which would mean these candidates would either take the test multiple times at an added expense or would be unable to receive a certification.

Chalkbeat.
1) As pandemic complicates recruitment, Teach For America’s incoming class expected to hit a 15-year low   Other teacher residency and alternative teacher prep programs are experiencing similar challenges. TNTP, for example, which runs a teacher fellowship program in Baltimore, New Orleans, Indianapolis, and elsewhere, has received fewer applications than it typically would by this time of year. Similarly, applications to the Chicago Teacher Residency program are slightly down from last year, a spokesperson wrote in an email…
2) How to help Colorado student teachers across the finish line? Pay them.   House Bill 1220 would provide stipends to student teachers, who currently have to work for free while still paying tuition, and would provide alternative ways to prove mastery of teacher training requirements.
3) New teachers need experienced mentors: Early career educators aren’t getting the feedback they require to thrive.   In 2019, Colorado passed the “Growing Great Teachers Act,” which awarded grants to establish training for mentor teachers. The teachers selected for such programs should have adequate experience, positive references, and an incentive to enter the world of mentoring. 
4) Uptick but no exodus: Despite stress, most teachers stay put   Regardless of whether teachers decide to leave, their heightened stress still matters — for them, their schools, and the future of the profession. Interest in teaching among high school and college students has been declining for years, and dissatisfied current teachers could dissuade would-be educators from entering the classroom in the first place.

Education Week. ‘How Bad Could It Get?’ State and District Leaders Work to Combat Teacher Shortages   While a recent survey by the American Association of Colleges for Teacher Education found that most teacher-preparation programs said the pandemic has had either no or minimal impact on enrollment, a fifth of institutions did see a decline in new undergraduate enrollment of 11 percent or more.

Fast Company. How to convince people to become teachers   Here are three problems the U.S. faces in recruiting the next class of teachers, along with some innovative solutions. Problem #1: high debt and low pay, possible solution: subsidize teacher prep. Problem #2: teacher prep is long and complex, possible solution: “grow your own” programs…

InsideHigherEd. ‘A Voice That Needs to Be Heard’: The American Association of University Professors and the American Federation of Teachers are teaming up to boost faculty say in legislative affairs and in academe’s future.   The proposed legislative agenda seeks reinvestment in higher education at the state and federal levels, the end of mass employment of low-paid adjunct instructors, academic freedom surrounding the teaching of inequality and U.S. history, student debt relief, and increased college access.

Hechinger Report. Debunking the myth that teachers stop improving after five years   Papay assumed that new teachers start at the same starting line every year. That is, the cohort of rookie teachers in 2001 were just as effective as the cohort of rookie teachers in 2009. That might not be true if teacher preparation programs have improved. 

KMA. Bill eliminating teacher tests moves through legislature   The Iowa House recently approved a bill eliminating the exit exam college graduates must pass in order to receive certification necessary to land teaching jobs… Passage is expected in the Iowa Senate. Once that happens, Moore says it’s important for Governor Kim Reynolds to sign the bill ASAP, so that prospective teachers won’t have to be tested this spring.

Las Cruses Sun News. ‘College is too damn expensive’: New Mexico governor signs free college tuition bill into law   With an initial appropriation of $75 million, the law covers tuition and fees for undergraduate students at two- or four-year higher education institutions, including tribal colleges, in the state. Students are required to enroll in at least six and no more than 18 credit hours and maintain a 2.5 grade-point average. Eligible students may pursue career training certificates as well as associate’s or bachelor’s degrees.

National Center on Education and the Economy (NCEE). NCEE Board of Trustees Names Dr. Vicki Phillips New CEO   Vicki began her career as a middle and high school teacher… She holds a… Master of Arts in school psychology from Western Kentucky University; and a Bachelor of Science in elementary (K-8) and special education (K-12) from Western Kentucky University.

NJ.com. Should N.J. get rid of test needed to become a teacher? 9 organizations say yes.   … college students must have a bachelor’s degree, complete a teacher preparation program, complete a minimum of 12 weeks as a student teacher and pass required assessments — including the edTPA. As the state heads toward the end of its third school year impacted by the COVID pandemic, some education organizations continue to push to remove an assessment they feel deters prospective teachers.

New Jersey Monitor. Bill advances that would eliminate a ‘burdensome’ test for would-be teachers   To become a public school teacher in New Jersey, you have to obtain a bachelor’s degree…also must pass a performance-based test known as edTPA… After the Senate committee passed the bill Monday, the crowd of dozens of teachers, school educators, and administrators watching the meeting applauded. A companion bill in the Assembly was introduced in January and has yet to be scheduled for a committee vote.

New York Times.
1) It’s ‘Alarming’: Children Are Severely Behind in Reading  …shortage of educators like Mrs. John, 30, a Tufts University graduate who received formal training in phonics instruction in a previous job. Many graduates of teacher-preparation programs lack this skill set, and some of the nation’s most popular reading curriculums do not emphasize it, despite a large body of research showing it is crucial.
2) Too Many Americans Don’t Understand What Happens in Their Schools  [by Dr. M. B. Cucchiara, TC MA ‘97] First, Americans fail to take the work of teachers seriously. This manifests in teachers’ low salaries compared with other professions, of course, but also in the requirements for entering and remaining in the profession. Compared with teachers in higher-performing countries … teachers in the United States receive less rigorous training before entering the classroom and are less likely to participate in high-quality, sustained professional development throughout their careers.

NEW YORK STATE
NYSED. Department Proposes Regulations for the Substantial Equivalency of Instruction in Nonpublic Schools: Regulations Would Provide Multiple Pathways to Nonpublic Schools to Demonstrate Substantial Equivalency of Instruction   Competent teacher means instructional staff employed by the school who demonstrate the appropriate knowledge, skill, and dispositions to provide substantially equivalent instruction.  A competent teacher need not be certified.  Public Comments Accepted Through May 30, 2022 to submit a comment, email [email protected](link sends e-mail) or mail them to: 89 Washington Ave., EBA Room 1078, State Office of Religious and Independent Schools, SE Regulation Comments, Albany, NY 12234.

The Daily Gazette. Mohonasen to pay physical education teachers more for covering multiple classes simultaneously   SUNY Cortland has one of the largest teacher education programs in the SUNY system and one the largest physical education teacher programs in the nation, said Rebecca Bryan, an associate professor and the interim director of its Physical Education Department. She said enrollment numbers and numbers of students becoming certified as physical education teachers remains steady. 

NEW YORK CITY
Chalkbeat.
1) Here’s how NYC schools are spending $7 billion in COVID federal relief   While they can spend the money to pay teachers overtime to run any programs they create, they can’t hire new full-time staff since the funding is temporary.
2) I teach high school history. It’s my job to help teens understand the war in Ukraine. [by S. B. Rosenberg TC MA ‘02]  If we continue teaching critical thinking skills and fostering empathy, Generation Z will lead us into a more accepting, equitable, and peaceful world.

Teachers College.
1) Center for Educational Equity. Finding Common Ground for Civic Education in Turbulent Times   …mini-conference to explore how conservatives and liberals can agree on how schools throughout the country can teach, support, and encourage students to become capable citizens despite our politically polarized culture. [March 24 1:30-4:30 pm]
2) Student Profile. An Early Start: Family Put Geordany Arias on Path to Teacher Opportunity Corps and Career in the Classroom.  The sense of isolation that seeped into his first weeks as a TC student dissipated with acceptance to the Teacher Opportunity Corps (TOC), the state-funded program that places teachers from underrepresented backgrounds in New York classrooms. The TC program supports students with financial aid, workshops and faculty guidance during internships in New York City schools… Arias, also an Abby O’Neill Fellow, is in his second year with the program.
3) Views in the News. In Times of Crisis, Students Turn to Social Studies Teachers: In Chalkbeat, TC alumna Sari Beth Rosenberg takes us inside her classroom conversations with students about the Russia-Ukraine War   Students are more aware than ever, as America grapples with extreme political division, economic inequity and now, a new war between two sovereign nations… That’s where social studies teachers play a critical role, writes TC alumna Sari Beth Rosenberg (MA ’02, Social Studies Education) in her latest column for Chalkbeat.

GLOBAL
Canberra Times. Want to fix our schools? Start by paying teachers properly   The long-awaited final report of the federal government’s Quality Initial Teacher Education (QITE) Review, released last Thursday, recommends teacher-educators at university have substantial and recent school experience. Great idea. But does that mean taking teachers with that experience out of schools and putting them into universities in the middle of the worst teacher shortage Australia has ever seen?

Global News. N.S. education students in final year to receive temporary teacher’s licences   Students in their final year of a bachelor of education in Nova Scotia will receive a temporary teacher’s licence to meet the growing demand for substitutes. These education students will be able to work as substitute teachers in the province and will be paid for the days they are hired to work.

The Globe and Mail. How teachers are helping students make sense of Russia’s invasion of Ukraine

The International Council on Education for Teaching (ICET). ICTE Seeks its Next President   Following the highly successful presidency of Professor James O’Meara, (2011-2021), ICET has opened the search for his successor. Incorporated in 1973 as a non-profit professional association, the International Council on Education for Teaching (ICET) www.icet4u.org is an association of organizations, institutions, and individuals.

UNITED STATES
AL.com. Bill would allow for-profit training for Alabama teachers, cut certificate time   Companion bills in the House and Senate would reduce the amount of time it takes to earn a teaching certificate. They also aim to allow for-profit providers to operate teacher preparation programs… For-profit teacher preparation programs operate in nine states and enroll larger and larger portions of the non-college-based teacher prep programs where they operate. And for-profit teacher prep programs typically cost less than traditional college-based programs.

American Educational Research Association (AERA). AERA Announces 2022 Fellows (incl. Erica N. Walker, Upton Professor of Mathematical Education, Teachers College).  The American Educational Research Association (AERA) has announced the selection of 18 exemplary scholars as 2022 AERA Fellows. The AERA Fellows Program honors education researchers for their exceptional contributions to, and excellence in, education research. 

Chalkbeat.
1) America’s oldest HBCU aims to be driving force again in producing teachers   The oldest historically Black college, or HBCU, in the country, Cheyney is looking to rebuild the university’s legacy of producing teachers like Abbott at a time when many are leaving the profession. University leaders are also looking to improve teacher diversity numbers, as white teachers still account for the majority of U.S. teachers. 
2) Biden urges Americans to consider tutoring, mentoring in schools   A number of states and school districts have been working to staff big new tutoring programs meant to help students catch up… Many planned to have recruits go through significant training, and a national labor shortage has contributed to hiring difficulties, making it unclear if many Americans will respond to Biden’s call or if schools will be equipped to take advantage of them.
3) Colorado bill would make schools post all teaching materials online   Colorado schools would have to post lists of textbooks, worksheets, websites, and surveys administered to students, as well as teacher training materials under a Republican-sponsored bill up for consideration this week.
4) ‘Nearing a collapse,’ Indiana needs more special educators   To help fill the gap, the state and school districts have earmarked millions in federal dollars to train more special education teachers. One pathway will offer a bridge for teachers whose emergency permits are expiring, while another focuses on working paraprofessionals.

EdSurge. Why Are Colleges Hesitant to Train More Early Childhood Educators?   Even though there’s high demand for people to enter the profession, skeptics say that the career track doesn’t provide workers—mostly women, many of them women of color—with a living wage. So they argue that it’s not in the best interest of their students or their institutions to direct graduates to jobs in preschools and other early childhood programs.

Hechinger Report. Putting compassion on the teacher prep syllabus: A new, masters-level course called ‘Compassion and Dignity for Educators’ is being offered at the University of Colorado, Boulder   To be compassionate means taking action to relieve suffering, said Potvin, who was a classroom teacher before becoming a researcher. She and others involved in the course see that focus as the key in teaching compassion as a framework for educators. Taking action moves teachers beyond just having empathy, which can be stifling when faced with crisis after crisis, to having agency.

InsideHigherEd. Losing Money on Graduate Degrees   86 percent of advanced degrees offer a positive financial outcome, with exceptions for Ph.D. programs in areas such as education and other non-STEM fields.

KTSM. $100K+ Grant boost UTEP’s Teacher Preparation Candidates   Thanks to a $108,000 grant from the Charles Butt Foundation, ten graduate students in The University of Texas at El Paso’s (UTEP) teacher preparation program each were awarded $10,000 scholarships… UTEP nominated students for the Charles Butt Scholarship for Aspiring Teachers who were accepted into the accelerated M.A. in Education with teacher certification program, which includes a year-long residency in partnership with El Paso County school districts.

LPI. The Federal Role in Tackling Teacher Shortages   There are two bills on Congress’s near-term docket that can start to reorient the federal government toward supporting comprehensive preparation: the 2022 fiscal year (FY) spending bill and the Build Back Better Act.

Madison.com. UW-Madison extends loan forgiveness program to keep teachers in Wisconsin   The School of Education’s “Teacher Pledge” will run through the 2025-26 school year, one year longer than what was initially envisioned as a five-year program… The entirely donor-funded initiative forgives some or all of students’ loans after they teach in a Wisconsin school for four years. Those working in what the state Department of Public Instruction defines as a high-need district or subject area fulfill their obligation in three years.

NYTimes. Autherine Lucy Foster, First Black Student at U. of Alabama, Dies at 92   She obtained a two-year teaching certificate from Selma University in Alabama before completing her undergraduate work at Miles College… She sought teaching posts, but, as she recalled, interviewers would say to her, “You were the infamous Miss Lucy, and we don’t want you to come to our school.” She eventually did teach at various schools in the South…

Radio Iowa. House votes to get rid of test new Iowa teachers must pass   A decade ago, Governor Terry Branstad asked legislators to require both an entrance exam for college students entering Iowa teacher preparation programs and an exit exam before graduates could be licensed to teach in Iowa. The bill gets rid of both requirements.

U.S. News. What to Know About ‘Grow Your Own’ Teacher Programs: Recruiting teachers locally can ease staffing shortages and increase workforce diversity.   Through partnerships between school districts, community-based organizations and colleges, GYO programs recruit community members to teach in local pre-K-12 schools. While some programs help individuals already in the profession gain teaching licensure, like paraeducators or substitute teachers, most are geared toward introducing high school students to the field.

Washington Post.
1) Teachers abandon letter grades in search of a fairer way   Feldman said that schools “perpetuate very antiquated and ineffective and even harmful ways of grading,” because there is no or little training on how to grade for students in teacher preparation courses.
2) University of Maryland Baltimore County receives $21 million donation to expand educational research   The University of Maryland Baltimore County has received a record $21 million donation to expand educational research, teacher preparation and partnerships with Baltimore city schools… The Sherman scholars program prepares college students to become teachers in Baltimore and other cities in Maryland with a focus on training educators to meet the needs of culturally diverse grade school students learning science, technology, engineering and math. 

NEW YORK STATE
NYS Board of Regents.
1) 60-day public comment period opened March 2nd regarding proposed amendments to establish the Literacy (All Grades) teaching certificate.  Data, views or arguments may be submitted to: William P. Murphy, Deputy Commissioner, NYS Education Department, Office of Higher Education, 89 Washington Avenue, Room 975 EBA, Albany, NY 12234, (518) 473-3781, email: [email protected]
2) Statement from Chancellor Lester W. Young, Jr. and Commissioner Betty A. Rosa on Board of Regents Appointments   We congratulate Regents Susan W. Mittler and Ruth B. Turner on their reelection today to the Board of Regents and welcome Shino Tanikawa of Manhattan, who will represent the 1st Judicial District, New York County… We thank Regent Nan Eileen Mead for her service to the people of New York and wish her success in her future advocacy. Her dedication to lifting the voices of our young people has been invaluable during her time with the Board.

NEW YORK CITY
City College of New York (CUNY).  CFP for a Special Issue of The New Educator on Teacher Education in the Context of Teacher Shortages [manuscripts due June 20]

Teaching Residents at Teachers College (TR@TC). Induction and Beyond. March 2022 Educator Resources  Special Announcements; Educator Grant Opportunities; Induction Highlights; Raising Consciousness