A version of this post also appears on the edTPA web site.
A team of teacher preparation experts experienced with edTPA will be available beginning in January 2015 to support the implementation of edTPA by teacher preparation programs across the country.
The National Academy consultants will be recruited and trained by the Stanford Center for Assessment, Learning, and Equity (SCALE) in partnership with AACTE.
The six major forums at AACTE’s 67th Annual Meeting will be stand-alone offerings. In each of three dedicated time slots spanning February 27-March 1, 2015, participants will choose between two cutting-edge topics to explore with leaders in the field.
Public education lost one of its most powerful voices on Saturday, November 29, when John Goodlad passed away.
He had worked in educational institutions at all levels, teaching in a one-room school in Canada, as dean of the Graduate school of Education at UCLA, and as founder of the Center for Education Renewal (http://www.ieiseattle.org/CER.htm ) and the Institute for Educational Inquiry (http://www.ieiseattle.org ).
The proposed federal regulations for teacher preparation programs are now officially open for public comment. AACTE is carefully reviewing the regulations and encourages others to do the same during the 60-day comment period, which closes February 2, 2015.
We will be producing various resources for AACTE members and posting updates on our web site as they become available. Be sure to read Sharon Robinson’s initial statement on the regulations in the meantime, and contact us at email@example.com with any questions or other feedback.
John I. Goodlad, a giant in 20th-century education and former elected president of AACTE, died November 29 in Seattle. He was 94.
After 8 years of teaching in his native Canada — in the challenging conditions of a one-room schoolhouse and, later, a juvenile detention center — Goodlad completed his bachelor’s and master’s degrees at the University of British Columbia and then came to the United States for doctoral work at the University of Chicago. By age 29, he was head of teacher education at Emory University (GA). He briefly returned to the University of Chicago before moving in 1960 to the University of California Los Angeles, where he spent 24 years, the last 16 as education dean.
Late yesterday afternoon, U.S. Secretary of Education Arne Duncan held a press conference to announce the release of proposed federal regulations for teacher preparation programs. While the regulations are not yet open for public comment through the Federal Register, the draft language is now available on the Department of Education’s web site.
A study of 30 teacher residency programs funded through the federal Teacher Quality Partnership (TQP) Program finds that graduates of the residencies feel more prepared at the start of their careers and more supported during their time in the classroom than their same-district peers from other pathways.
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 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.”
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.