The American Association of State Colleges and Universities (AASCU) has selected a professional development partnership of the University of Toledo (OH) to receive the 2017 Christa McAuliffe Excellence in Teacher Education Award. The award will be presented October 22 at the AASCU Annual Meeting in La Jolla, California.
The winning program, NURTURES (Networking Urban Resources with Teachers and University to enRich Early Childhood Science), aims to improve the science learning and readiness scores of preschool through third grade students in the Toledo area. NURTURES is a collaboration among the university’s education, engineering, and natural science faculty; local daycare centers and nursery schools; informal science centers; and other community resources to create a complementary, integrated system of science education. The program enhances teacher understanding of science content to improve classroom practices and offers classroom extension activities and family learning opportunities.
“The three R’s alone don’t cut it anymore,” announces a report released August 28 on the 49th annual PDK Poll of the Public’s Attitudes Toward the Public Schools. In addition to solid academics, Americans want their schools to provide job training, more explicit focus on social-emotional skills, and “wraparound” services like health centers and afterschool programs. Respondents also want students to learn in diverse classrooms and are skeptical about vouchers and the value of standardized tests.
This year’s survey sought to learn more about last year’s discovery of a desire among the American public for schools to focus less on honors classes and more on career and technical education. The new data suggest that the public really wants both strong academics and job preparation, including classes focused on career skills, technology and engineering, and programs leading to a professional certificate or license. The less satisfied respondents are with their local schools, the more likely they are to say schools should offer more job/career skills classes.
During AACTE’s membership renewal season, some of our most active members are sharing what AACTE means to them. For this article, AACTE intern Shawn Karim interviewed Board of Directors member Monika Williams Shealey, who is dean of the College of Education at Rowan University (NJ). Learn more about membership here.
A new policy brief from the Data Quality Campaign presents recommendations for states to support educator preparation through better sharing and use of information – not just for accountability but also for continuous improvement. The report, Using Data to Ensure That Teachers Are Learner Ready on Day One, calls attention to current data challenges faced by educator preparation providers (EPPs) and offers suggestions and examples for states to improve the situation.
“State education agencies already collect information about teachers, like their licenses, where they teach, and how much they improve student learning, but that information is not consistently shared with EPPs,” the brief states. “On the program side, EPPs are often frustrated by data collection and reporting requirements that do not help them answer important questions about their own program quality. And a lack of publicly available information on EPP outcomes means that EPPs and their stakeholders, from prospective teachers to K-12 principals, too often must spend their own limited time and resources to collect and synthesize information that could be provided by the state.”
The report, developed in partnership with AACTE and several other partner organizations, lists the following primary challenges to using data for EPP improvement:
Time is running out to apply for the 2018 AACTE Outstanding Dissertation Award! Entries must be made online by Friday, August 18. Help AACTE recognize outstanding doctoral research in educator preparation by encouraging your top recent graduates (or recent hires) to apply for this prestigious award, which includes a $1,000 cash prize.
The Committee on Research and Dissemination will review submissions this fall, and applicants will learn of their status in November (although the announcement of the winner is embargoed until February). The winner will be recognized during AACTE’s 70th Annual Meeting in Baltimore, Maryland, March 1-3, 2018.
Next month, AACTE’s Quality Support Workshop in Minneapolis will help participants take their programs and practices to the next level with 2 days of hands-on, expert-facilitated sessions. Attendees will interact with leaders from educator preparation programs (EPPs) as well as with researchers, program administrators, and other professionals who will be on hand to guide their progress at the Hyatt Regency Minneapolis, August 10-12.
Participants can work on assessment data, quality assurance plans, standards and evidence for accreditation, and much more in their choice of over two dozen sessions led by these facilitators:
Thanks to several brand-new sessions and revamped activities throughout the original program, next month’s regional AACTE Quality Support Workshop will deliver an even more robust program than its popular predecessor. During the event August 10-12 in Minneapolis, Minnesota, participants will choose from two dozen expert-facilitated workshops offered in seven time blocks – with topics such as interpreting candidate assessment data, mapping curricula to competency indicators, preparing evidence for an accreditation visit, recruiting and supporting more diverse candidates, and others.
Many of the sessions from last spring’s southern regional workshop, held in Fort Worth, Texas, will run again in Minneapolis with few changes. Others are bringing in new facilitators or making adjustments to reflect feedback from attendees (the organizers do try to practice what they preach about using data for improvement!).
Data, data everywhere – so now what do you do? When you are awash in student test scores, survey responses, or research results, how do you determine what they mean – and what actions to take as a result?
For a concise and engaging introduction to data sources, uses, and improvement processes, try AACTE’s online professional seminar Using Data to Improve Student Outcomes, opening July 17 for a 3-week run on the FutureLearn social-learning platform. It requires only 3 hours per week and costs nothing! (Or you may choose to upgrade your enrollment, for a fee, to participate in tests, obtain a completion certificate, and gain unlimited access to course materials in the future. A completion certificate is required if you plan to become an AACTE consultant.)
Two new videos are available this week on AACTE’s Research-to-Practice Spotlight Series highlighting the St. John’s University (NY) School of Education clinical preparation program known as RISE, or the Residential Internship for St. John’s Educators. This week’s video interviews present faculty and administrators discussing various challenges they’ve had to overcome in setting up and sustaining the RISE Program – and why the results are worth the effort.
The School of Education at St. John’s University (SJU) and its Residential Internship for St. John’s Educators (RISE) have hit a stride with their clinical partnerships to prepare new teachers – but it wasn’t always easy. To get to this point, all parties have worked to overcome hurdles and cultivate strong relationships that set them up for successful navigation of future bumps in the road.
Nominations for the 2018 AACTE awards are now open on AACTE’s online submission site (except the Outstanding Book Award, which closed May 30). Applications for the Outstanding Dissertation Award are due August 18, and all other award submissions are due October 12.
Now in its 22nd year, AACTE’s awards program recognizes member institutions’ exemplary programs as well as individuals who have made noteworthy contributions to education preparation. For an overview of last year’s winners, see this press release.