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.
Today, AACTE welcomes Lynn M. Gangone to the position of president and chief executive officer. Gangone graciously took time during her first day on the job for this introductory interview for Ed Prep Matters:
Q: Your career has spanned a variety of higher education and association roles. What attracted you to AACTE?
A: AACTE’s mission is the first and foremost attraction. In my opinion, educators are the most important professionals in our society, and the opportunity to serve an organization dedicated to their preparation is unparalleled. Not only have educators made a difference in my life, but I have had the extraordinary fortune to “pay it forward” through my career as a faculty member and a dean. AACTE aligns so many facets of my lifelong work as an educator with service to and advocacy for educator preparation programs.
Registration is now open for the 29th annual conference of the Japan-U.S. Teacher Education Consortium (JUSTEC), to be held September 14-17 at the University of Hawaii at Manoa. Save $50 by beating the early-bird deadline of June 5!
This year’s conference focuses on “Professional Development in Teacher Education” and will include presentations in three key areas:
Do you need help analyzing evidence from candidates’ performance assessments to inform program improvement? Are you preparing for a CAEP accreditation visit or state program review? Or perhaps you’re looking for new ideas for recruiting and supporting a more diverse candidate pool? Find the guidance you need at AACTE’s Quality Support Workshop, August 10-12 in Minneapolis.
As this spring’s graduates march across stages and celebrate their newly earned teaching licenses, 14 students in the College of Education at Rowan University (NJ) still have a few years of work before heading to their first teaching jobs. But as participants in Rowan’s Project Increasing Male Practitioners and Classroom Teachers (Project IMPACT), they are well on their way to not only graduating but also remedying the persistent shortage of male teachers of color.
Majoring in education fields from early childhood to music, math, science, and more, these young men from the South Jersey area receive an annual $4,000 scholarship, mentoring and study supports, and hands-on experiences in schools in exchange for their commitment to return as teachers for at least 3 years in high-need public schools. The program is designed to equip candidates with the skills and supports to persist in their high-attrition field while effectively enhancing student learning.
Did you know that the Journal of Teacher Education editorial team publishes podcast interviews with selected authors? You can find them posted in the “JTE Insider” blog (which also publishes transcripts of various author interviews and other materials related to the journal’s contents and themes).
Have you recently completed a fabulous dissertation? Then AACTE wants to hear from you! Applications for the 2018 Outstanding Dissertation Award are being accepted in our online submission system now through August 18.
The AACTE Outstanding Dissertation 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 2016 are eligible for consideration, regardless of what institution awarded the doctorate (member or nonmember of AACTE). See the call for entries (PDF) for other requirements.
Are you developing, implementing, or evaluating policies or practices that help increase the numbers and improve the experiences of teachers of color? The Department of Teacher Education at Northern Kentucky University (NKU) wants to hear from you! Paper proposals are due May 15 for a September event, “Teacher Diversity Matters: A National Symposium on Preparing, Recruiting, and Retaining Teachers of Color.”
The symposium, to be held September 15 at NKU, will feature a keynote address from Cynthia B. Dillard of the University of Georgia titled “You Are Because I Am: The Necessity of Identity, Mutuality, and Equity in Teacher Education.” Other sessions will highlight accepted papers from researchers, practitioners, and students based in PK-12 and higher education.
Last week, AACTE’s inaugural Quality Support Workshop drew dozens of faculty, administrators, assessment and accreditation coordinators, and other educators to Fort Worth, Texas, April 24-26 for interactive sessions and hands-on collaboration.
The event – the first in AACTE’s new series of regional workshops – opened Monday afternoon with a facilitated discussion of the topic “Quality Assurance in Education: What Should a Profession Expect?” AACTE’s Mark LaCelle-Peterson and Linda McKee led participants in considering what evidence they need to evaluate their students and programs, how they obtain this evidence, and how different measures combine to build a framework for quality assurance as well as continuous improvement.