While the impact of partnerships is not yet fully understood, there is a growing body of evidence that suggests that school districts that partner with local principal training providers are more likely to leverage programmatic changes that result in principals who are better equipped to lead schools to improve student performance. — Cheryl King, Quality Measures: Partnership Effectiveness Continuum (2014)Last month, I had the privilege of joining colleagues from around the country to present an AACTE webinar about building school-university partnerships to support stronger preparation of school leaders. A recording of the webinar is now available here.
Archive for November, 2015
The immediate value of taking part in AACTE’s Online Professional Seminars is obvious: You get to enhance your peer network while gaining knowledge on crucial issues in the field, from assessment and data use to quality assurance systems and the nuts-and-bolts of preparing for national or regional accreditation. But there are other, long-term advantages to participating in the seminars offered through AACTE’s Quality Support Initiative.
The OPSs provide a framework that allows you and your institution to focus on your faculty. The professional development offered through the seminars strengthens your performance in your current position and prepares you for future ones. By developing participants’ skills regarding assessment and accreditation, the OPS series builds individuals’ confidence and enhances their competence.
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.
Schools of education across the country take a variety of innovative approaches to improving the preparation of teachers in partnership with local schools. One example that recently won the attention of a local news channel is a lab school of Butler University (IN), which is part of the state’s largest school district, Indianapolis Public Schools (IPS). Providing its elementary students a unique opportunity to guide their own learning, this school is centered on the Reggio Emilia approach—a project-based style of teaching and learning designed to build students’ critical thinking and democratic ideas.
Minnesota requires all teacher candidates to take edTPA as part of the state’s program review and approval process. At the state’s annual edTPA conference October 7, educators from across the state joined in invigorating conversations about the changes the assessment has spurred and the common language it has given educators to communicate about effective teaching.
During the session I helped moderate on how programs can use edTPA components and candidate performance data to “back map” their course work, the exchange was both lively and informative. Panelists shared stories about how they are getting edTPA performance data to more faculty, identifying needs, and developing instructional resources such as new observation rubrics that adjunct faculty can use to better understand teaching skills that edTPA asks candidates to demonstrate.