To keep members informed, AACTE regularly monitors and reports on the activity of the National Council on Teacher Quality that could affect educator preparation programs. Visit our NCTQ resource page for additional information.
In the latest iteration of its Teacher Prep Review, the National Council on Teacher Quality (NCTQ) asserts that graduate teacher preparation programs and alternative-route programs are facing some “severe structural problems” with what the council deems to be necessary fundamental elements of a successful teacher preparation program.
This year marks the 70th anniversary of AACTE’s founding. Created in 1948 as an alliance to boost the quality of teachers being prepared for the country’s growing public school system, our association remains steadfastly focused on the democratic ideal of providing all students equitable access to an excellent education.
AACTE’s platinum anniversary falls at a time when this ideal is still far from being realized, or even universally held, in our society. Many Americans seem to have forgotten what our nation’s founding fathers knew: that quality public education is an essential element of a democracy. John Adams called for the “whole people [to] take upon themselves the education of the whole people”; Thomas Jefferson insisted a civilization could not be both ignorant and free. Over time, persistent activism from the suffragette and civil rights movements expanded the nation’s understanding of whose voices count – of what “the whole people” really means.
Four new videos are available this week in AACTE’s Research-to-Practice Spotlight Series highlighting clinical preparation and partnerships of the Butler University (IN) College of Education. The latest videos feature an interview with the dean, insights on the Reggio Emilia philosophy, multifaceted benefits of the coteaching model, and advice to others who want to start a similar partnership.
As educators, students, and activists across the country gear up for another demonstration this month to fight against school violence, AACTE is sharing resources and collecting member stories related to both advocacy and educator preparation for school safety.
Student activists are recruiting high school youth nationwide to participate in the National High School Student Walkout Day on April 20, which marks the 19th anniversary of the shootings at Colorado’s Columbine High School. While most high school students are too young to vote, they intend to make their voice heard by sending a strong message to politicians that the time to act to prevent school violence is now. According to change.org, school students may participate by walking out of school, wearing orange, and protesting in their local communities and online using #nationalschoolwalkout.
Do you know someone who recently completed a prize-worthy doctoral dissertation related to educator preparation? Please help spread the word: Applications for AACTE’s 2019 Outstanding Dissertation Award are being accepted in our online submission system now through August 20.
This award recognizes excellence in doctoral dissertation research (or its equivalent) that contributes to the knowledge base of educator preparation or of teaching and learning with implications for educator preparation. Dissertations completed since January 2017 are eligible for consideration, regardless of what institution awarded the doctorate (member or nonmember of AACTE).
The authors are leaders of the AACTE Coteaching in Clinical Practice Topical Action Group (TAG). For information about how to join or start a TAG, visit aacte.org.
On April 25, AACTE members are invited to join a virtual meeting of the Coteaching in Clinical Practice TAG, in which we plan to discuss collaborative grant-writing projects. This is a great opportunity to see what the TAG is all about and see if you’d like to join us!
The meeting will be held via Zoom on Wednesday, April 25, 11:00 a.m. – 12:00 p.m. EDT. You can enter the meeting any time after 10:45 a.m. EDT through the following channels:
The authors are part of the AACTE Holmes Program at Florida Atlantic University. For information about the program, visit aacte.org. The views expressed in this post do not necessarily reflect the views of AACTE.
On March 27, Holmes Scholars at Florida Atlantic University hosted a research workshop, “Understanding the Role of the Theoretical and Conceptual Frameworks in Dissertation Research.” More than 30 doctoral students and faculty attended the event with the university’s four Holmes Scholars – Kalynn Hall Pistorio, Kayla Elliott, Deborah McEwan, and Brianna Joseph (pictured above, standing, along with Holmes Coordinator Professor Rangasamy Ramasamy).
This article has been updated to reflect new presenter information.
On Wednesday, April 18, AACTE will host a free webinar on principal leadership, supported by The Wallace Foundation as part of the Association’s ongoing partnership to disseminate the latest research and practice innovations in principal preparation. Please join us from 3:00-3:45 p.m. EDT for Leveraging Community Resources to Strengthen Clinical Practice: Mental Health Support for School Leaders.
New principals must not only learn to seamlessly integrate curriculum, lead change, and manage personnel; they must also become first responders in times of tragedy and grief counselors, while supporting their own mental health in high-stress jobs. This webinar will discuss –
AACTE is pleased to introduce a new feature in the Research-to-Practice Spotlight Series focused on the clinical practice and partnerships of the Butler University (IN) College of Education.
Butler University offers clinical experiences for teacher candidates through a variety of partner sites within the Indianapolis Public School (IPS) system as well as district partnerships with Pike, Lawrence, and Washington Townships. The IPS-Butler partnership contains three laboratory schools: IPS/Butler Lab School 60, IPS/Butler Lab School 55 (to open in fall 2018), and Shortridge High School: An IB World School. Butler also leverages community/business partnerships to further early childhood programs, such as the PNC Bank partnership and the “Grow Up Great” program. The IPS/Butler Lab School 60, for example, was awarded a second $150,000 grant over several years to continue funding the early childhood programs implemented from a previous grant.
Panelists from the AACTE Holmes Program speak during the March 1 Deeper Dive session.
As an AACTE intern this semester, I was given the opportunity to be a part of the 70th Annual Meeting in Baltimore, Maryland, including attending several sessions in between my other staff assignments. One of the events I enjoyed attending addressed the challenge that education systems face with the lack of minority teachers, especially Black and Hispanic/Latino men, in today’s diverse classrooms.
Being a college student who is both Hispanic and Black, I found this topic intriguing and the discussion valuable as members of the AACTE Black & Hispanic/Latino Male Teachers Initiative Networked Improvement Community (NIC) and students in the AACTE Holmes Program interacted with each other and with the audience.