Podcasts about educator preparation

Teachers are socialized to view themselves as "superhuman.” They are celebrated when they work long hours, sacrifice personal time, and go "above and beyond" in their roles. In this episode, Dr. Shamari Reid, Assistant Professor of Justice and Belonging in Education at New York University and Dr. Marcelle Mentor, Director of Educator Preparation and Assistant Professor in the College of Education and Human Development at UMass Boston join us to discuss Dr. Reid's book Humans Who Teach: A Guide for Centering Love, Justice, and Liberation in School. Together we explore how celebrating the diverse identities and experiences of teachers and acknowledging their full humanity creates supportive environments that foster the growth and well-being of teachers and their students.

Dr. Carla Tanguay, the assistant dean for Educator Preparation and Accreditation College of Education and Human Development at Georgia State University, and Dr. J.W. Mozley, the executive director of Talent Management for the Division of Human Resources at Gwinnett County Public Schools, discuss a new partnership that affords Gwinnett County school teachers with the opportunity to earn a master's degree in STEM subjects.Plus, we then revisit WABE reporter DorMiya Vance's latest feature that sheds light on the many challenges LGBTQ+ rappers face when navigating Atlanta's hip-hop scene.Lastly, for “Closer Look's” Hip Hop @ 50 series, Gwinnett County-based rapper Victor Mariachi returns to the program to talk about his latest album 'DANIEL' (released Nov 2022), how hip hop shaped him, and how he incorporates his Mexican American identity into his music.See Privacy Policy at https://art19.com/privacy and California Privacy Notice at https://art19.com/privacy#do-not-sell-my-info.

In this episode, Dan and Lauren are joined by Dr. Darren Pierre, Lecturer in the Office of Global Engineering Leadership in the A. James Clark School of Engineering at the University of Maryland and Dr. Kerry Priest, Professor in the Staley School of Leadership and Program Director for Leadership Communication at Kansas State University. The group identified research areas centered on developing leadership educators. They built on prior work done on the professional practice of leadership education. The article presents thought-provoking questions and ideas for innovative research methods. The authors envision a future where leadership facilitators are well-trained and knowledgeable in current teaching practices and research.  Pierre is the lead author and Priest was part of the writing team for Priority #4 of the National Leadership Education Research Agenda.  ----more----Pierre and Priest were lead authors and part of the writing team for Priority Number 4, titled “A Critical Look at Leadership Educator Preparation: Developing an Intentional and Diverse Approach To Leadership Learning and Development" This episode is part of a series of conversations with the lead authors of the nine priorities of the (NLERA) 2020-2025, published in Volume 14, issue 3, of the Journal of Leadership Studies.

Today we are here to talk about pathways for recruitment and preparation of educators, and the growing role of community colleges in helping to prepare future teachers. You'll hear today about collaborative frameworks between high schools, community colleges, and universities to create a seamless educational pathway for students pursuing a career in education. Guests: Dr. Lisa Eads, Associate Vice President of Academic Programs, NC Community Colleges Cathy Collie-Robinson, Chair/Instructor, Early Childhood Education Program, Durham Technical Community College Dr. Steve Turner, Dean, Humanities & Social Sciences, Guilford Technical Community College Alan Hooker, Director of Recruiting, Guilford County Schools Dr. Paula Groves Price, Dean of the College of Education at North Carolina Agricultural and Technical State University Dr. Gerrelyn Patterson, Chair of the Department of Educator Preparation, North Carolina Agricultural and Technical State University

Vito J. Borrello is the first Executive Director for the National Association for Family, School, and Community Engagement (NAFSCE), appointed in September 2014. Since its founding, NAFSCE has addressed systemic issues to advance family, school and community engagement as a strategy for child development, student achievement and school improvement. Initiatives include Reframing the Family Engagement Conversation and the establishment of the National Alliance for Family Engagement; the 18-state State Consortium on Family Engagement in partnership with the Council for Chief State School Officers; and its Family Engagement Consortium on Pre-service Educator Preparation. Prior to his current position, Mr. Borrello served as the 19-year president of Every Person Influences Children, a New York-based organization providing parenting education, and family engagement in education programs. Current National Advisory Board Member roles include Scholastic, and the Center for Education Equity. Recent previous national roles include membership on the National Family, School and Community Engagement Working Group; and two completed terms as both an Appointed and At-Large Board Member for National PTA, where he also served on committees for finance, legislation, resource development, strategic planning and leadership recruitment. He is co-founder and Chairman Emeritus for the NY State Family Engagement Coalition. Prior to his NAFSCE appointment, Mr. Borrello was Chairman of the NY State PTA Urban Initiatives Task Force, Steering Committee member of the NY State Parenting Education Partnership, and a past appointee to NY State Education Department workgroups for Teacher Standards, Striving Readers, and Safe Schools. In his home community of Western New York, Mr. Borrello is a past Board Member for the State University of NY at Buffalo's Alberti Center for Bullying Abuse Prevention; past Chairman for the Care Management Coalition of Western New York, and past Board member for Buffalo's Read to Succeed literacy initiative. He is a graduate of the Health Foundation for Western and Central New York Fellowship program and a 1998 graduate of Leadership Buffalo. Mr. Borrello has a Bachelor's Degree in Music Education from Wittenberg University and resides in East Amherst, New York with his wife, Maria, and has two daughters, Marisa and Samantha. He commutes to the NAFSCE offices located in Alexandria, Virginia.

Have you ever thought, “I want to become a teacher but I don't want to leave my rural community”? In this episode, Valerie Sherman and Cindy Gutierrez from CU Denver talk about the exciting T-PREP program - a pathway for individuals and local talent who live and work in rural Colorado to earn a Bachelor's degree and teacher licensure without needing to uproot or commute! Learn about how T-PREP leverages relationships with local community colleges, provides flexibility for families and working folks, and utilizes the role you may already perform in schools to meet licensure requirements. https://linktr.ee/redefiningrural

This week on The Good Life EDU Podcast, we learn more about teaching learners with low-incidence disabilities and the unique educator training programs and supports in place for anyone interested in becoming certified to teach students who are deaf or hard of hearing. This conversation features insights from a panel of experts that includes Darsha Pelland the Director of Low Incidence Disabilities with the Nebraska Department of Education, Dr. Julie Delkamiller the Associate Professor of Special Education & Communication Disorders at UNO, and Anne Thomas the Assistant Professor of Practice for Special Education & Communication Disorders at UNL. For more information, access https://www.education.ne.gov/sped/

Margaritas and green chilly smothered burritos might signify a coaching ‘comfort food' moment but there's no denying, Dr JEA knows exactly when to chase the challenge and embrace the journey. Dr JEA extracts the brilliance inside with her take on responsible risks and the magic that happens when you're out of your comfort zone. She's hardwired for a challenge and delves into the life lesson of how to tie-up your shoelaces with joy, energy and achievement! Inhale her geek out on wrapping words and exhale the ‘destination declaration' – that can change at any darn time throughout this Podcast! Emma Doyle met Dr. JEA when they were both keynote speakers at the Mile High Society Human Resource Managers conference in January of 2022, and an instant alignment formed. This fast-paced episode covers; Great Coaching Moment - Future focused and challenge orientated! 2:00 The Brilliance Inside 4:10 Coaching Moment that didn't go so well - Courageously asking the hard questions 5:50 Margaritas and green chilly smothered burritos! 6:23 Discomfort - wired for challenge 7:50 Sliding Doors Moment - 9:00 What if? 12:00 Responsible Risk - the magic that happens when you're out of your comfort zone 13:50 What makes a great coach? Reveal their Brilliance 14:25 How to help people form their identity through coaching 15:50 Alignment 18:22 The Shoe Analogy 24:40 Do you mind if I share pivot moments that others have made in their career? 25:00 The Decision Making Matrix 26:20 Sentence Tool - (Your name) is one of the most powerful, respected and influential (insert your quality) in the world! 29:20 Destination Declaration; you can change it or create it at any darn time! 31:10 ZPD - Zone of Proximal Development (The Shoe Analogy) 32:00 Clarity Chart - Inhale 3 words - Exhale be present 38:50 About Dr. JEA (Jennifer E. Arzberger, Ph.D.). Dr. JEA is the Champion of Brilliance CEO and lives by the mantra of 'you are the leader of your life'! An educator, entrepreneur, optimist, achievement accelerator and most important of all, a proud mom, Dr. JEA inspires individuals to build brilliance in their lives, to live with confidence, compassion and courage. “One thing I believe with my whole heart is that we are all leaders. Each and every day we lead the most important (and difficult) person on the planet: ourselves. You are the leader of your life; the author of your life story! Reveal your BRILLIANCE and write an amazing chapter!" From the joy-filled walls of the classroom, Dr. JEA began levelling her success and influence across the globe. Leading the way as an edu-preneur, Dr. JEA founded downtown Denver's first elementary school. She played a key role in the Colorado Department of Higher Education and Colorado Department of Education, incubating innovation in Educator Preparation under the leadership of the Lieutenant Governor. Her experiences have provided her with opportunities to advise the White House and Gates Foundation. Eager to explore the industries our children will enter after graduation, Dr. JEA identified Tech as the best place to discover the skills and dispositions our children will need to succeed in the 21st Century. She is now a proud Identian and created Ping Identity'sfirst learning and performance function. She loves training leaders and high performers across the globe and exploring the intersection of organizational and individual identities and their influence on corporate culture and workplace well-being. Dr. JEA is the founder and Champion of Building Brilliance, where she uses her creative and scholarly talents to help women design lives that transcend the ordinary through The Life Design Lab and High Performance Coaching. Dr. JEA completed her Ph.D. in Curriculum and Instruction with an emphasis on Educational Administration and Policy at the University of Denver. Her doctoral research focused on leading in a culture of innovation and change. Additionally, she completed the Get Smart Schools Fellowship to catapult leaders into achieving excellence. Dr. JEA earned her M.A. in Mathematics from the University of Northern Colorado, M.A. in Teaching and Teacher Education from the University of Arizona, and B.A. in Elementary Education from the University of Arizona. Dr. JEA has served as an instructor at CU Denver teaching the following courses: Psychology of Gifted, Talented and Creative Children; Research in Schools; Doctoral Seminar in Research Methods; Human Learning; Children's Thinking; Social Psychology of Learning; and Advanced Psychological Foundations. Through her work, Dr. JEA inspires individuals to adopt high performance habits, practice self-leadership and design lives that transcend the ordinary. Follow Dr. JEA via: https://www.facebook.com/JenniferArzberger/ https://www.youtube.com/channel/UCpjYrsF5QnXi6QrKjW7K5vQ

How can concepts like “teacher identity” and “learning leader” transform how educators show up in the classroom? What is the difference between directive and generative scaffolding, and how can one be significantly more constructive for ELs? What roles can deep culture, identity, and instructional power play in crafting more equitable teaching styles? We discuss these questions and much more with Tanji Reed Marshall, who was highly recommended by our friend Jeff Zwiers form Stanford Graduate School of Education. Tanji Reed Marshall, Ph.D., is the director of p-12 practice, leading Ed Trust's Equity in Motion assignment analysis work. Prior to joining Ed Trust, Tanji worked in the Office of Academic Programs at Virginia Polytechnic Institute and State University to prepare the school of education's accreditation with the Council for the Accreditation of Educator Preparation. Before that, she supported prospective secondary English teachers who were working to obtain licensure through the school of education. You'll find multimedia resources - including a transcript of this episode, accompanying blog posts, videos, collaboration opportunities, and more - on our learning community. For episode resources and additional content visit our EL Community page. Download the full episode transcript here. --- Send in a voice message: https://anchor.fm/highest-aspirations/message

In this episode, we speak with Dr. Valerie Hill-Jackson.  She is the Assistant Dean of Educator Preparation at Texas A&M University. Hill-Jackson is a highly-awarded & recognized educator. Her research interests include critical educator preparation, transformative/servant leadership, service-learning/community education, ethnography, school-university partnerships, culture and curriculum, and STEM education for underserved learners. She is the PI + Co-Executive Director of a new program called Brazos Valley Teach, which is a high school education academy. They provide guidance, resources, and support to high school students in the Brazos Valley to become successful future teachers.Links:Dr. Hill-Jackson BioBrazos Valley Teach Website

As we continue our conversation after Teacher Appreciation week and celebrate Mental Health Aware Month this May we discuss recruiting and retention in the teaching profession with Dr. Valerie Hill-Jackson who dives into the topic of teacher's mental health and how to create better spaces for teachers. Dr. Valerie Hill-Jackson received her Interdisciplinary Doctorate in Educational Leadership degree, summa cum laude, in 2003 from St. Joseph’s University in Philadelphia, Pennsylvania. She joined the Department of Teaching, Learning, and Culture at Texas A&M University in September 2004 and teaches courses, as a clinical professor, in the teacher education and multicultural/urban program areas. In 2018, Dr. Hill-Jackson was appointed by the Office of the Dean as the Director of Educator Preparation and School Partnerships. And in June 2019, Hill-Jackson was appointed as the Assistant Dean of Educator Preparation and School Partnerships. Dr. Hill-Jackson is a nationally and university-recognized educator having garnered: 2007 Maybelline / People Magazine Women Who Empower Through Education Award; the 2008 Texas A&M University (TAMU) Association of Former Students Award for Distinguished Teaching; 2008 Transfer Camp Namesake (TAMU); 2010 Student-Led Award for Teaching Excellence (SLATE) at TAMU; 2010 Outstanding Panhellenic Professor; 2011 National Society of Collegiate Scholars Inspire Integrity Top 10 Finalist award; Honorary Guest Coach for the Texas A & M University Women’s Basketball Team, 2011 NCAA Champs, at the McNeese U. Home Game 2011; 2013 Upton Sinclair award; 2015 Aggies Commit to Transforming Lives Administrative Fellow; and the 2016 Educational Institution Image Award by the Edwards Ministerial Association. Dr. Hill-Jackson developed three new graduate courses including one that is integral to the Educational Leadership in Curriculum and Instruction program. Dr. Hill-Jackson’s teaching philosophy is best explained with her simple quote, “students first through action research.” Dr. Hill-Jackson’s books include: Transforming Teacher Education: What Went Wrong with Teacher Training and How We Can Fix It (Stylus, 2010); Better Principals, Better Schools: What Star Principals Know, Believe, and Do (IAP, 2016); Better Teachers, Better Schools: What Star Teachers Know, Believe, and Do (IAP, 2017); Teacher Confidential: Personal Stories of Stress, Self-Care, and Resilience (iUniverse, 2018) and; What Makes a Star Teacher: 7 Dispositions That Support Student Learning (ASCD, 2019). Dr. Hill-Jackson’s research interests include: critical teacher education, transformative/servant leadership, service-learning/community education, ethnography, gifted education, culture + curriculum, and STEM education for underserved learners. Early in her career, Dr. Hill-Jackson received the prestigious American Educational Research Association / Spencer fellowship for her qualitative dissertation and was conferred with the LEAD Poisoning Star Award for her research in community education. In 2013, Hill-Jackson won a Traditional Core Fulbright Award and was hosted by the Center for Critical and Cultural Theory at the School of English Communication and Philosophy at Cardiff University in Cardiff, Wales. Hill-Jackson received a 2018-2019 Melbern G. Glasscock NTT Faculty Research Fellowship.

Tanji Reed Marshall, Ph.D., is the director of p-12 practice, leading Ed Trust's Equity in Motion assignment analysis work.Prior to joining Ed Trust, Tanji worked in the Office of Academic Programs at Virginia Polytechnic Institute and State University to prepare the school of education's accreditation with the Council for the Accreditation of Educator Preparation. Before that, she supported prospective secondary English teachers who were working to obtain licensure through the school of education.Before joining Virginia Tech, Tanji worked for as a district-level literacy specialist in Charlotte–Mecklenburg Schools in North Carolina, where she supported middle schools across the district to refine their literacy practices. She also worked to prepare the district as they transitioned to Common Core standards. Additionally, as a Title I literacy coach, Tanji worked with targeted schools to improve literacy instruction for traditionally underserved students. Her career also includes elementary and middle school classroom teaching in North Carolina and New Jersey, which has allowed her opportunities to consult with school districts across the country to refine and focus teacher practice on literacy and to strengthen student achievement — with an emphasis on traditionally underserved students.Tanji holds a doctorate in curriculum and instruction, with an emphasis on teacher practice with high-achieving African American students, from Virginia Tech; a master's degree in English education, with a focus on critical literacy, from the University of North Carolina at Charlotte; and a bachelor's degree in psychology from Boston College.

Nearly 8% of the nation’s teachers graduate from California State University. That places a lot of responsibility on today’s guest, the Assistant Vice Chancellor of Educator Preparation and Public School Programs for CSU, Dr. Marquita Grenot-Scheyer. 01:04 Introducing Dr. Marquita Grenot-Scheyer 02:05 How Special Education Has Changed Over Time 05:24 Preparing Candidates in Teacher Education 07:34 Closing the Diversity Gap for Teacher Candidates 12:31 Advice for Administrators in Teacher Preparation 16:30 Preparing for the New Normal Amidst COVID-19 17:08 Lightning Round Video with captions: https://youtu.be/jF_zxbSPzqU https://www.twitter.com/teacheredpod https://www.facebook.com/teacheredpod https://www.instagram.com/teacheredpod

This preview outlines the upcoming show the Educator Lounge Podcast sponsored by the University of Michigan-Flint Center for Educator Preparation

Why is there a bright line between academia and the arts? Between cognition and creativity? Where should that line break down? Or should it? And, why do educators and others think of creativity only in terms of art or music, when it also applies to problem solving and cognition? We talk with Dr. Jennifer Fisher, who is both a university assistant teaching professor and an art education coordinator. We talk about how to bridge that gap, and hear from a gifted student’s struggle to be academic and artistic. About the guest - Jennifer Fisher, PhD, is an Assistant Teaching Professor and Coordinator of Art Education in the Department of Educator Preparation, Innovation and Research in the College of Education at the University of Missouri-St. Louis. She is a joint faculty member in the Department of Art & Design within the College of Arts and Sciences.  She holds a teaching certificate in the state of Missouri, where she is certified to teach Art K-12, Gifted K-12, and English Language Arts 5-12. She received a B.S.Ed. in Secondary Education-Art from Southeast Missouri State University in 2009. Dr. Fisher also earned a Master of Special Education-Gifted and Talented from the University of Missouri-Columbia in 2011, and a Doctor of Philosophy in Teaching and Learning Processes from the University of Missouri-St. Louis in 2016. You can support the podcast and receive subscriber-only benefits at www.patreon.com/mindmatters. The Mind Matters podcast is available on Facebook and Instagram at Mind Matters Podcast, and on Twitter @MindMattersPod. For more information go to www.MindMattersPodcast.com Thank you for caring about kids. Copyright © 2019 Morris Creative Services LLC. All rights reserved.

(Photograph courtesy of Dr. Frederick Uy, and used with permission.) When was the last time you had fun in math class? The California STEAM Symposium says that needs to happen more often.  And so does Steering Committee member Dr. Fred Uy. When the seventh annual California STEAM Symposium happens, December 9th and 10th in Anaheim, educators will get to see all kinds of ways this could happen. Fred, as he prefers to be called, is the Director of Educator Preparation at California State University's Office of the Chancellor.   His specialty: math.  He has taught math, both at the K-12  level and, for more than 18 years, at the college level, preparing future math instructors to teach in more innovative ways.  Meanwhile, CSU trains the majority of teachers credentialed in California. 2019 marks Fred's first year on the  California STEAM Symposium's Steering Committee.  He has also attended the symposium many times in the past. Not surprisingly, Fred is all about exploring nontraditional ways to bring math to life for students.   He will be leading two sessions at the California STEAM Symposium, which the Californians Dedicated to Education Foundation, the California Commission on the Status of Women and Girls and the California Department of Education are producing in partnership. Fred talked about mathematics instruction, some of the ways he himself introduced "out-of-the-box" thinking into his classes and the ways he sees the California STEAM Symposium serving both future students and the next generation of STEAM teachers. On this edition of Over Coffee®, you will hear: How a different approach led Fred to his career in mathematics; Fred's first lesson for the next generation of math teachers; Some of the ways Fred captured the imagination of his own students in his math classes; A geometry lesson which Fred taught, which incorporated art; Fred's experiences in his work on the California STEAM Symposium Steering Committee; An inside preview of the California STEAM Symposium; Specific STEAM Symposium features which Fred considers to have a major "wow factor"; A look at what will be happening in the makerspaces (which will be in operation throughout both days of the symposium); A preview of the sessions Fred will be leading; One innovative CSU program for training teachers, of which a number of people may not be aware; One misconception about math, which both CSU and the California STEAM Symposium are debunking; A mini-math lesson which incorporates art!; What Fred has found most rewarding, in his first year on the Steering Committee; The changes he's seen, in the way math is taught, over his career in education; His perspective on the ways mathematics instruction needs to evolve, over the next few years. The "magic element" he recommends, to get student comfortable with math; What he's most looking forward to, as the 2019 California STEAM Symposium approaches; What he himself has learned, in the past year, that he would like to share with fellow education professionals.     And--here is our previous episode, featuring a conversation with CDEF STEAM Program Director Glennon Stratton, about the California STEAM Symposium!  The California STEAM Symposium begins at 7:00 am, Monday, December 9th, and runs through Tuesday afternoon, December 10th.  This is a symposium for anyone interested in STEAM education; here's the link for information. n!   Here's the link for information.

Today you are in for an enlightening conversation on diversity in teacher education with ASCD Author and Assistant Dean of Educator Preparation & School Partnerships at Texas A&M, Dr. Valerie Hill-Jackson. Join us as she offers historical insights and solutions to help build diverse educational communities.

Our state’s public schools are facing critical teacher shortages and longer term teaching vacancies. At the same time, enrollment in the state’s teacher preparation programs continue to lag. In response, state leaders have been looking at ways to expand the teacher pipeline including recruiting more out-of-state teachers and adding new pathways to teaching careers. This week we talk with several education leaders who are at the center of these efforts to discuss the challenges and the most promising solutions. Guests: •Dr. Patrick Miller, Superintendent, Greene County Schools •Dr. Aaron Fleming, Superintendent, Harnett County Schools •Dr. Anthony Graham, Provost and Vice Chancellor for Academic Affairs, Winston-Salem State University •Dr. Diana Lys, Assistant Dean for Educator Preparation and Accreditation, UNC-Chapel Hill School of Education

For more than 120 years, Boston-based Northeastern University has been known for experiential education. A third of the 26,000 enrollments are graduate students served by a network of campuses around the country and a thriving online program. Building on this tradition and footprint, The Northeastern Graduate School of Education has been rethinking educator preparation. In this week’s episode, Tom speaks with two STEM graduates that became teacher educators and — with the backing of Northeastern University — are reinventing preparation. They are Professor Kelly Conn and Professor Cherese Childers-McKee. Professor Kelly Conn has been with Northeastern University for the last eight years. She leads professional development pathways, including a cool program called NExT, which is a global platform of educators connecting practice to more innovative workplace-based learning. Professor Cherese Childers-McKee leads the new Doctor of Education curriculum (which results in a Dissertation in Practice at Northeastern University). The program is for practitioners that want to tackle real problems. It has a strong social justice component that encourages budding leaders to become change agents.   The two professors talk with Tom today and discuss their careers in education; their areas of focus; their ideas and thoughts around experiential learning; project-based learning, and student-centered learning; what and how they teach at Northeastern University; and much more!   Key Takeaways: [:15] About today’s episode. [1:33] Tom welcomes Kelly Conn to the podcast. [1:37] Where Kelly’s love for science came from. [2:26] How and when Kelly made the pivot to becoming a teacher educator. [4:40] Cherese talks about what her early education was like. [5:22] When did Cherese know that she’d be a teacher? [6:28] What was Cherese’s area of focus at UNC Greensboro? [7:36] What drew Cherese to the topic of race relations. [8:40] Kelly explains where Northeastern’s long history of experiential education came from and what it means today. [10:06] Kelly describes the framework for experiential learning and the design principles that are important to her and her colleagues. [11:14] Kelly highlights some of the ideas that are well-aligned with the philosophy at Northeastern. [12:44] Why project-based learning is so important. [14:17] Useful design principles and approaches to project-based learning. [15:18] About NExT — Northeastern University’s Network for Experiential Teaching and Learning. [17:50] Will a certificate be available for Experiential Teaching and Learning? [20:16] Could a school district or network turn this into a series of micro-credentials that could earn a certificate from Northeastern? And could these credentials stack into a Master’s Degree? [22:27] How and why Northeastern is updating its approach to their EdD. program. [24:55] With this program, will it be possible that several people will be able to work simultaneously on a problem, but take a different approach? [26:26] What makes Northeastern University’s education degree programs so unique? [29:52] What attracted Cherese to Northeastern University? [31:26] How online learning with experiential learning work together. [33:44] How this new dissertation and practice are different from how the program used to be. [35:53] Cherese responds to a critique of Doctoral programs and explains how their program is different — allowing students to focus on important and relevant problems. [38:24] Cherese talks about the potential of a team-based EdD., and the collaboration that happens currently at Northeastern. [40:18] Is Cherese making an effort to encourage her Doctoral students to communicate their work earlier and in different ways than just a dissertation? [42:02] Having come to Northeastern with interests in race relations and social justice, has Cherese been able to maintain a focus on these subjects and encourage other people to take up these issues? [43:30] Tom and Jessica close out this week’s podcast.   For More on Reinventing Educator Preparation, Check Out: Episode 188 with Jim Tracy of the Woodrow Wilson Academy at MIT!   Mentioned in This Episode: Northeastern University NExT | Northeastern University Kelly Conn Cherese Childers-McKee UNC Greensboro   Get Involved: Check out the blog at GettingSmart.com. Find the Getting Smart Podcast on iTunes, leave a review and subscribe.   Is There Somebody You’ve Been Wanting to Learn From or a Topic You’d Like Covered? To get in contact: Email Editor@GettingSmart.com and include ‘Podcast’ in the subject line. The Getting Smart team will be sure to add them to their list!  

In today’s episode, the Getting Smart team takes a look at Woodrow Wilson Academy of Teaching and Learning to learn more about the up-and-coming competency-based academy. The mission of the academy is to reinvent American teacher preparation. Formed in 2015 at MIT, the Academy offers a competency-based Master’s in education in secondary-school STEM. Other programs will be added later, as well.   In today’s episode, Tom will be interviewing James Tracy, the President of the new teacher preparation program (since 2018). This Stanford Ph.D. is a leading voice on innovation, a board member at Boston’s LearnLauch, and former Head of a respected Rhode Island prep school. They discuss the distinctive design features of the teacher preparation program at Woodrow Wilson Academy, what Jim hopes to accomplish in his role as the President of the new teacher prep program, and the importance of making changes in education scalable and adaptable at zero cost to even the least-resourced school.   Listen in to hear Jim’s unlikely path to education leadership and why he is as passionate about empowerment as innovation!   Key Takeaways: [:16] About today’s episode. [1:02] Tom welcomes Jim to the podcast. [2:05] About Jim’s early education growing up and how he went from high school drop-out to Stanford History Ph.D. [7:07] Jim’s experience as a white male studying African American struggles for progress. [10:53] How did someone, such as Jim, with a passion for individual and collective empowerment and appreciation for social justice, end up as a leader in private schools? [12:42] Jim talks about some of the innovative programs he launched at Rocky Hill. [20:17] Does Jim remember when Arthur Levine published “Educating School Teachers” in 2006? Jim also speaks about the key driver Arthur’s work has been for him. [23:33] Jim talks about the importance of making these changes scalable and adaptable at zero cost to even the least resourced school on the planet and why he feels so driven to work in education and help make these changes possible. [26:23] Jim talks about what he hopes to accomplish in his role as the President of the new teacher preparation program at the Woodrow Wilson Academy. [28:34] What Jim thinks are the distinctive design features of the teacher preparation program at Woodrow Wilson Academy. [33:30] Jim talks about his stance on teacher prep and his challenge right now as the President of the new teacher prep program at Woodrow Wilson Academy. [37:35] Where to learn more about Jim and Woodrow Wilson Academy online.   Mentioned in This Episode: James Tracy (LinkedIn) Woodrow Wilson Academy of Teaching and Learning Museum of Fine Arts, Boston MIT Rocky Hill Private School Cushing Academy Arthur Levine The Woodrow Wilson National Fellowship Foundation “Educating School Teachers,” by Arthur Levine @WoodrowAcademy on Twitter   Want to Learn More About Competency-Based Education? Listen in to Episode 177 — “Scaling Competency-Based Education: Equity-Focused Strategies for Policy and Practice” where Tom and Mary Ryerse dive into the show-what-you-know landscape!   Get Involved: Check out the blog at GettingSmart.com. Find the Getting Smart Podcast on iTunes, leave a review and subscribe.   Is There Somebody You’ve Been Wanting to Learn From or a Topic You’d Like Covered? To get in contact: Email Editor@GettingSmart.com and include ‘Podcast’ in the subject line. The Getting Smart team will be sure to add them to their list!  

Brandman University recently received official word that it is accredited under the National Council for Accreditation of Teacher Education (NCATE) standards through the Council of Accreditation of Educator Preparation system. Dr. Christine Zeppos, dean of the School of Education, talks about what makes this additional designation important for Brandman University and Brandman students, what it says […]

Brandman University recently received official word that it is accredited under the National Council for Accreditation of Teacher Education (NCATE) standards through the Council of Accreditation of Educator Preparation system. Dr. Christine Zeppos, dean of the School of Education, talks about what makes this additional designation important for Brandman University and Brandman students, what it says about the School of Education's approach and what's next for a school known for being ahead of the curve when it comes to teaching teachers. Related press release: Brandman University earns an A+ in teacher preparation.