Scholars Articulate Strategies for Disrupting Inequity Through Teacher Prep

    Although violence and hate permeate our society, there is reason for hope: It is an amazing time to be in education. We are in a profession that has more to do with what we might do to change this society than any other profession. So how do we reframe the way we work with young people to make a better world?

    These words were part of Deborah Loewenberg Ball’s introduction of a March 2 Deeper Dive session at the 70th AACTE Annual Meeting, organized by TeachingWorks under the theme “Outrage to Action: Disrupting Inequity Through Teacher Education.” Ball, of the University of Michigan, invited the audience to combat today’s fragmented society by intentionally building more connections, including with the “invisible” people who play supporting roles in our lives.

    Panelists Tout Promise of Strong Clinical Practice

    Clinical Practice Imperative Deeper Dive presenters Michael Alfano, Rene Roselle, Jennifer Robinson, Laurie Henry, Valeisha Ellis, and Christine Slattery

    A Deeper Dive session at the AACTE 70th Annual Meeting emphasized the criticality of incorporating clinical practice in educator preparation, drawing on the recent report of the AACTE Clinical Practice Commission (CPC). Commissioner Michael Alfano of Sacred Heart University (CT) moderated “The Clinical Practice Imperative: A Pivot Toward Clinical Practice, Its Lexicon, and the Renewal of Educator Preparation where a panel of experts discussed the CPC’s paper and its 10 proclamations for effective clinical preparation, the impact of clinical practice within the profession, and future plans to advance the work.

    Workshop Spotlights Award Winners, New Opportunities in Global Teacher Prep

    The views expressed in this post do not necessarily reflect the views of AACTE.

    On February 28, AACTE hosted a daylong preconference workshop titled “A Global Lens to Educator Preparation: Shared Knowledge and Advocacy for Diverse and Multicultural Perspectives,” organized by the AACTE Committee on Global Diversity (GDC). The event, held just prior to the 70th AACTE Annual Meeting in Baltimore, Maryland, was attended by higher education faculty and administrators interested in exploring opportunities for a global focus in educator preparation. Participants discussed innovative experiences and partnerships that prepare mindful teacher candidates who will advocate for diverse global perspectives in curricula, policy, and practice.

    AACTE Announces Summer Events for 2018

    AACTE is excited to announce the dates for our 2018 summer events, offering a variety of targeted professional development for teacher educators. You can join your colleagues from around the country in Washington, DC, to learn to advocate for the profession; meet with fellow new deans and administrators in Milwaukee, Wisconsin, for intensive leadership development and networking; and discover best practices for quality assurance in Columbus, Ohio, to help enhance your programs. Group discounts are available for each of these three events, so plan now to bring your friends and colleagues to these popular summer conferences.

    WASHINGTON WEEK: JUNE 3-6

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    Radio Interviews Probe Quality Assurance, Advocacy, Online Learning

    Education Talk Radio host Larry Jacobs traveled to the AACTE 70th Annual Meeting earlier this month to capture voices from the field in a series of in-person interviews with AACTE members and volunteer leaders. The recorded discussions later aired in three segments on Jacobs’ radio show, the first of which is highlighted below (subsequent articles will feature the other segments).

    In the first interview, two members of AACTE’s Committee on Professional Preparation and Accountability – Jacob Easley of Eastern Connecticut State University and Deb Rickey of Grand Canyon University (AZ) – discussed the committee’s work to assist teacher educators with quality assurance and program improvement. Having just facilitated a preconference workshop on the topic, Easley and Rickey explained what quality assurance means for colleges of education and what the key challenges are.

    A Retrospective Look at edTPA Implementation: 5 Years of Policy and Practice

    The views expressed in this post do not necessarily reflect the views of AACTE.

    The Stanford Center for Assessment, Learning, and Equity (SCALE) partnered with AACTE to invite practitioners and administrators from PK-12 schools and educator preparation programs (EPPs) to provide a retrospective look at the influence of edTPA since consequential use began in fall 2013. The panel participants presented their views of the benefits and challenges of educative edTPA implementation in different policy contexts; how actionable evidence from edTPA has informed their programs, teaching, and scholarship; and connections across the full continuum of professional learning and development for teachers. The March 2 panel at the 2018 AACTE Annual Meeting in Baltimore featured two new teachers who have completed edTPA over the past 5 years, a PK-12 administrator, EPP and state leaders, and two faculty scholars.

    Educational Leadership Preconference Focuses on Interaction of Policy, Practice

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    On February 28, AACTE hosted a daylong preconference workshop titled “Strengthening the Pipeline to Transform the Principalship,” sponsored by The Wallace Foundation. The event, held just prior to the 70th AACTE Annual Meeting in Baltimore, Maryland, was attended by PK-12 and higher education leaders from across the nation and engaged participants in presentations and conversation on educational leadership through the lenses of policy and practice.

    The agenda was broken into two thematic segments. The first segment highlighted how policy, partnerships, and resources influence strategies to renew principal preparation programs. The second included presentations about key policies that influence the renewal of principal preparation programs.

    Panel Promotes Teacher Preparation for Deeper Learning

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    Cindy Gutierrez of the University of Colorado Denver listens as fellow panelist Steve Wojcikiewicz of the University of Portland (OR) discusses institutional supports for “deeper learning” teacher preparation.

    A “Deeper Dive” session held March 3 at the 70th AACTE Annual Meeting shared lessons on how to engage preservice teacher candidates in the kinds of meaningful learning experiences they are expected to create later for their own students. Organized by the Learning Policy Institute (LPI), “Walking the Talk: Teacher Preparation for Deeper Learning” highlighted findings from a national study of seven teacher preparation programs that are organized in ways that align with deeper learning approaches – meaning less emphasis on rote learning and more on experiential, innovative, collaborative, and equity-focused pedagogy.

    LPI researcher Maria Hyler opened the session by describing the primary features of successful programs identified in the study, details of which will be published by Harvard Education Press in a book later this year. These features include opportunities for candidates to experience learning that is applied and transferred, developmental and personalized, collaborative and social, contextualized, and socially just. Hyler then invited panelists representing several programs in the study to outline one of the key domains.

    AACTE Deeper Dive Explores Strategies to Address Shortages, Diversity Gaps

    AACTE Media Relations Intern Shardae Proctor, a communications major at Maryland’s Towson University, attended the AACTE Annual Meeting earlier this month. Ed Prep Matters asked her to report on what she learned at one of the Deeper Dive sessions.

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    Participants discuss research and strategies to bolster and diversify the teacher pipeline at the March 1 Deeper Dive session organized by the editors of the Journal of Teacher Education.

    Across the country, many schools continue to struggle to staff their classrooms with qualified teachers and to diversify their workforce to more closely match student demographics. To explore the contributing factors and potential solutions to this challenge, the editors of AACTE’s Journal of Teacher Education organized a “Deeper Dive” session at the AACTE Annual Meeting March 1 titled “Filling the High-Quality Teacher Pipeline: Promising Research and Strategies.”

    In #AACTE18 Keynote, Ravitch Rebukes Detractors of Public Schools

    UPDATE: Video recording is now available! Visit the AACTE Learning Center to watch.

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    At the March 3 closing session of AACTE’s 70th Annual Meeting, Diane Ravitch delivered a rousing defense of public schools and an unsparing critique of those who seek to privatize education in America.

    She opened with a declaration of admiration for the bravery and articulate activism of students from Marjory Stoneman Douglas High School in Parkland, Florida, following the recent tragic shooting there. Ravitch noted their engagement has been enabled by a well-rounded education—including drama, speech, and other subjects that have been eclipsed in many places by the focus on raising test scores.

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