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Teacher Education

Week of May 10 in Teacher Ed News

GLOBAL
Association of Teacher Education in Europe (ATEE). One-Day Online Conference: Teaching Languages Post-Covidly, 28 May. [CFP deadline 17 May]

Organisation for Economic Co-operation and Development (OECD). WEBINAR. Developing literacy skills in a digital world: New findings from PISA [26 May]

UNITED STATES
American Association of Colleges for Teacher Education (AACTE).  Nevada Special Education Teacher Named 2021 National Teacher of the Year   AACTE congratulates 2021 National Teacher of the Year Juliana Urtubey and AACTE member Institution The University of Arizona (UArizona) for preparing her for a distinguished teaching career. Urtubey holds a bachelor of arts in bilingual elementary education and a master’s degree in special bilingual education from UArizona.

Association For Advancing Quality In Educator Preparation (AAQEP). Achieved formal status of an accrediting organization in relation to recognition by the Council for Higher Education Accreditation (CHEA).

Associated Press (AP). Oklahoma governor signs ban on teaching critical race theory   The measure would also prevent colleges and universities from requiring students to undergo training on gender or sexual diversity. The bill takes effect on July 1.

Chalkbeat.
1) Chicago plans to disband its largest turnaround school network   Chicago Public Schools says it plans to dismantle its largest turnaround school network, the Academy for Urban School Leadership…The school district said Wednesday it will continue a separate agreement with the nonprofit for a teacher residency and training program that helps prepare new college graduates and career changers for jobs in public schools. That program dates back to the early 2000s.
2) ‘Teaching the truth’: Tennessee educators respond to proposed limits on teaching about racism   Instead of broadening our world view this legislation narrows it. It also goes against the education commissioner’s demand that each county have a diverse teaching staff. How will this come across to teachers of color or those that are contemplating entering the profession?”

Education Week.
1) Mentors Matter for New Teachers. Advice on What Works and Doesn’t   After completing both an accelerated teacher licensure and master’s degree program, and a 10-week student teaching experience, Femrite landed a job in the Minneapolis public school system teaching special education… “Coming out of traditional college, trying to bridge the gap from theories learned in the classroom to applying them, my mentor teacher was able to really help me,” said Femrite…
2) Why Other Countries Keep Outperforming Us in Education (and How to Catch Up): Money from the American Rescue Plan could be our last best chance to build the school system we need   The Common Core State Standards failed because teachers were being judged against student performance on tests that did not measure what the teachers were supposed to teach, there were no curriculum materials available to support what the students were supposed to learn, the teachers had never been taught to teach what their students were supposed to learn, the way students progressed through the grades had not been redesigned against the targets specified by the standards…

NYTimes. Teach About Inequality With These 28 New York Times Graphs: Graphs about income, education, health care and the pandemic can help students think critically about stubborn and growing inequalities in American society.

NEW YORK STATE
NYSED Board of Regents.
1) Proposed Amendment to Sections 52.21 and 80-2.9 and Subpart 80-4 of the Regulations of the Commissioner of Education Relating to the Creation of the Bilingual Education Extension, Supplementary Bilingual Education Extension, and Registration Requirements
2) Proposed Amendment to Sections 52.21, 60.6, 61.19, 80-1.2, 80-3.7, 100.1, 100.2, 100.4, 100.5, 100.6, 100.7, 100.19 and 151-1.3 and the addition of Section 80-5.27 to the Regulations of the Commissioner of Education Relating to Addressing the COVID-19 Cri  The Department proposes to revise the proposed addition of section 80-5.27 of the Commissioner’s regulations to extend the validity period of the Emergency COVID-19 certificate from one year to two years in response to continued limited test center seat availability for certification exams. The one-year Emergency COVID-19 certificate extension would replace the option to renew the certificate for one year, which required candidates to obtain recommendations from school personnel
3) Update on the edTPA Passing Scores for New York State  The Department plans to extend the current edTPA passing scores from December 31, 2021 through December 31, 2022.

NYSED Office of Teaching Initiatives. Emergency COVID-19 Certificate. Update (May 13, 2021): The validity period of the Emergency COVID-19 certificate has been extended from one year to two years in response to limited test center availability for certification exams during the pandemic… The Emergency COVID-19 certificate application deadline continues to be September 1, 2021.

NYTimes. State and city universities in N.Y. will require vaccinations once the shots have full approval.   The State University of New York and the City University of New York plan to require that all students attending in-person instruction in the fall be fully vaccinated against Covid-19…the requirement would be contingent on the federal government granting full approval to the vaccines now in use. 

The Daily Gazette. Board of Regents call on school districts to acknowledge racism in America   The policy statement outlines a series of areas district-level policies should aim to address: establishing a district diversity, equity and inclusion committee; examining and updating curriculum, teacher practice and training, and how students are sorted and grouped; engaging family and community members, and; improving workforce diversity.

NEW YORK CITY
Teachers College. Hitting Racism Where It Lives Now: In their new book, Detra Price-Dennis and Yolanda Sealey-Ruiz take on technology in education   Teachers must be “prepared and skilled to talk about the material, social, emotional, cognitive, economic, and political manifestations that stem from structural racism in the classroom,” Price-Dennis and Sealey-Ruiz write, and also able to “move beyond their own biases to reimagine the work that is required of them to develop their racial literacy.”

By Dwight Manning

Associate Director for Assessment, Outreach and Programming Support, Office of Teacher Education, Teachers College, Columbia University

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