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Sungti Hsu

Director of State Affiliate and Partnership Support

Call for ‘Data Dive’ Blog Articles

To expand the Data Dive blog series on Ed Prep Matters, AACTE invites members to submit brief articles presenting and discussing data related to educator preparation.

Like all blog submissions, Data Dive articles should be approximately 500 words and contain news or commentary relevant to AACTE or to educator preparation generally. Please include tables, charts, or other illustrations of the data and your analysis. Advertising-related posts are not permitted, and the content – including any graphics – must not infringe on any copyright agreements or laws.

Announcing AACTE’s New Advocacy Center

Today, we are pleased to launch the online AACTE Advocacy Center to support your work in both federal and state advocacy. Please take a moment to visit the new center and explore the resources you’ve requested!

In this one-stop center, you’ll find downloadable advocacy guides, important hyperlinks, and an assortment of other digital resources. Want to catch up on the latest Federal Update webinar or blog post? Looking for contact information for your state legislators or tips on setting up a meeting with your representatives? Give us a visit!

UVA Hosts State ‘TeachStrong’ Event on Teacher Prep

On October 11, a TeachStrong event was hosted by the Curry School of Education at the University of Virginia to offer solutions to concerns in the state about the preparation of novice teachers. The event, held jointly with the state’s education secretary, aimed to highlight successful programs and practices aligned with TeachStrong’s policy proposal around quality teacher preparation. (AACTE is a partner supporting the nine TeachStrong principles to elevate teaching.)

After a short welcome and introduction by Dean Robert Pianta and Virginia Secretary of Education Dietra Trent, a panel of five educators discussed programs run by George Mason University, the University of Virginia, and Virginia Commonwealth University. Well-planned clinical practices were the focal point of the discussion.

AACTE Members Report Global Exchanges as Leaders Explore New Partnership With China

Sharon Robinson addresses the China Teacher Leaders Forum. Photo courtesy of East China Normal University

Thank you for responding to AACTE’s survey earlier this year about members’ international activities. We were excited to hear from 142 of you about your established partnerships, new ventures, and suggestions for AACTE to take up the global agenda.

The survey results seem to reflect the growing emphasis, at least among the subset of educator preparation providers (EPPs) that responded, on international exchange and competitiveness as educators in our global society seek to learn from and share with colleagues around the world.

Global Learning Colloquia Coming to Denver

AACTE is proud to support two daylong colloquia at the annual conference of NAFSA: Association of International Educators in Denver, Colorado, May 31 and June 3.

On Tuesday, May 31, the Global Learning Colloquium on Teacher Education will focus on the theme “High-Impact Global Learning Experiences and Curricular Design.” The program runs 9:00 a.m.–3:00 p.m. and will address how to prepare preservice teachers to work with diverse populations, understand how their practice affects both local and global communities, and be culturally responsive in pedagogy and curriculum choices. Participants will hear from global education organizations as well as from teacher educators from California State University, Kent State University (OH), Southern Connecticut State University, the University of Connecticut, the University of Missouri, and the University of Nevada-Reno.

Title II Data Show Student Teaching Hours Vary by Program Type, but Differing Definitions Hinder Comparisons

Editor’s note: As AACTE moves from collecting information through the Professional Education Data System (PEDS) to tapping other nationally available data sources on educator preparation, we will be providing periodic data reports on Ed Prep Matters based on PEDS, federal collections such as Title II and SASS, and other sources.

The U.S. Department of Education collects data annually from states on teacher certification/licensure programs of all kinds, as mandated by Sections 205 through 208 of the Title II of the Higher Education Act. Assembling information on programs that are “traditional” and “alternative,” based both inside and outside of institutions of higher education (IHEs), the Title II data collection aims to provide a comprehensive view of the field of teacher preparation.

Hope Street Group Report: Teachers Reflect on Preparation

A new survey report from the Hope Street Group (HSG) presents perspectives of nearly 2,000 classroom teachers on their own preparation and that of future educators, aiming to inform both preparation program improvement and state and federal policy. The report, On Deck: Preparing the Next Generation of Teachers, asks whether teachers are being prepared effectively for the realities of today’s classrooms and what changes to curriculum, clinical experiences, and accountability measures might be needed.

The study was conducted by 18 HSG National Teacher Fellows, who are practicing classroom teachers and instructional coaches from 17 states. Last fall, they collected data through surveys and focus groups from other practicing teachers in their regions on their experiences and perceptions of how well teacher preparation providers are doing. Participating teachers ranged from 1 to 31 years of experience and came from all grade levels and subjects and from rural, urban, and suburban settings.

Addressing Teacher Shortages at AACTE’s Annual Meeting: A Team Approach

As the Every Student Succeeds Act rolls back the direct federal involvement in improving student achievement and hands over much of that authority to states, lawmakers throughout the country will be examining a range of issues related to PK-12 education during their 2016 legislative sessions. One of the most pressing concerns on many states’ lists is teacher shortages.

At AACTE’s 2016 Annual Meeting next month in Las Vegas, a three-part series of panel discussions on the topic has been organized with the help of the Advisory Council of State Representatives:

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Tune in tomorrow for insights on content knowledge for teaching (CKT) in the elementary ELA teacher ed curriculum! https://t.co/q6Sftba8ks

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