Ketevan Chachkhiani (PhD, Educational Policy and Evaluation, ’23) grew up in the country of Georgia during the time it gained independence from the then-Soviet Union. Now she will be taking on the role of managing a grant-based project in support of pre-service teacher educator programs and systemic change in her home country.
The country of Georgia is committed to strengthening the quality and equity of its K–12 education system. The government is committed to enhancing the quality of pre-service teacher education programs; building the capacity of school administrators as instructional leaders; and strengthening school autonomy with a specific focus on refining the roles and responsibilities of Educational Resource Centers (ERCs) and improving their capacity to support schools.
There is a teacher shortage in Colorado schools and a critical need to redesign the teaching role to be more sustainable and attractive. In the 2022–23 school year, rural schools in Colorado experienced the most severe impacts of the shortages across the state.
Lisa Norwood Williams (MA, Educational Leadership '13) has thrived in education for 23 years, starting as a teacher and moving into a principal role, most recently at Solano Elementary School in Phoenix, AZ.
Black girls are rarely seen as creators in the field of artificial intelligence (AI). Instead, they face double jeopardy due to their intersecting identities (such as race and gender) resulting in the experiences of racism, sexism and other oppressions simultaneously which are often unaddressed.
Current approaches to AI education do not consider how curricula and integrated technologies, and facilitator professional development, work in tandem to support learners likely limiting the effectiveness of any individual component.
Teams of special education district leaders across the nation will focus on how school systems can be designed to be more responsive to the needs of youth with disabilities during this fall’s Urban Collaborative membership conference, which will be held in Tempe, Arizona October 4–6.
Mary Lou Fulton Teachers College launched its ASU Teaching Fellows program in August by welcoming 89 fellows.
Since being launched last year, the Learning Futures Collaboratives (LFC) initiative at ASU’s Mary Lou Fulton Teachers College has resulted in secured grants, published research and strengthened knowledge networks to address some of the most pressing issues facing education.