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Archive for November, 2014

CAEP Releases Report on ‘Key Effectiveness Indicators’ for Program Evaluation

As teacher educators wait to see the U.S. government’s latest proposal for rating their programs, a new report commissioned by the Council for the Accreditation of Educator Preparation (CAEP) attempts to lay out a useful framework of “key effectiveness indicators” to answer the fundamental question: How do we identify high-performing preparation programs that routinely produce effective teachers (as well as programs that do not)?

AACTE Announces New Hires McKee, Lucero

Linda Mckee Rodrick Lucero

AACTE has hired two new senior directors in the Department of Policy and Programs. Linda S. McKee is the Association’s senior director for performance measurement and assessment policy, and Rodrick S. Lucero will be senior director for member engagement and support.

“We are delighted to welcome Linda and Rod to AACTE,” said Mark LaCelle-Peterson, AACTE vice president for policy and programs. “Each of them brings extensive experience in education, from public schools and higher education to work with associations. They’ll add to our ability to respond to the needs of our members in an immense way.”

Member Voices: Easy A’s Gets an F

Editor’s Note: This post originally appeared in The Chronicle of Higher Education and is reposted with permission. The views expressed in this post do not necessarily reflect the views of AACTE. See also AACTE’s statement about the Easy A’s report.

The National Council on Teacher Quality, a Washington-based think tank, has issued a number of reports in recent years on teacher preparation around the country. Its flagship effort since 2013, the Teacher Prep Review, is an annual report released in June that rates programs on how well they are preparing new teachers. In order to keep its name in front of the media between those major annual releases, the council has issued a series of studies on other aspects of teacher preparation. The latest one, Easy A’s and What’s Behind Them, came out this week. As with the organization’s other studies, this one has fatal flaws that undermine most of the conclusions articulated in it.

Join AACTE Now for 50% Off Dues

Are you looking to join AACTE? There is still time to experience the many benefits and services of AACTE membership at reduced rates, including access to advocacy networks and strategies for educator preparation issues on federal and state levels, accreditation technical assistance, discounted conference registration, and much more!

Latest NCTQ Report Blames Vague Assignments for “Easy A’s” in Ed Schools

AACTE Members Leading Efforts to Develop and Rigorously Assess Teacher Candidates

In its latest effort to cast the nation’s schools of education in a negative light, the National Council on Teacher Quality (NCTQ) today released a report claiming that vague, “criterion-deficient” assignments in educator preparation programs result in too many high grades among teacher candidates, compared with students in other majors at the same institutions. The report, Training Our Future Teachers: Easy A’s and What’s Behind Them, rests on the same meager evidence—mere document reviews—as NCTQ has used in past reports. One of its underlying tenets, however, is important, if not new: that teacher candidates and their readiness to practice must be developed and assessed fully and accurately, an area that is already the subject of intense focus and innovation led by the educator preparation community.

Member Voices: School Reform Pushing Potential Teachers Away From Profession

Editor’s Note: In this opinion piece written for his local newspaper, Gonzalez provides his perspective on the enrollment decline in his state’s teacher preparation programs. This post originally appeared in the Indianapolis Star and is reposted with permission. The views expressed in this post do not necessarily reflect the views of AACTE. See also Sharon P. Robinson’s recent post calling national attention to the same topic.

I was pleased to see Tim Swarens’ Oct. 26 column making the point that education reform in Indiana needs a conversation not confrontation. That conversation should start with an honest assessment of the impact of reform efforts to date.

Over the last decade, teacher salaries in constant dollars in Indiana have decreased by more than 10%. Outpaced only by North Carolina, which experienced teacher salary decreases of 14%, Indiana had the second largest decrease in the country.

Implementation Conference Reflects Growth, Experience of edTPA Community

The third annual edTPA National Implementation Conference, held last month in Los Angeles, drew nearly 400 educators and policy leaders from 28 states and more than 100 universities.

Convened at the University of California Los Angeles to accommodate record attendance, this year’s conference featured 32 plenary and breakout sessions, including a panel on how to promote and sustain partnerships between teacher preparation programs and cooperating PK-12 schools.

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