• AACTE 70th Annual Meeting, Baltimore, MD

Author Archive

Kristin McCabe

Editor, AACTE

Evaluation: Residency Program Seeing Success in Boston

A recent evaluation of the Boston Teacher Residency (BTR) found that program graduates are making a significant impact in Boston Public Schools, providing more racially/ethnically diverse teachers and staying in the classroom at higher rates. A webinar hosted by REL Central earlier this month highlighted the findings and challenges of the evaluation, which was conducted by John Papay and colleagues at Brown University (RI).

The study compared BTR graduates to other novice teachers in the urban school system, asking the following questions:

  1. Does the BTR program prepare more teachers than other pathways in hard-to-staff subjects such as math and science?
  2. Are BTR recruits more racially and ethnically diverse than teachers from other pathways?
  3. Do BTR recruits remain in the district longer than other new hires?
  4. Are BTR teachers more effective in raising student test scores in math and English language arts than teachers with the same level of experience from other pathways?

NJACTE, Partners Lead Charge to ‘Take Back the Profession’

NJACTE President Joelle Tutela
Joelle Tutela, President, NJACTE

Teacher quality and professional practice in New Jersey just got an enthusiastic shot in the arm, thanks to a new coalition of the state’s teacher educators, teachers’ unions, and other education groups.

Leaders of this coalition, the Garden State Alliance for Strengthening Education, held a high-profile symposium “Taking Back the Profession” September 27 to release a report chock-full of ideas to improve the continuum of teacher development in the state. The event was attended by several key state education officials and featured nationally known speakers including Stephanie Hirsch of Learning Forward, Marilyn Cochran-Smith of Boston College (MA), and Susan Headden of the Carnegie Foundation for the Advancement of Teaching. In addition, the report was featured at a press conference October 2 and will be the subject of a state hearing later this month.

Teacher-Quality Coalition Issues Policy Roadmap for Teacher, Principal Development

Recognizing the fact that students in many high-need schools continue to have disproportionately low access to great educators, on Tuesday the Coalition for Teaching Quality (CTQ) released Excellent Educators for Each and Every Child: A Policy Roadmap for Transforming the Teaching and Principal Professions. The Coalition also held House and Senate briefings on Capitol Hill with practitioners to help explain the importance of these strategies to address the inequity of opportunity.

In the policy roadmap, CTQ—which comprises more than 100 civil rights, disability, rural, youth, higher education, principal, and education advocacy organizations, including AACTE, dedicated to ensuring that every child has fully prepared and effective educators—presents a vision for a continuum of the teaching and principal professions to ensure every child has well-prepared and effective educators.

Innovation at SUNY Buffalo State: Robust PDS Consortium

The Innovations Inventory of AACTE’s Innovation Exchange is an online database highlighting members’ pioneering practices in educator preparation that have shown a positive impact on issues of student learning, preparation program advancement, or educator workforce needs. This blog post is one in a series highlighting entries from the inventory. For more information, contact Zach VanHouten at zvanhouten@aacte.org.

The award-winning Professional Development School (PDS) Consortium based at the State University of New York College at Buffalo (Buffalo State) offers a supportive cohort community for teacher candidates, minigrants for action research in the schools, and even international partner settings. This clinically rich network, founded in 1991, has evolved in alignment with frameworks including the 2001 NCATE PDS Standards, the National Association of Professional Development Schools Nine Essentials, and the 2012 NCATE Blue Ribbon Panel report.

September Reading List

With the school year now in full swing, we know it’s a challenge to stay on top of your professional reading. Here are a few hot assignments you won’t want to miss:

1. Journal of Teacher Education

The latest issue of AACTE’s journal offers fascinating insights into the professional development and practice of teacher educators. Based on the premise that “while research on teaching informs research on teacher education, the latter needs a specialized knowledge base of its own” (see the issue’s editorial), articles address general and specific elements of that knowledge base, professional identity, core practices, and more.

Extra credit:Read the latest research to be published in future issues of the journal! It’s posted on a rolling basis in Sage’s Online First system.


Feedback Wanted: Revised Standards for School Leaders

The Council of Chief State School Officers (CCSSO) and National Policy Board for Educational Administration (NPBEA) have issued the following request for public comment on their draft revision of the Interstate School Leaders Licensure Consortium standards (see this post announcing the Wallace-funded revision effort). Make your voice heard by October 10!

CCSSO is seeking feedback from the public on draft standards for education leaders that aim to ensure district and school leaders are able to improve student achievement and meet new, higher expectations.

Innovation at St. Cloud State University: The Coteaching Model

The Innovations Inventory of AACTE’s Innovation Exchange is an online database highlighting members’ pioneering practices in educator preparation that have shown a positive impact on issues of student learning, preparation program advancement, or educator workforce needs. This blog post is one in a series highlighting entries from the inventory. For more information, contact Zach VanHouten at zvanhouten@aacte.org.

Request for Proposals: Editorship of the Journal of Teacher Education

The AACTE Committee on Research and Dissemination invites proposals for a campus-based team to edit the Journal of Teacher Education (JTE) for a 3-year term, commencing with Volume 67, Issue 1 (January/February 2016). Proposals must be submitted online by November 7. Qualified individuals from schools, colleges, and departments of education at AACTE member institutions may apply.

Click here to download the complete request for proposals, or click here to enter the online submission site.

CPRE Report: Preparation in Methods, Pedagogy Linked to Teacher Retention

Preservice preparation in teaching methods and pedagogy has a notably positive effect on new teachers’ likelihood to stay past their first year on the job, according to a new report out of the Consortium for Policy Research in Education (CPRE). Teachers’ routes to licensure, certificate types, degrees, and selectivity of their colleges have much less correlation with attrition, say report authors Richard Ingersoll, Lisa Merrill, and Henry May.

Analyzing data from the national Schools and Staffing Survey and supported by a National Science Foundation grant, the authors studied to what degree various elements of preservice preparation contribute to beginning teachers’ attrition or retention after 1 year in the classroom, particularly in the fields of mathematics and science.

Scholars in Maine, New Jersey Named AACTE Research Fellows

AACTE has awarded its inaugural Research Fellowship in Educator Preparation to teams based at the University of Southern Maine and at William Paterson University of New Jersey. The 1-year fellowships commence August 1.

Each of the two research teams, which include emerging as well as experienced scholars, will receive $30,000 to support projects examining critical issues in educator preparation.

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