Archive for October, 2018
Members of the Washington Association of Colleges for Teacher Education (WACTE) met with Washington lawmakers during WACTE’s inaugural “Day on the Hill” earlier this year—an effort to familiarize legislators with teacher preparation programs across the state, present ourselves as resources to legislators on teacher preparation and K-12 education, and articulate the WACTE agenda/priorities.
In the state of Washington, the legislative process is nothing like academia, where it can take a year from proposal to approval for a new program or process. The legislative sessions move at a furious pace. A bill can be amended to do something completely different than the original intent, and a legislative lobbyist can prevent the legislative process from “getting away from you before you know it.”
This article originally appeared online at news.ecu.edu and is reposted with permission.
ECU research group studying effects of school leadership secures $9.7M grant
A group of East Carolina University researchers studying the effects of school leadership has secured a five-year, $9.7 million grant from the U.S. Department of Education.
AACTE has awarded five state chapters the 2018-19 AACTE State Chapter Support Grant. The recipients are as follows:
- New Jersey
Each year, AACTE and the Advisory Council of State Representatives (ACSR) Executive Committee select recipients of the State Chapter Support Grants to help strengthen the capacity of the chapters on various levels, including advocacy and statewide collaboration to meet key challenges, as well as strengthen AACTE’s relationship with state chapters.
AACTE is pleased to announce that social justice champion Marilyn Cochran-Smith will speak at the Opening Session of the 71st AACTE Annual Meeting. The session will take place at the Kentucky International Convention Center on February 22, 2019.
A teacher education scholar and practitioner for more than 40 years, Cochran-Smith is the Cawthorne Professor of Teacher Education for Urban Schools in the Lynch School of Education at Boston College (MA). She is widely known around the world for her scholarship on teacher education research, practice and policy and for her sustained commitment to inquiry-based teaching and diversity and equity in teacher education.
Are you an AACTE member? If yes, then the Association needs to hear your voice! The Strategic Planning Task Force would like you to tell them about your professional needs and priorities by taking the Member Flash Poll (member login required) before October 19.
You might wonder, why is AACTE going through all of this work? The simple answer is because it leads to better decisions, better engagement, and better execution. Member engagement has become critical to associations’ success and the AACTE strategic planning process is designed to be interactive and iterative for all members. I encourage you to participate in the member flash poll, which is the first of several opportunities to weigh-in and share your insights. This is an important way to help ensure that AACTE remains relevant to you, your institution, and your students.
This fall, AACTE will present a new webinar series called “Supporting Novice Principals on the Job,” supported by The Wallace Foundation as part of the Association’s ongoing partnership to disseminate the latest research and practice innovations in principal preparation. As moderators of the four webinars, we will explore the day-to-day work of a principal and how principal preparation programs can collaborate with districts to support new leaders.
The webinar series builds on the Wallace Foundation’s Theme from the Field that highlights the need for realistic clinical experiences in quality preparation programs. The webinars can be used to provide clinical expertise to principal preparation programs and to support new principals’ induction programs. The conversations will provide critical, timely information for pre-service principals, novice administrators, and university faculty who teach in principal preparation programs. If you are involved in school leadership, please join us!
Nearly 40 members of the AACTE Clinical Practice Commission (CPC) and the Special Education Task Force met in Washington, DC on September 24-26 to discuss their separate and shared initiatives that serve as next steps for advancing the new CPC report. Released in January 2018, A Pivot Toward Clinical Practice, Its Lexicon, and the Renewal of Educator Preparation by the CPC offers a framework, guidance, and common lexicon to expand the operationalization of clinical educator preparation. Its 10 proclamations and tenets identify highly effective and evidence-based practices for embedding teacher preparation in the PK-12 environment.
During the planning session, the CPC developed a working plan to advance its emissary work and to create a site-based peer-coaching model. The Taskforce focused on finalizing a series of tenets that will be added to the existing CPC proclamations to provide more specific practice recommendations for special and inclusive educator preparation.
“The CPC met on the first day to discuss the next round of their work, which is to share findings of the report more broadly through focused emissary work and the development of peer coaching strategies,” said Amanda Lester, AACTE director of programs and professional learning. “This emissary work includes a defined plan that will help AACTE members learn more about how to implement the report’s research for developing or expanding their clinical practice model.”
The AACTE Co-Teaching in Clinical Practice Topical Action Group (TAG) has awarded two scholars with funds to attend the 2018 National Conference on Co-Teaching, which is being held at St. Cloud State University in Bloomington, MN, October 24-26. The awardees, Brenda Harrison and Rhonda Mannon, are education professionals at the Ceredo-Kenova Elementary School in Wayne County, WV, who have collaborated with Marshall University over the years to implement a Professional Development School (PDS) model of educator preparation that incorporates co-teaching in clinical practice. The funding was made available from an AACTE grant to support the activities and projects of the TAG.
To learn more about the work of the TAG awardees, I invite you to attend the National Conference on Co-Teaching. The conference will examine co-teaching between pre-service and in-service teachers during the student teaching experience and how it enhances the induction and mentoring of teacher candidates, as well as enriches the practice of veteran teachers who have found new energy in teaching and working with students.
One of the most important—and sobering—findings of AACTE’s recent report, Colleges of Education: A National Portrait, is that those studying education at the undergraduate and graduate levels are not nearly as diverse as the students they will serve. Indeed, the only other large professional field with less diverse bachelor’s degree recipients is agriculture.
As the author of the report, I invite you to join me and your colleagues for a close examination of education students’ characteristics during the webinar, National Portrait Deep Dive on Student Diversity, on October 18, 2:00–3:00 p.m. You will find answers to questions such as:
The National Association for the Education of Young Children (NAEYC) has released the first public draft of its position statement on “Professional Standards and Competencies for Early Childhood Educators.” Feedback from AACTE members—schools, colleges, and departments of education that house many early childhood degree programs—about the content and clarity of the statement is critical! We encourage you to provide feedback through this survey.
This statement is a revision of the 2009 position statement on “NAEYC Standards for Early Childhood Professional Preparation,” which is a cornerstone of the early childhood profession. It serves as the standards for NAEYC’s higher education accreditation system, as well as the standards for the NAEYC SPA recognition system through the Council for Accreditation of Educator Preparation (CAEP). It also influences states’ early childhood competencies and professional development systems and informs the program content and design of most early childhood degree programs (preparing an early childhood workforce that serves young children, birth through age eight).