Archive for February, 2014
A call for proposals is now available for the 2014 State of the Art Conference on Postsecondary Education and Individuals With Intellectual Disabilities. The conference, to be held in Virginia in November, is cosponsored by the Helen A. Kellar Institute for Human disabilities at George Mason University (VA) and the Taishoff Center for Inclusive Higher Education at Syracuse University (NY).
For more than a decade now, I’ve had the privilege to work closely with a wonderful group of diverse doctoral students during the AACTE Annual Meeting. Each year I am reenergized by their passion, ideas, and determination to succeed. I’m proud to see more and more of these bright scholars diversifying the makeup of the conference and of the profession, with hundreds of them now leading successful careers in academia and other education-related posts.
Close to 50 current AACTE Holmes Scholars® and many alumni will be joining Annual Meeting participants in Indianapolis this year. Look for the purple ribbon on their name tags, attend their poster session March 2 at 9:00 a.m. to learn about their research, and talk to them individually about your institution in our Holmes Scholars Job Fair March 2 at 3:45 p.m. You may find among them your next hire for that open position—or strong candidates for future ones.
A March conference being hosted by the National Board for Professional Teaching Standards (NBPTS) includes a veritable “who’s who” of speakers in its ambitious program that includes several faculty from AACTE member institutions.
Deborah Loewenberg Ball of the University of Michigan, Linda Darling-Hammond of Stanford University (CA), Andy Hargreaves of Boston College (MA), Mark Ginsberg of George Mason University (VA), James Hennessy of Fordham University (NY), Pedro Noguera of New York University, Robert Pianta of the University of Virginia, and other teacher educators will join dozens of other representatives from various education circles at “Teaching & Learning 2014” in Washington, DC.
Data literacy is not a new concept in education. Teachers and school leaders are constantly processing data—on student behavior, attendance, performance on assessments, district- and state-level data, etc.—and utilizing it to improve student and school outcomes. What is new, though, is the burgeoning amount of data now generated by district- and state-wide data systems, think tanks, research and policy organizations, and multiple other sources including schools themselves. The Data Quality Campaign (DQC) has been leading the push for equitable access to this information—and the push to develop educators who can filter out the “white noise” and home in on the data that are relevant to their classrooms and schools.
This post also appears on the AACTE Annual Meeting site.
Once again, AACTE has partnered with a local charity to give back to our Annual Meeting host community. Indianapolis’ School on Wheels will be collecting donations outside the Conference Community Center at the 2014 AACTE Annual Meeting.
School on Wheels works to break the cycle of homelessness by providing one-on-one tutoring and educational advocacy for school-aged children impacted by homelessness. Since its founding in 2001, it has trained over 2,200 community volunteers as tutors, provided tutoring to 3,913 school-aged homeless children, and distributed 2,148 backpacks filled with school supplies and 11,351 school uniforms to homeless children. In 2013, School on Wheels was named nonprofit volunteer program of the year by the United Way of Central Indiana.
The March/April 2014 issue of the Journal of Teacher Education (JTE) is now available online. See what Volume 65 Number 2 has to offer!
- In this month’s editorial, “Research as a Catalyst for Change,” JTE‘s editors at Penn State University relate the issue’s contents to AACTE’s 66th Annual Meeting theme, Taking Charge of Change. Heralding the theme as an opportunity to champion the role of research in informing policy and practice, the editors highlight the articles’ contributions to knowledge about innovative practices in the development of both preservice and in-service educators.
AACTE is excited to announce a new research fellowship that aims to cultivate emerging scholars and support high-quality research in the area of educator preparation.
The AACTE Research Fellowship for Educator Preparation will engage education researchers in collecting, documenting, and disseminating research on innovative educator preparation practices to fuel program improvement and influence policy decisions.