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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.

August 19 Webinar to Explore Deans’ Perspectives on Clinical Practice

We are excited to announce the second webinar in the AACTE clinical practice series: “Advancing Educator Preparation Through Clinical Practice: The Dean’s Perspective,” to be held August 19, 2:00-3:00 p.m. EDT.

Please join AACTE moderators Tim Finklea and Amanda Lester for a conversation with deans and directors representing five diverse universities as they explore the role clinical practice has played at their institutions through the lens of leadership. The panelists:

Nominate a Respected Colleague for an AACTE Award

The annual AACTE call for award nominations is currently open. As members of the AACTE Committee on Professional Preparation and Accountability, we have the honor of overseeing the three Professional Achievement Awards. Please take a moment to nominate someone deserving for the 2017 Margaret B. Lindsey Award, David G. Imig Award, or Edward C. Pomeroy Award.

These awards honor individuals who have made a meaningful contribution to our profession with their research, policy leadership, or other service to the community. Certainly, you know someone whose tremendous impact on educator preparation deserves recognition. We hope you will take a moment to help us develop a robust pool of nominees for these awards:

Join AACTE’s New LGBTQ Topical Action Group

Are you interested in advocacy and inclusion in teacher preparation of lesbian, gay, bisexual, transgender, and queer (LGBTQ) issues? How can teacher education better support family diversity and gender-diverse and transgender youth, as well as address gender stereotyping and bias-based bullying topics in teacher preparation? Please join me in forming a new AACTE topical action group (TAG) to address these questions together!

According to a recent update from the Human Rights Campaign, 201 anti-LGBT bills have been introduced in 34 states this year, which comprises 76% of legislatures in session this year. However, only 3% of the total measures have been enacted. In Kansas, for example, senators encouraged schools and universities to disregard federal Title IX guidance that protects against discrimination, including sexual orientation, gender identity, and gender expression. North Carolina recently passed HB2, which denies transgender people use of bathrooms aligned with their gender identity. U.S. Attorney General Loretta Lynch spoke recently on the issue of the U.S. Department of Justice suing North Carolina over the law:

A Candidate’s Perspective on the Clinical Practice Summit

I was honored to attend AACTE’s Clinical Practice Summit earlier this month, where the common theme was creating a unified profession to improve teacher preparation programs. It was wonderful to see so many passionate educators working to make improvements for future educators like me.

During the summit, I was able to sit in on the conversations of various groups and heard about roadblocks facing education policy. One that was mentioned repeatedly is the fact that many policy makers have no experience in education to inform policies that are truly helpful. There is also a persistent disconnect between higher education institutions and PK-12 schools. One participant noted that many principals still do not know what edTPA is, for example, making it hard to implement. This is just one of the many examples that show the necessity of better communicating and operating as a unified profession.

PDS Director Reflects on Partnership Themes

AACTE’s Research-to-Practice Spotlight Series on the Patton College of Education at Ohio University is coming to a close. We’ve enjoyed sharing the successful partnership work of the college and its network of professional development schools (PDSs) in a series of videos and blogs over the past 2 months, and now we’ve posted one final video – a longer clip with some great insights from the college’s leaders about their clinical practice model.

Summit Merges AACTE Clinical Practice Commission, CAEP State Alliance Work

Last week, the AACTE Clinical Practice Commission met with members of the former CAEP State Alliance for Clinical Preparation and Partnerships for a summit that began merging the outcomes from the alliance’s work into the ongoing efforts of the commission. Summit participants from the alliance were invited to join the commission, which is now in Round 2 of its quest to better define clinical practice and related best practices for the field.

The synergy in the room when these two groups got together was palpable. They began as if they had been working together forever. Each group has been studying clinical practice with an eye to advancing the recommendations of the 2010 NCATE Blue Ribbon Panel report, but tackling the work from different angles. The alliance’s findings, produced by state-based teams through work cycles grounded in improvement science, provide a valuable complement to the commission’s national effort. (CAEP, the Council for the Accreditation of Educator Preparation, allowed the alliance to sunset this spring.)

‘Guys With Ties’: Mentoring Men of Color for the Teacher Workforce

When considering the trends in college degree attainment among students of color, there appears to be a tale of two genders, and something must be done about it. In April, I was part of a group of educators from across the country that convened in New Jersey at William Paterson University’s College of Education to consider the issue. The attendees have been working together over the past 2 years as members of AACTE’s Black and Hispanic/Latino Male Initiative Networked Improved Community (NIC), drawing upon the collective expertise of the member institutions to increase representation of Black and Hispanic/Latino males in the teacher workforce.

Clinical Partnership Mutually Benefits Teacher Candidates, Mentors, and PK-12 Students

A new set of brief videos in AACTE’s Research-to-Practice Spotlight Series focuses on operationalizing clinical practice through the award-winning partnerships of Ohio University’s Patton College of Education (see this article introducing the series, this overview of the first three videos, and this summary of the next four videos). Today’s article highlights messages from the next three segments, which feature faculty and administrators from the partner schools as well as Patton College students.

Holmes Dissertation Retreat Advances Scholars’ Doctoral Journey

The annual Holmes Scholars Dissertation Symposium and Retreat convened May 27-28 at the University of Central Florida (UCF) in Orlando. The retreat served as an invaluable exchange of knowledge, mentorship, and networking. Professionals in the fields of counseling and mentoring, qualitative research, quantitative research, and grant writing guided more than 70 participants in their doctoral journeys.

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