The National Council on Teacher Quality (NCTQ) has re-engaged its data collection efforts in preparation for its 2016 Teacher Prep Review—scheduled for an October 2016 release. In an e-mail message to programs throughout the country, NCTQ has sent both an overview of the changes for the 2016 review and an itemized data request for each program, requesting that institutions notify NCTQ if they plan to comply with the request by April 20.
AACTE is pleased to offer the State Chapter Support Grant Program for a 5th year, directing member dues toward strengthening the relationship between state chapters and AACTE and supporting the development of chapters through their initiatives.
Have you created PK-12 lessons aligned with new college- and career-ready standards? Achieve, Inc. wants you to share them—and is offering cash prizes for the best units of study submitted this spring.
The Achieve initiative known as EQuiP (Educators Evaluating the Quality of Instructional Products) is collecting instructional units to support the Common Core State Standards in English language arts (ELA)/literacy and math. Units rated exemplary by peer reviewers will win $1,500.
AACTE’s Committee on Professional Preparation and Accountability would like to encourage AACTE members to respond to the Council for the Accreditation of Educator Preparation (CAEP) Call for Service. The online application for the CAEP “Volunteer Corps” is open through March 20.
Volunteers may apply to serve as reviewers at different levels or on CAEP’s governance bodies. The call seeks a diverse population of volunteers, not only faculty from programs holding CAEP accreditation. But it is important for teacher educators to be represented in CAEP, and this can be achieved if you volunteer!
Editor’s Note: AACTE’s two Research Fellowship teams will present a joint session at the Association’s Annual Meeting, Saturday, February 28, at 1:30 p.m. in Room A704 of the Atlanta Marriott Marquis. This post provides background on the fellowship at the University of Southern Maine.
The recent release of proposed federal reporting requirements for educator preparation programs stirred up intense interest in the methods and metrics used to evaluate programs. As many people noted in their letters of comment to the U.S. Department of Education earlier this month, several of the proposed new measures are unprecedented and would require investment of significant time and money to collect, analyze, and report data on an annual basis.
On January 14, the Council of Chief State School Officers announced four finalists for the 2015 national teacher of the year. The finalists are state teachers of the year from Alabama, Hawaii, Indiana, and Texas.
A recent report by the think tank Third Way claims that the federal Teacher Education Assistance for College and Higher Education (TEACH) grant program is failing to meet its aims, instead burdening nearly 40% of recipients to date with converted unsubsidized loans after they failed to complete all program requirements.
The report calls for changes to the program, either through “short-term fixes” such as reducing reporting requirements and limiting grant use to “high-performing” programs (as proposed in the new federal regulations for teacher preparation programs) or, preferably, in a thorough overhaul that streamlines all federal assistance for teachers into a simple loan-forgiveness program.
Congratulations to the future members of AACTE’s Board of Directors! In an online election that ended November 28, AACTE members chose several of their colleagues to serve a 3-year term beginning March 1, 2015:
John I. Goodlad, a giant in 20th-century education and former elected president of AACTE, died November 29 in Seattle. He was 94.
After 8 years of teaching in his native Canada — in the challenging conditions of a one-room schoolhouse and, later, a juvenile detention center — Goodlad completed his bachelor’s and master’s degrees at the University of British Columbia and then came to the United States for doctoral work at the University of Chicago. By age 29, he was head of teacher education at Emory University (GA). He briefly returned to the University of Chicago before moving in 1960 to the University of California Los Angeles, where he spent 24 years, the last 16 as education dean.
As teacher educators wait to see the U.S. government’s latest proposal for rating their programs, a new report commissioned by the Council for the Accreditation of Educator Preparation (CAEP) attempts to lay out a useful framework of “key effectiveness indicators” to answer the fundamental question: How do we identify high-performing preparation programs that routinely produce effective teachers (as well as programs that do not)?