Have you signed up yet for AACTE’s online short course Designing Assessments to Measure Student Outcomes? If not, we’d love to have you join us for the next session, opening May 1.
In this free 3-week seminar on the popular FutureLearn platform, you’ll learn about key assessment principles and how to design and use rubrics and surveys. Topics include –
A pair of webinars last month offered an overview of how and why content knowledge for teaching (CKT) can be embedded in education course work, looking particularly at the preparation of elementary teachers in English/language arts (ELA) and mathematics. Recordings and slides from the webinars, which were presented by experts from TeachingWorks (University of Michigan) and the ETS® Educator Series (Educational Testing Service), are now available in the AACTE Resource Library: Click here for the ELA presentation and here for math.
Nicole Garcia and Sarah Scott Frank of TeachingWorks joined with Geoffrey Phelps and Heather Howell of ETS to present strategies to engage preservice teachers in real-life content problems they are likely to encounter in elementary classrooms. Rather than looking deeply at the teacher education curriculum or specific designs of programs or field experiences, the webinars sought to ease teacher educators into the concept of CKT and high-level considerations for preparation programs.
In an AACTE major forum held March 3, a panel of teacher educators from three state universities discussed the power of partnering with nonschool sites in communities to help prepare effective teachers. “Community-Based Teacher Preparation as Praxis: Preparing Effective Educators Through Research-Practice Partnerships” was organized by the editors of the Journal of Teacher Education (JTE)to bring attention to pioneering work under way on this emerging practice.
JTE Coeditors Dorinda Carter Andrews and Gail Richmond of Michigan State University served as moderators for the panel, which included the following presenters:
On March 4, AACTE convened representatives from organizations working with different stages of the educator pipeline to speak at the major forum “Acting as One to Support Educator Development.” The forum, one of six held during the 69th Annual Meeting, covered issues such as student recruitment, candidate support across the continuum of preparation through induction, the role of school-university partnerships, and ensuring novice teachers are prepared to engage their students in deeper learning. In the interest of collaborating as one across this continuum, panelists discussed how their roles intertwine by sharing their perspectives on the best way to achieve a national, cohesive effort supporting high-quality educator preparation.
The forum was moderated by Michael Dennehy, director of college access and completion at Boston University (MA). Panelists included Dan Brown of Educators Rising, Kimberly Tobey of the National Association of Community College Teacher Education Programs (NACCTEP), and Linda Darling-Hammond and Maria Hyler of the Learning Policy Institute.
On the last day of the 69th AACTE Annual Meeting in Tampa, Florida, the AACTE Clinical Practice Commission (CPC) held a major forum to unveil and discuss the 10 “Essential Proclamations and Tenets for Highly Effective Clinical Educator Preparation” identified in the CPC’s work. These proclamations and tenets, which undergird a forthcoming white paper, were released during the forum as part of a draft executive summary of the paper.
The event started with a panel presentation and discussion moderated by CPC member Jennifer Robinson, executive director of the Center of Pedagogy and associate professor at Montclair State University (NJ). Panelists included Michael Alfano, Central Connecticut State University; Diane Fogarty, Loyola Marymount University (CA); John Henning, Monmouth University (NJ); Rene Roselle, University of Connecticut; Jennifer Roth, Poudre School District (Fort Collins, CO); and Christine Smith, University at Albany, State University of New York.
A major forum at last month’s AACTE Annual Meeting highlighted actions under way to diversify the teaching workforce and advance social justice at universities across the country. Titled “Meeting the Needs of All Learners: Advancing Social Justice and Diversity in Teacher Preparation,” the forum featured panelists from four Association initiatives working toward these objectives: the AACTE Black and Hispanic/Latino Male Teacher Initiative Networked Improvement Community (NIC), the Diversified Teaching Workforce: Recruitment and Retention AACTE Topical Action Group, the AACTE Holmes Program, and the AACTE Committee on Global Diversity.
The forum was moderated by Sharon Leathers of William Paterson University (NJ) and included the following panelists, each of whom is a member of one or more of the four initiatives: Lora Bailey of New Mexico Highlands University, Traci Baxley of Florida Atlantic University, Jacob Easley of Eastern Connecticut University, Conra Gist of the University of Arkansas, Fayetteville, and Reyes Quezada of the University of San Diego (CA).
How can state policy makers, education agencies, and school officials work together more cohesively to address critical teacher pipeline issues? Leaders from three states discussed strategies and obstacles to this shared goal during a major forum, “Acting as Systems: A Pipeline Approach to Educator Preparation Policy,” held March 2 at AACTE’s 69th Annual Meeting in Tampa, Florida.
The forum, moderated by AACTE Senior Vice President Mark LaCelle-Peterson, featured discussions among the following policy leaders:
How does the work of teaching become the work of justice and equity? At AACTE’s 69th Annual Meeting in Tampa, Florida, TeachingWorks organized one of the six major forums around this question, convening panelists from across the nation to discuss high-leverage practices for teachers to disrupt inequity in the classroom. Speakers at the March 3 forum emphasized the need for teachers to orient their practice around valuing community and students’ individual voices in order to advance social justice and learning for all.
Deborah Loewenberg Ball, education dean at the University of Michigan and head of TeachingWorks, moderated the forum with panel conversations based on building relationships with students, leading group discussions, and implementing routines for classroom discourse. Audience questions were also incorporated in the forum via live interaction and the hashtag #TWforum on Twitter.
The 2017 AACTE Speaker Spotlight Session featured a rousing address from Linda Darling-Hammond, who encouraged educators to persist in their focus on educational equity and advocacy despite the barrage of obstacles and distractions in the current environment.
Although teacher educators have been hard at work and have much to celebrate, she said, there is not a moment to relax in confronting the challenges of the day. Citing issues such as child homelessness, access to healthcare, funding cuts, and policy centered on “testing without investing,” she urged attendees to step up their work with candidates to engage in equity-focused practices. Recent surges in racist and anti-immigrant incidents further hamper students’ well-being and ability to learn.
The Welcoming Session at the AACTE 69th Annual Meeting featured guest speaker Shaun Harper, professor and executive director of the Center for the Study of Race and Equity in Education at the University of Pennsylvania. In his presentation, “Ed Schools and the Mis-Education of White America,” he discussed diversity, equity, and race issues in education and the obligation of universities – especially educator preparation programs – to address them.
He emphasized the critical role for schools of education in preserving and advancing democracy in America: As preparers of teachers for the public schools, they are in a position to ensure that every student is educated with the proper consciousness and skills needed to raise race questions and pursue greater equity. Harper said that most teacher preparation programs do not currently live up to this objective, as their curricula contain very little about cultural diversity and fail to challenge racial biases.