NACCTEP News Home
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| Message From The President |
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Dear NACCTEP Members,
As we approach the annual NACCTEP national conference in Baltimore, Maryland, I am privileged to report on efforts being made by the Executive Board on behalf of the NACCTEP membership.
Members at Large, Janet Johnson and Art Montiel, represented the Board at the Key Partners for Solutions meeting at the Academy for Educational Development (AED) building in Washington, D.C. The purpose and outcome of the September meeting was to assist the National Migrant & Seasonal Head Start Collaboration Office (NMSHSCO) in brainstorming possible ways to help Migrant/Seasonal Head Start Spanish speaking teachers obtain degrees or credentials they need to fulfill the requirements of the 2007 Head Start Act. This meeting has lead to increased partnership between Head Start and NACCTEP. One outcome is the development of a white paper that NACCTEP has offered to post on its website. In addition, Head Start has been invited to present a breakout session at our Connecting Communities nationalconference.
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| Director's Note |
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This year’s conference, Connecting Communities, will be held on March 26-28, 2010, in Baltimore, Maryland. At Connecting Communities, explore and network with innovative community college teacher education programs, partners, and personnel. Learn about quality programs that are developing future teachers and enhancing the skills of practicing educators, and share your own efforts to achieve excellence in teacher preparation.
In addition to the dynamic keynote speakers and inspiring sessions planned for you on Friday and Saturday, March 26th and 27th, we encourage you to participate in the following activities to enhance your conference experience. |
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Digital Textbooks: Let’s Prepare for the Future
By Marjorie Schiller, Central Arizona College, Coolidge, Arizona |
As I was planning my fall sections of EDU221, Introduction to Education, in the summer of 2007, I was not excited about using my adopted textbook, but I also knew that most of the texts appropriate for the course were similar. They were all huge, heavy, and expensive tomes that had a lot of information that was out of date before the book was even published. For example, the statistics about special education enrollments in a text published in 2008 came from 2004. If I was still using this text in 2010, the statistics would be six years old. It was frustrating to me, so I planned on providing website addresses to my students so that they could find current information about a number of topics.
About this time, I received an e-mail from a fledgling company called National Social Science Press. It was an invitation to faculty to construct digital text books for courses that they were already teaching; to personalize the learning instrument, and perhaps even market it to other instructors. I emailed the contact person and said that I was interested, but that the text that I envisioned did not have a lot of content, and would be more of a workbook. He told me to go for it. |
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Jessica Folke: A Delaware Tech Education Department Success Story By Nancy Campbell, Delaware Technical and Community College, Georgetown, Delaware |
Jessica Folke graduated from high school in 2004 and began attending Delaware Technical & Community College in Mathematics Secondary Education that fall. Jessica decided on the community college because “it did not make sense to spend so much on college and then have a huge debt of student loans to repay.”
In her first year, Jessica realized that older students were not a good fit for her and that she worked better with little kids. In the mean time, Delaware Tech was beginning an Elementary Education program that was part of a connected degree with Wilmington University and Delaware State University, both with National Council for the Accreditation of Teacher Education Programs (NCATE) approved programs. |
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Oregon Adopts Pearson’s New Contemporary, Computer-Based Teacher Certification Tests
News Release from SALEM, Oregon, and HADLEY, Massachusetts – January 14, 2010 |
| The Oregon Teacher Standards and Practices Commission (TSPC) announced today that it is working with the Evaluation Systems group of Pearson to implement new contemporary teacher certification tests that are part of the company’s NES® (National Evaluation Series™). The NES teacher certification tests provide states with comprehensive exams aligned to professionally accepted national learning standards, covering areas such as essential academic skills, reading instruction and commonly taught elementary, middle and secondary grade-level subjects. Oregon is the first state to adopt Pearson’s NES tests, which will be required for Oregon teacher licensure or endorsement in selected areas effective Sept. 1, 2010. |
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Hinds Community College - Utica Education Club goes WILD about Teaching!
By Sophia Marshall, Hinds Community College, Jackson, MS |
Not lions, or tigers, nor bears but an America alligator, an Eastern Indigo snake, and 46 energetic fifth graders went “Wildlife in Learning Design (WILD) about Teaching” during a celebration of American Education Week. The Education Club (HCCMAE-SP) at Hinds Community College – Utica Campus partnered with the Mississippi Museum of Natural Science, Utica Elementary School, and the Teacher Education Preparation Program to initiate the second phase of their “WILD about Teaching” campaign.
The fifth grade students looked on eagerly as Jonathan Harris, a naturalist from the Mississippi Museum of Natural Science, carefully moved around the classroom explaining aspects of endangered species and conservation. They were ready to learn and were waiting attentively for the next best thing to happen, and it did! Mr. Harris opened a case and took out a beautiful Eastern Indigo snake. Completely mesmerized, the students sat in their seats with a “Wow” on their lips, but they did not make a sound. |
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Migrant and Seasonal Head Start - Key Partners for Solutions
By Sean Cavanaugh and Katherine Boswell, Academy for Educational Development |
There is an emerging need for community colleges engaged in early childhood education and teacher training to help teachers and aides in the national Head Start movement meet the increased credential requirements mandated under the reauthorization of the Head Start Act. The Center for Community College Policy at the Academy for Educational Development is partnering with NACCTEP to recommend that policymakers at the federal, state, and postsecondary level take several steps to help Head Start boost their professional credentials and training.
For over four decades, the federal Head Start program has provided millions of young children from impoverished backgrounds with access to early childhood education and basic health services. By some important measures, Head Start has helped put children on a trajectory for academic and economic success. Teachers in the Head Start program play a crucial role in this process, by laying the foundation for preschoolers’ future academic and social development. But what happens when there is an unintended, yet serious equity gap in the professional credentials of teachers serving different student populations in Head Start? |
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Anne Arundel Community College
Anne Arundel Community College’s TEACH Institute
By Stacie Burch, Dr. Brenda Hurbanis, and Colleen Eisenbeiser, Anne Arundel Community College, Hanover, MD |
| Anne Arundel Community College (AACC) has a long history of involvement in the education and training of childcare and education professionals. For more than 20 years the college has been offering a variety of courses and programs designed to prepare future teachers, enhance the knowledge and skills of current teachers, and raise the professionalism of childcare providers. On July 1, 2003, AACC combined three areas of the college, the traditional credit Education Department, the non-credit Child Care Training program, and the contract T3 Project, to create the new Teacher Education and Child Care (TEACH) Institute. At that time, these three distinct entities merged and moved into the newly opened facility at Arundel Mills. The Institute now provides a continuum of educational programs for those who plan to obtain professional certification to work with children from birth through grade 12 and those who are already in the field but wish to remain on the cutting edge of their field through continued training and education. Two years ago, the college’s Parenting Center joined the TEACH Institute to provide educational opportunities to children’s first teachers, their parents. |
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Nominations
Call for Executive Board Nominations |
All National Association of Community College Teacher Education Programs (NACCTEP) members are invited to nominate Executive Board candidates.
General requirements for all Board positions
All nominees must be a member of NACCTEP, active in teacher education, and have institutional support to serve for the term of office. The NACCTEP By-laws includes a description of the duties for each position. The By-laws may be accessed here. |
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Scholarships
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The National Association of Community College Teacher Education Programs Scholarship Program 2010-2011
The purpose of the NACCTEP National Scholarship Program is to provide financial assistance to community college students (undergraduate or alternative certification/post-baccalaureate) who are studying to become teachers at a NACCTEP member college.
• Awards are for a total of $1,000.
• Scholarship awards will be made available through college financial aid offices.
• Scholarship applications are due no later than Friday, April 23, 2010.
Additional information and the application are available on the NACCTEP website by clicking here. |
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