How can schools better serve learners and create more rewarding working environments and, ultimately, career paths for educators?
To tackle this question, ASU’s Mary Lou Fulton Teachers College received nearly $700,000 from the Bill & Melinda Gates Foundation to help schools outside of Arizona adopt Next Education Workforce models. The investment allows MLFTC to design and deploy technical assistance to catalyze the transformation of at least five schools over three years.
Maria Teresa Tatto, Southwest Borderlands Professor of Comparative Education, was named a fellow of the American Educational Research Association last spring. New fellows are traditionally presented at AERA’s annual conference, but due to the cancellation of the event out of concerns over COVID-19, the in-person announcement couldn’t take place.
Sherman Dorn’s blog, The Pandemic and Cultural Scripts of School-Family Relationships was published by the Albert Shanker Institute this summer.
In today’s world of online learning, making the process of thinking visible becomes challenging. In classrooms, teachers can show their work on the whiteboard and check students’ work in real time. Kelly Davis, MLFTC instructor, says this process is critical in teaching, especially in mathematics.
Three organizations have committed to collaborate with Mesa Public Schools, the largest school district in Arizona with more than 64,000 students, to support district leaders in efforts to create equitable learning outcomes and better prepare all students for the demands of college, career and civic life.
Communities are rich in experienced adults who have knowledge and expertise but lack the instructional skills of professional teachers. Arizona State University’s Mary Lou Fulton Teachers College is developing new nanocourses for community educators who can complement professional educators in both physical and remote settings.
Many of the challenges confronting education and impeding its progress don’t have borders. So Arizona State University’s Mary Lou Fulton Teachers College is taking a leadership role in the international conversation about how best to address these challenges.
UNESCO — the United Nations Educational, Scientific and Cultural Organization — commissioned a series of background papers for its Futures of Education initiative and “Learning to Become,” a large-scale report on global education to be published later this year.
Students with disabilities could benefit if schools used what they’re learning about remote education to improve in-person instruction, says Lauren Katzman, executive director of the Urban Collaborative, a national network of more than 100 school districts focused on improving outcomes for students with disabilities.
MLFTC will host Building the Next Normal, a two-day virtual convening about the Next Education Workforce in January. The event, open to the public, will focus on questions of equity, deeper and personalized learning, and how to build a more effective and sustainable education workforce.