Archive for February, 2015

JTE Article on Context-Specific Preparation of Urban Teachers to Win AACTE Award

AACTE will honor authors Kavita Kapadia Matsko of the University of Chicago and Karen Hammerness of the American Museum of Natural History with the 2015 AACTE Outstanding Journal of Teacher Education (JTE) Article Award for their article “Unpacking the ‘Urban’ in Urban Teacher Education: Making a Case for Context-Specific Preparation,” published in the March/April 2014 issue of the journal. The award will be presented at the 67th AACTE Annual Meeting Welcoming Session, Friday, February 27, at the Atlanta Marriott Marquis.

David Stroupe to Receive AACTE Dissertation Award for Study of ‘Ambitious Practice’

AACTE has chosen David Stroupe, assistant professor of science education at Michigan State University, to receive the 2015 AACTE Outstanding Dissertation Award for his study "Students Drive Where I Go Next": Ambitious Practice, Beginning Teacher Learning, and Classroom Epistemic Communities. The award will be presented at the 67th AACTE Annual Meeting Speaker Spotlight Session, Sunday, March 1, at the Atlanta Marriott Marquis.

Online Program Book Available for AACTE Annual Meeting

In just 10 days, AACTE will be kicking off its 67th Annual Meeting. If you’re planning to join us at the Atlanta Marriott Marquis February 27-March 1, you have a new tool at your disposal: an online program book.

This program book provides an eye-catching traditional layout for the conference events and makes it easy to browse sessions, presenters, and the exhibitor list. Remember, AACTE is “going green” for 2015, so the program book won’t be printed this year.

Sarah Brown Wessling to Keynote Spring CAEP Conference

Sarah Brown Wessling, 2010 National Teacher of the Year
Sarah Brown Wessling, 2010 National Teacher of the Year

The Council for the Accreditation of Educator Preparation (CAEP) has announced that 2010 National Teacher of the Year Sarah Brown Wessling will be a keynote speaker for the 2015 Spring CAEP Conference in Denver, Colorado. The theme of the conference, which takes place April 9-10, is Preparing Effective, Classroom-Ready Teachers: An Evidence-Based Approach.

In 2010, Wessling took a short break from her post teaching English at Johnston High School in Johnston, Iowa, to come to the White House to be named National Teacher of the Year. Wessling, a National Board Certified Teacher, has since leveraged this title to give her students and peers a voice.

Research Fellows: Can Persistence of Urban Teachers Be Attributed to Their Preparation Pathway?

Editor’s Note: AACTE’s two Research Fellowship teams will present a joint session at the Association’s Annual Meeting, Saturday, February 28, at 1:30 p.m. in Room A704 of the Atlanta Marriott Marquis. This post provides background on the fellowship based in New Jersey at Kean University, Rowan University, and William Paterson University.

Is there a difference in teacher persistence in urban districts attributable to specific pathways? Why do teachers say they persist in urban districts? Researchers from Kean University, Rowan University, and William Paterson University came together to explore these and other related questions as part of the AACTE Research Fellowship.

Research Fellows: Data-Collection Challenges Hold Implications for Accountability Measures

Editor’s Note: AACTE’s two Research Fellowship teams will present a joint session at the Association’s Annual Meeting, Saturday, February 28, at 1:30 p.m. in Room A704 of the Atlanta Marriott Marquis. This post provides background on the fellowship at the University of Southern Maine.

The recent release of proposed federal reporting requirements for educator preparation programs stirred up intense interest in the methods and metrics used to evaluate programs. As many people noted in their letters of comment to the U.S. Department of Education earlier this month, several of the proposed new measures are unprecedented and would require investment of significant time and money to collect, analyze, and report data on an annual basis.

NAHSA to Present Tenure Academy for Doctoral Students

Are you a doctoral student seeking a tenure-track position? Or maybe you have a faculty post but would like guidance navigating the promotion and tenure process? Plan to attend a Tenure Academy in Chicago, April 15-16, being held as a preconference event of the American Educational Research Association annual meeting.

Presented by the National Association of Holmes Scholars Alumni (NAHSA), this second annual event will provide the latest strategies for navigating the tenure and promotion process.

edTPA Literature Review Now Available

The Stanford Center for Assessment, Learning, and Equity (SCALE) is excited to share the edTPA Review of Research on Teacher Education, developed by SCALE with input from educators and researchers to identify foundational research literature that informs the development of edTPA.

The literature cited provides a research foundation for the role of assessment in teacher education, for the common edTPA architecture, and for each of the 15 shared rubric constructs.

Goodwin to Speak at AACTE Welcoming Session

AACTE is pleased to announce a new speaker for the 67th Annual Meeting Welcoming Session. A. Lin Goodwin of Teachers College, Columbia University, will join Marc Tucker of the National Center on Education and the Economy at this kick-off general session, Friday, February 27, at noon.

Linda Darling-Hammond of Stanford University, originally scheduled to speak at the session with Tucker, is no longer able to attend the conference.

Goodwin brings her extensive experience in international education reform to this keynote duet for a thought-provoking discussion of economic imperatives and successful systems of educator preparation around the world.

Let’s Dispel Pervasive Teacher-Quality Myths

This post also appears in the Public School Insights blog of the Learning First Alliance.

It’s an insidious message embedded in the American psyche: Those who can’t, teach. For years, report after report has banged the drum for raising admission standards into teacher preparation programs, citing international comparisons and championing cost-prohibitive recruitment policies.

In reality, the talent pool now entering teacher preparation programs is rich. Our programs are, in fact, attracting their share of high achievers—defined by any number of criteria.

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