Tomorrow is your last chance to register at a discount and to book your hotel room at The Mirage Hotel for the AACTE 68th Annual Meeting! Complete your conference registration by 11:59 p.m. Eastern on January 27 and save up to $40.
Next month, AACTE will hold its 68th Annual Meeting February 23-25 at The Mirage Hotel in Las Vegas, NV. Be there to experience the full lineup of conference activities around the conference theme, “Meeting the Demands of Professional Practice: Tough Questions, Tough Choices,” supported by four strands:
As the Every Student Succeeds Act rolls back the direct federal involvement in improving student achievement and hands over much of that authority to states, lawmakers throughout the country will be examining a range of issues related to PK-12 education during their 2016 legislative sessions. One of the most pressing concerns on many states’ lists is teacher shortages.
At AACTE’s 2016 Annual Meeting next month in Las Vegas, a three-part series of panel discussions on the topic has been organized with the help of the Advisory Council of State Representatives:
Continuous Improvement Cycle — Ministry of the Environment, Tokyo
From OPS #2: Using Data for Improvement
One of the special features of AACTE’s Online Professional Seminars (OPSs) is their attention to assessment internationally. Looking to other countries for examples of assessment processes helps us to appreciate commonalities and, as this diagram accomplishes, reminds us of the power of graphics—even if we don’t understand the text.
As you will learn in the introductory OPS short courses, assessment systems are often depicted as a circle of connected steps. The accreditation world brought “close the loop” to our diagramming to illustrate the conclusion of an assessment cycle and launch of the next one. A spiraling curve communicates the most powerful aspect of assessment: continuous improvement.
AACTE’s Quality Support Initiative offers two free introductory courses, OPS #1: Building Quality Assessments and OPS #2: Using Data for Improvement. Like all of AACTE’s online seminars, these feature mobile-friendly content and asynchronous discussions that can be accessed anytime during their 4-week span. They have no prerequisites, can be taken out of sequence, and are open to everyone.
The Council for the Accreditation of Educator Preparation (CAEP) seeks reviewers and other volunteers for various roles in the agency’s work. Applications are open through March 18.
It is important for teacher educators to be represented in the CAEP Volunteer Corps, and this can be achieved if you volunteer! Please note that the call for service seeks a diverse population of educators, not only faculty from programs holding CAEP accreditation.
Volunteers are needed for the following roles (note that governance committee volunteers will not be solicited until next year):
The views expressed in this post do not necessarily reflect the views of AACTE.
In December 2015, I published an op-ed in the Washington Post in which I discussed my concerns with some of the teacher education provisions in the Every Student Succeeds Act (ESSA). I focused my comments on a section within the law that gives states the authority to use some of their Title II funds to establish “teacher preparation academies.” These academies would, in my opinion, lower standards for preparing teachers and would also support a general downward spiral in standards beyond the academies that would weaken public education.
The academies provision is the most prescriptive option under Title II and could require states to change laws that would lower standards for teacher education programs. For example, if states choose to support teacher preparation academies, then they would not be allowed to place any “unnecessary restrictions on the methods of the academy” which includes requiring faculty to have advanced degrees or placing any restrictions on undergraduate or professional course work. While it is not certain that programs with lower standards would be funded under the academy provision, this option opens the door to that possibility.
Now is the time to apply for the 2016 Holocaust Institute for Teacher Educators (HITE), a week-long, all-expenses-paid professional development opportunity in Washington, DC, in June. Applications are due February 15!
This year, for the first time, the event is open to interested faculty members from any AACTE member institution. HITE is supported by a long-standing partnership between the U.S. Holocaust Memorial Museum and AACTE. If you or a colleague is interested in applying, don’t delay—complete your application today!
You spoke, and we listened! Many of you have asked AACTE to add programming to the Annual Meeting for education deans. This year, we are pleased to do just that when we host a Deans Academy for education administrators during the Annual Meeting in Las Vegas.
This set of sessions, scheduled for 1:45-4:00 p.m. on Wednesday, February 24, has been put together by member deans and staff at AACTE for the purpose of providing meaningful information, space for dialogue, and an opportunity to explore solutions to the problems of practice inherent in leading schools, colleges, and departments of education.
The U.S. Department of Education Office of Postsecondary Education (OPE) this week announced its 2016 grant competitions and timelines. Plan now for these upcoming opportunities (follow the hyperlinks for details):
The Office of Higher Education Programs facilitates grant programs that promote and expand access to postsecondary education, increase college completion rates for U.S. students, and strengthen the capacity of colleges and universities:
In a report released last week, Learning About Learning: What Every New Teacher Needs to Know, the National Council on Teacher Quality (NCTQ) evaluates four dozen teacher preparation textbooks for their content of specific student learning strategies. As an offshoot of the exercise, NCTQ will include a new standard, “Fundamentals of Instruction,” for secondary programs in its 2016 Teacher Prep Review.
For Learning About Learning, NCTQ reviewed 48 “relevant textbooks” used at just 28 institutions of higher education to determine whether they include six of the strategies identified as effective by the Institute of Education Sciences’ Organizing Instruction and Study to Improve Student Learning: A Practice Guide (2007). Finding little of what NCTQ sought, the report contends that textbook authors and publishers (and the preparation programs that assign the texts) are “failing the teaching profession, students, and the public by neglecting to provide our next generation of teachers with the fundamental knowledge they need to make learning ‘stick.’” See also Education Week’s coverage of the new report.
Real sign from the UK, highlighting the absence of Type O blood in the nation’s blood banks.
From OPS #3 Creating a Quality Assurance System
The “missing O” campaign in the United Kingdom embedded a crucial message in the community to bring attention to the dwindling supply of Type O blood in the nation’s blood banks. From graphics and encoded messaging like this city sign for Downing Street, citizens learned of a need in novel ways.
An entire environment can serve as the billboard for information that can drive change. That type of systemic thinking is behind AACTE’s Online Professional Seminar (OPS) #3: Creating a Quality Assurance System.
As Mark Lacelle-Peterson advises, “Every EPP has a quality assurance system, but it is not necessarily recognized. The work of committees, of data reviewers, of stakeholders at all levels contributes to what is essentially the quality assurance provision.”