A dynamic panel of education leaders will take on the most pressing questions facing educator preparation during the Speaker Spotlight Session at AACTE’s 68th Annual Meeting.
This general session, to be held February 25, 2016, at 12:15 p.m., will feature the following panelists (learn more about them here):
Ed Prep Matters is featuring “Stories of Impact” to showcase AACTE member institutions with educator preparation programs that are making a positive impact in their communities and beyond through innovative practices. We are committed to sharing members’ success stories and encourage you to do the same.
The Sherman STEM Teacher Scholars Program at the University of Maryland Baltimore County (UMBC) addresses today’s pressing workforce need for highly qualified math and science teachers who also have a strong understanding of diverse student populations, high-need school environments, and urban communities. Graduates of the program teach in Baltimore and throughout Maryland.
Last month, AACTE Director of Government Relations Deborah Koolbeck offered an update webinar on the proposed teacher preparation regulations, complete with tips and strategies for how best to discuss your concerns with congressional offices. As noted in the webinar, it is vital that the voice of teacher preparation—and most importantly, of your own programs—remain at the forefront of policy conversations on the proposed regulations.
As you continue meeting with your congressional offices, please feel free to consult the related resources AACTE has developed, all available in AACTE’s Resource Library (please note they are for members only, requiring login):
The AACTE Holmes Program recently welcomed nine new participating institutions, joining dozens of other educator preparation programs across the country that are providing targeted support to historically underrepresented students in education.
The following institutions signed up this fall to participate in the program, signifying their commitment to diversifying the teacher workforce:
A set of nine laudable principles to advance the teaching profession undergird an ambitious campaign organized by the Center for American Progress (CAP) that launches today. The new initiative, TeachStrong, targets improvements at every stage of the educator pipeline, from recruitment and preparation through licensure and career pathways, calling for a much-needed shift in focus in education policy away from test-and-punish accountability and toward strengthening the teaching profession.
TeachStrong attempts to elicit a common tune from the cacophony of voices across the education sector—from AACTE and the National Board for Professional Teaching Standards to the National Council on Teacher Quality and Teach for America—with a “Path to Modernizing and Elevating Teaching” comprising nine goals:
Please join AACTE November 17 for a free webinar highlighting three AACTE member and partner initiatives that are developing strategies and action to increase diversity in the teaching workforce.
A recent report by the Albert Shanker Institute, The State of Teacher Diversity in American Education, identifies teacher diversity in our nation’s schools as “an educational civil right for students” that is not adequately represented in the current educator workforce. In AACTE’s webinar, “Advancing Diversity in the Teaching Workforce: Three Initiatives Working Toward Solutions,” participants in three initiatives will “tell the story” of their work, providing the background for their initiative, the key issues and challenges they are addressing, and the progress they have made to identify solutions.
As the Common Core State Standards (CCSS) and their kindred iterations continue to gain traction in schools around the country, staff development efforts have been bringing in-service educators up to speed, and colleges of education have been adjusting their curricula to ensure that the field’s newest professionals are also ready for the new standards. Nowhere has this shift seen greater success than in Kentucky, which was the first state to adopt and implement CCSS. A recent AACTE webinar sponsored by the Learning First Alliance’s “Get It Right” campaign highlighted the remarkable progress made by institutions in the state.
What do teachers and school leaders need to know about assessment, and how are preparation programs helping preservice educators to develop assessment literacy? And once program completers are employed, how can school districts support their ongoing growth?
To explore these questions, Northwest Evaluation Association (NWEA) has established a Task Force on Assessment Education for Teachers, on which I serve along with others involved in preservice and in-service educator preparation. And we want to hear from you!
If you have been inspired by the previous Research-to-Practice Spotlight videos featuring the robust partnership between Colorado State University (CSU) and the Poudre School District (PSD) in Fort Collins, don’t miss the newest installment in the series, in which school and university officials share advice on how to implement a successful clinical practice model.
Utilizing a professional development school approach, CSU and PSD have created an intentional, collaborative endeavor to achieve their shared mission of preparing highly qualified and effective teachers.
What are the assessment and evaluation challenges related to the development of great principals? A free webinar next week will explore the assessment of progress, the benefit of standards, and outcomes that have led to change and greater focus on the preparation and professional development of school leaders in the Wallace Foundation’s Principal Pipeline Initiative.
On Thursday, November 12, the third webinar in AACTE’s series on the initiative will feature the following participants: