Next week’s AACTE Annual Meeting calls on us to “take charge of change.” Heed the call by signing up now to join your peers this June in Washington, DC, for action in advocacy!
With federal education programs facing budget cuts, potential teacher preparation regulations on the horizon, reauthorization looming for the Higher Education Act and the Elementary and Secondary Education Act, and partisan gridlock, now is a crucial time to learn how you can become an effective advocate for the profession. AACTE’s signature advocacy conference, Washington Week, offers three key events to assist in building members’ capacity for advocacy: Day on the Hill, the State Leaders Institute, and the Holmes Scholars Summer Policy Institute.
AACTE’s 66th Annual Meeting is almost here. Have you thought about which of the almost 300 sessions to attend in Indianapolis? Take a look at the 2014 Annual Meeting program book, now available online.
After flipping through the program book, log in to AACTE’s Event Planner to build an itinerary (or add to your existing one) of the sessions you can’t miss. Export the itinerary to your Outlook calendar, or print a copy to keep handy.
See you in just 10 days!
A call for proposals is now available for the 2014 State of the Art Conference on Postsecondary Education and Individuals With Intellectual Disabilities. The conference, to be held in Virginia in November, is cosponsored by the Helen A. Kellar Institute for Human disabilities at George Mason University (VA) and the Taishoff Center for Inclusive Higher Education at Syracuse University (NY).
For more than a decade now, I’ve had the privilege to work closely with a wonderful group of diverse doctoral students during the AACTE Annual Meeting. Each year I am reenergized by their passion, ideas, and determination to succeed. I’m proud to see more and more of these bright scholars diversifying the makeup of the conference and of the profession, with hundreds of them now leading successful careers in academia and other education-related posts.
Close to 50 current AACTE Holmes Scholars® and many alumni will be joining Annual Meeting participants in Indianapolis this year. Look for the purple ribbon on their name tags, attend their poster session March 2 at 9:00 a.m. to learn about their research, and talk to them individually about your institution in our Holmes Scholars Job Fair March 2 at 3:45 p.m. You may find among them your next hire for that open position—or strong candidates for future ones.
A March conference being hosted by the National Board for Professional Teaching Standards (NBPTS) includes a veritable “who’s who” of speakers in its ambitious program that includes several faculty from AACTE member institutions.
Deborah Loewenberg Ball of the University of Michigan, Linda Darling-Hammond of Stanford University (CA), Andy Hargreaves of Boston College (MA), Mark Ginsberg of George Mason University (VA), James Hennessy of Fordham University (NY), Pedro Noguera of New York University, Robert Pianta of the University of Virginia, and other teacher educators will join dozens of other representatives from various education circles at “Teaching & Learning 2014” in Washington, DC.
Data literacy is not a new concept in education. Teachers and school leaders are constantly processing data—on student behavior, attendance, performance on assessments, district- and state-level data, etc.—and utilizing it to improve student and school outcomes. What is new, though, is the burgeoning amount of data now generated by district- and state-wide data systems, think tanks, research and policy organizations, and multiple other sources including schools themselves. The Data Quality Campaign (DQC) has been leading the push for equitable access to this information—and the push to develop educators who can filter out the “white noise” and home in on the data that are relevant to their classrooms and schools.
This post also appears on the AACTE Annual Meeting site.
Once again, AACTE has partnered with a local charity to give back to our Annual Meeting host community. Indianapolis’ School on Wheels will be collecting donations outside the Conference Community Center at the 2014 AACTE Annual Meeting.
School on Wheels works to break the cycle of homelessness by providing one-on-one tutoring and educational advocacy for school-aged children impacted by homelessness. Since its founding in 2001, it has trained over 2,200 community volunteers as tutors, provided tutoring to 3,913 school-aged homeless children, and distributed 2,148 backpacks filled with school supplies and 11,351 school uniforms to homeless children. In 2013, School on Wheels was named nonprofit volunteer program of the year by the United Way of Central Indiana.
This post also appears on the AACTE Annual Meeting site.
AACTE and TeachingWorks are collaborating on a strand of sessions at the 66th Annual Meeting that will examine the challenges of preparing novice teachers for practice and explore potential solutions. This strand will provide a forum for sharing ideas and learning from programs that are taking on the challenges of building practice-based teacher education. It will also address implications of the Common Core State Standards for teacher preparation.
The pace of change is quickening as educator preparation programs engage in a variety of reform efforts. Are you interested in learning more about how they are taking charge of change? A major forum at AACTE’s Annual Meeting in Indianapolis will highlight reforms in several programs and the ways they are working with PK-16 partners and communities to meet emerging challenges.
During this forum, the following panelists will share their efforts and partnership work to reinvent programs at their institutions:
AACTE invites institutions to participate in a job fair for AACTE Holmes Scholars® to be held Sunday, March 2, at the 2014 Annual Meeting in Indianapolis.
AACTE proudly continues to host the Holmes Scholars® Program, one of the great benefits of AACTE membership. This unique program provides mentorship, peer support, and rich professional development opportunities to doctoral students from traditionally underrepresented backgrounds who are pursuing careers in education.