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)
As AACTE’s Mary Harrill-McClellan alerted members last week, the National Council on Teacher Quality (NCTQ) released its latest critique of university-based teacher preparation today, Training Our Future Teachers: Classroom Management.
The report follows the standard NCTQ model of using a review of course materials from a small sample of programs to support the broad claim that the teacher preparation profession is not getting the job done.
AACTE issued a statement citing specific concerns with the report, including mainly that the report does not actually tell us whether programs are adequately preparing teacher candidates to manage classrooms. Other concerns noted in the statement are that the report contains no evidence to support the sweeping claims about “the field” of teacher preparation and that the assertions that edTPA does not focus on classroom management skills are incorrect.
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.
A groundbreaking policy guide released today provides state lawmakers and education advocates with a blueprint for practical changes to improve teaching quality in America. The guide recommends policies based on research and state models that have been highly effective in developing and sustaining talented and diverse teaching forces that prepare all students for college, career, and life.
Today marks a proud accomplishment of the teacher preparation community and our partners as we celebrate the launch of the first nationally available, standards-based performance assessment for preservice teachers: edTPA.
edTPA was created for the profession by the profession and is already in use by nearly 500 teacher preparation providers in 32 states and the District of Columbia. With edTPA now fully operational, every preparation program in the country has access to a rigorous, reliable assessment that will give us confidence that aspiring teachers are ready to take charge of their classroom on Day One. This is truly a transformational moment in teacher preparation.
On October 23, the Council of Chief State School Officers (CCSSO) announced the creation of the Network for Transforming Educator Preparation (NTEP) to implement recommendations from Our Responsibility, Our Promise: CCSSO Task Force Report on Transforming Educator Preparation and Entry into the Profession. AACTE is pleased to be one of 17 partner organizations that will support this important work alongside CCSSO and the seven states participating in NTEP.
On October 25, the National Academy of Education (NAEd) released Evaluation of Teacher Preparation Programs: Purposes, Methods, and Policy Options, a report that aims to provide clearer information and direction around evaluation measures and systems in educator preparation.
AACTE commends the emphasis in the report on validity and agrees with the authors’ conclusions that program evaluation should be adaptable and part of a multiple-measure system.