RFP: AACTE State Chapter Support Grant Program

RFP: AACTE State Chapter Support Grant Program

AACTE is pleased to offer the State Chapter Support Grant Program for a 5th year, directing member dues toward strengthening the relationship between state chapters and AACTE and supporting the development of chapters through their initiatives

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2015 Annual Meeting Highlights, Resources

2015 Annual Meeting Highlights, Resources

Were you among the 2,025 participants in AACTE’s recent Annual Meeting in Atlanta? There was so much to see and do that even those in attendance couldn’t do it all! Don’t worry—we have a variety of online resources that will help to fill you in and continue the conversation on “Advancing the Imperative.”

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Understanding Teaching as an Interpretive Process and Practice

Understanding Teaching as an Interpretive Process and Practice

The way teaching and learning teaching are conceptualized influences approaches and practices in both. For example, where teaching is viewed as an interpretive process, learning teaching also requires an interpretive process for constructing the habits of mind and deep knowledge of approaches and practices necessary for facilitating meaningful, purposeful, and productive learning experiences for students in different contexts, from different ...

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Call for Nominations: Serve Your Association!

Call for Nominations: Serve Your Association!

Do you know an individual­­ with broad or deep experience in the field of educator preparation? Do you think someone’s guidance would benefit the educator preparation community nationally? Nominate that person (or yourself!) by May 8 to serve an important role in the governance of AACTE.

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Free Webinars: Next Steps on the Federal Proposed Teacher Preparation Regulations

Free Webinars: Next Steps on the Federal Proposed Teacher Preparation Regulations

Please join me this week for a free webinar on what you can do next regarding the proposed federal regulations for teacher preparation programs.

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Bills Introduced in Congress to Impede Proposed Teacher Preparation Regulations

Note: AACTE is offering a free webinar to members today at 3:00 p.m. EDT about the next steps on the proposed regulations for teacher preparation programs. A recording of the webinar will be posted to our regulations page for member access on Friday morning.

Two new bills introduced in Congress seek to impede the U.S. Department of Education’s attempt to regulate teacher preparation programs. The Supporting Academic Freedom through Regulatory Relief Act (H.R. 970), introduced in the U.S. House of Representatives by Representative Virginia Foxx (R-NC), and its companion bill in the U.S. Senate, S. 559, introduced by Senator Richard Burr (R-NC), seek to achieve the following objectives:

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edTPA: Going Beyond Compliance to Inquiry

AACTE Breakfast Was Forum for Discussion

Nearly 300 educators from around the country packed a February 28 breakfast session at the AACTE Annual Meeting in Atlanta to get updates and ask questions about edTPA. The conversation addressed questions about regional scoring, the line between helping students and coaching them on their edTPA portfolios, and other issues.

First, though, teacher educators were congratulated for their role in edTPA’s progress. They also were reminded that for edTPA to be a meaningful assessment for educator preparation programs and teacher candidates, it must be about more than compliance.

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Helping Our Candidates Become Better Communicators

A Conversation With Harriet “Niki” Fayne, Dean of Education at Lehman College

Harriet “Niki” Fayne, dean of education at Lehman College (City University of New York) in the Bronx, isn’t about to say that edTPA was easy for her faculty and students, or that it is the final answer for teacher preparation. But she does say this: edTPA moves the profession in the direction of strengthening the skills of beginning teachers.

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Apples to Oranges: Comparing Student Performance Across Countries With Varied Socioeconomic Conditions

In the three decades since A Nation at Risk was released, the state of America’s education system relative to other countries’ has been a matter of heated debate. Along the way, public opinion has placed the onus for our schools’ perceived failure on teachers and their preparation, and education policy has echoed this assumption through an array of accountability measures for teachers and preparation programs.

One driver of the continued misconception about U.S. teacher quality is the highly publicized results of international large-scale education assessments (ILSAs) that suggest America’s students are performing far below other nations. At January’s press briefing for the report The Iceberg Effect, lead researcher and report author James Harvey explained that ILSAs have been misused and that the science behind them is highly questionable, akin to comparing apples to oranges.

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Member Voices: Bring It On: Teacher Education Ready for Sensible Evaluation

This post originally appeared in Dean Feuer’s blog, “Feuer Consideration,” and is reposted with permission. The views expressed in this post do not necessarily reflect the views of AACTE.

The dean of the Curry School of Education at the University of Virginia recently wrote an op-ed for The Washington Post that was well meaning but misleading. It was surprising and disappointing to see a distinguished educator miss an opportunity to dispel conventional myths and clarify for the general public what is really going on in the world of teacher preparation and its evaluation.

For those who may have missed Robert Pianta’s short article, here is a summary and rebuttal.

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Understanding Teaching as an Interpretive Process and Practice

Editor’s Note: Professor Hollins inspired attendees of AACTE’s recent Annual Meeting in Atlanta during the Speaker Spotlight Session. (View a video recording of her speech here, and read another version in this Hechinger Report piece, which includes the video she played during her address.) To follow up on her presentation, we invited Hollins to explore her topic in a series of blogs for Ed Prep Matters. This is the first post in the series.

The way teaching and learning teaching are conceptualized influences approaches and practices in both. For example, where teaching is viewed as an interpretive process, learning teaching also requires an interpretive process for constructing the habits of mind and deep knowledge of approaches and practices necessary for facilitating meaningful, purposeful, and productive learning experiences for students in different contexts, from different cultural and experiential backgrounds, and with different developmental needs.

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2015 Annual Meeting Highlights, Resources

Were you among the 2,025 participants in AACTE’s recent Annual Meeting in Atlanta?

There was so much to see and do that even those in attendance couldn’t do it all! Don’t worry—we have a variety of online resources that will help to fill you in and continue the conversation on “Advancing the Imperative.”


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Teacher Educators Participate in ‘Teaching & Learning 2015’

Representatives from AACTE and member institutions joined thousands of other educators convening in Washington, DC, last weekend at the National Board for Professional Teaching Standards’ star-studded second annual Teaching & Learning conference.

AACTE President/CEO Sharon P. Robinson spoke at a plenary session on preparing novice teachers, joining a panel that also included Linda Darling-Hammond (Stanford University, CA) and Terry Holliday (Kentucky commissioner of education), moderated by American Federation of Teachers President Randi Weingarten.

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Highlights From Educational Horizons

Have you seen the February/March 2015 issue of Educational Horizons from Pi Lambda Theta?

Thanks to a partnership with Phi Delta Kappa and Pi Lambda Theta, all AACTE members receive free online access to this magazine for future teachers as a benefit of their AACTE membership. Chief Representatives also receive each issue by mail.

Here are some highlights from the current issue to share with your students:

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