At last month’s conference of the American Educational Research Association, I attended a joint business meeting of two special interest groups—Professional Development School Research and Supervision and Instructional Leadership—focused on the role of supervision of instruction in professional development schools (PDSs) from preservice to retirement. Panelists included AACTE’s Linda McKee, senior director of performance measurement and assessment policy; Daisy Arredondo-Rucinski, University of Alabama; and Bernard Badiali, Pennsylvania State University.
Are you a new dean or department chair—or simply looking to advance your career as an academic administrator? Get ahead at AACTE’s Leadership Academy June 28–July 2, where you’ll learn the latest in leadership development.
Gain insights on how to effectively manage resources and programs, engage in dynamic discussions, and learn from top leaders in the field, while forging a supportive network of peers and mentors in an intimate setting at the Hilton Cincinnati.
Every year, AACTE’s Washington Week attracts hundreds from around the nation. Read these testimonials from recent participants about the value of attending:
Last year, AACTE received 560 session proposals for its Annual Meeting in Atlanta. Given the limited number of spaces available for presentations, only 50% of proposals were accepted.
Looking to present at AACTE’s 2016 Annual Meeting in Las Vegas? Want to make your proposal stand out from other proposals received? Here are five tips to help your proposal rise to the top.
Join your voice with those of other educator preparation providers at AACTE’s annual Washington Week, to be held in the nation’s capital June 9-11. Under the unifying theme “Diverse Perspectives, Deep Partnerships, One Profession,” this year’s Washington Week will be held at the Washington Marriott Wardman Park Hotel. This is your chance to deliberate with colleagues on provocative issues in the profession, experience interactive sessions with national leaders, and convene with policy officials.
Kick off the summer with AACTE’s signature June events: Washington Week and the Leadership Academy. Join your colleagues from around the country in Washington, DC, advocating for the profession on Capitol Hill and participating in a special conference on closing the achievement gap in science, technology, engineering, and mathematics (STEM) fields; or meet with fellow new deans and administrators in Cincinnati, Ohio, for intensive leadership development and networking. These are two popular summer conferences, so mark your calendar today!
More than 60 AACTE Holmes Scholars® participated in the Annual Meeting in Atlanta last month. The commitment of their 15 host institutions, as well as of AACTE, to building a more diverse professional community was on full display in the lively atmosphere and collegial environment at the conference, which offered a platform of reinvigoration for some and the start of an exciting journey for others. One attendee commented that she had not experienced that much energy in quite a while.
At the kick-off session February 27, AACTE’s Rodrick Lucero, vice president for member engagement and support, described the Association’s renewed commitment to the Holmes Scholars Program and emphasized its value and necessity in the field. He highlighted goals for the coming year, which touched on not only recruiting and retaining scholars in academia, but looking closely at the entire continuum of PK-24. Lucero praised the National Association of Holmes Scholars Alumni (NASHA) for its continued support in providing highly sought-after mentoring services for 1st-year and midlevel doctoral students.
Attendees of the 67th AACTE Annual Meeting in Atlanta were offered an opportunity to meet with a U.S. Department of Education official to discuss the Teacher Quality Partnership (TQP) grants and how they may explore applying for them in the future.
In a concurrent session presentation, Mia Howerton of the U.S. Department of Education Office of Innovation and Improvement provided attendees with an overview of the TQP grants and what the profile of a successful grantee applicant typically looks like. With the TQP program now in its third grant cycle, Howerton reviewed the successes and challenges of the program and shared its lessons with audience members.
Editor’s Note: Professor Hollins inspired attendees of AACTE’s recent Annual Meeting in Atlanta during the Speaker Spotlight Session. (View a video recording of her speech here, and read another version in this Hechinger Report piece, which includes the video she played during her address.) To follow up on her presentation, we invited Hollins to explore her topic in a series of blogs for Ed Prep Matters. This is the second post in the series.
Teaching is an interpretive practice that requires knowledge of the community where students grow and develop, and where they are socialized. Students’ initial and ongoing learning happens within a particular community; is framed by the ideologies and practices of the community; is influenced by the experiences, interests, and values shared among members of the community; and is appropriated through the learner’s perception, which is developed within the particular community. The initial learning that happens within a community constitutes the intellectual, psychological, social, and emotional development of the individual person.
AACTE Breakfast Was Forum for Discussion
Nearly 300 educators from around the country packed a February 28 breakfast session at the AACTE Annual Meeting in Atlanta to get updates and ask questions about edTPA. The conversation addressed questions about regional scoring, the line between helping students and coaching them on their edTPA portfolios, and other issues.
First, though, teacher educators were congratulated for their role in edTPA’s progress. They also were reminded that for edTPA to be a meaningful assessment for educator preparation programs and teacher candidates, it must be about more than compliance.