AACTE today announced the official launch of an initiative to support innovation in the professional community and speed the pace of change in university-based educator preparation. The Innovation Exchange will serve as a forum for AACTE members, partners, and other constituents to share experiences and findings as they work together to address the most urgent issues of student achievement, curriculum reform, and educator preparation program advancement.
Through this national initiative, AACTE will seek to strengthen educator preparation, demonstrate the necessity and effectiveness of educator preparation, and enhance members’ opportunities to collaborate on key issues.
AACTE, the Gay, Lesbian and Straight Education Network (GLSEN) and the Association of Teacher Educators (ATE) have announced a partnership to support teacher preparation programs in including lesbian, gay, bisexual, and transgender (LGBT) issues in their curriculum.
Research suggests that positive, supportive, and inclusive classroom environments lead to better academic and psychosocial outcomes for students. While some teacher preparation programs incorporate LGBT-inclusive content and awareness into their curriculum, there has been no deliberate, comprehensive effort to expand the practice throughout the profession.
AACTE is delighted to announce the winners of our 2014 awards!
The following awards will be presented during the Welcoming Session (March 1) and the Speaker Spotlight Session (March 3) at AACTE’s Annual Meeting in Indianapolis:
- Outstanding Dissertation Award: Empathic Interaction: White Female Teachers and Their Black Male Students, by Chezare A. Warren (University of Illinois at Chicago; Steven E. Tozer, adviser)
A March conference being hosted by the National Board for Professional Teaching Standards (NBPTS) includes a veritable “who’s who” of speakers in its ambitious program that includes several faculty from AACTE member institutions.
Deborah Loewenberg Ball of the University of Michigan, Linda Darling-Hammond of Stanford University (CA), Andy Hargreaves of Boston College (MA), Mark Ginsberg of George Mason University (VA), James Hennessy of Fordham University (NY), Pedro Noguera of New York University, Robert Pianta of the University of Virginia, and other teacher educators will join dozens of other representatives from various education circles at “Teaching & Learning 2014” in Washington, DC.
The March/April 2014 issue of the Journal of Teacher Education (JTE) is now available online. See what Volume 65 Number 2 has to offer!
- In this month’s editorial, “Research as a Catalyst for Change,” JTE‘s editors at Penn State University relate the issue’s contents to AACTE’s 66th Annual Meeting theme, Taking Charge of Change. Heralding the theme as an opportunity to champion the role of research in informing policy and practice, the editors highlight the articles’ contributions to knowledge about innovative practices in the development of both preservice and in-service educators.
A new report from the Wallace Foundation’s Principal Pipeline Initiative highlights practices for the preparation and support of new principals. Cultivating Talent Through a Principal Pipeline is the second in a series of evaluations of the initiative, prepared by Policy Studies Associates. It describes results from the initiative’s first 2 years as participating districts worked to beef up their principal corps through training and ongoing support.
Congratulations to the future members of AACTE’s Board of Directors!
New Issue of JTE: Politics of VAM, Finnish Context for Teacher Prep, NCTQ Critique, and More Now Online
The January/February 2014 issue of the Journal of Teacher Education (JTE) is now available online. See what Volume 65 Number 1 has to offer—without waiting for the mail delivery!
- In this month’s editorial, JTE‘s editors at Penn State University announce the 2014 Editorial Review Board and outline the highlights of this issue’s articles.
- “The Effects of Teacher Entry Portals on Student Achievement” classifies North Carolina public school teachers into 11 predominant “portals” of entry into the profession and estimates their effects on students’ test score gains. The gains are generally higher for students of teachers prepared through in-state, public undergraduate programs—but Teach for America corps members seem to be more effective in STEM subjects and at the secondary level.
Today, the Organization for Economic Cooperation and Development (OECD) released results from the 2012 administration of the Program for International Student Assessment (PISA), a worldwide study of 15-year-old students’ performance on mathematics, science, and reading. American students’ performance remained largely unchanged from the previous PISA administration in 2009, although the U.S. ranking declined relative to other countries that improved over the past 3 years.
AACTE signed on to a statement of the Learning First Alliance about the results and also issued its own call for policy makers to look closely at the test’s lessons, along with the recommendations made by the OECD in its report Strong Performers and Successful Reformers in Education: Lessons From PISA 2012 for the United States as well as in the 2011 edition of the report, which focuses more on teacher preparation.