• AACTE 70th Annual Meeting, Baltimore, MD

In Memoriam: John I. Goodlad

John_I_Goodlad 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.

CAEP Releases Report on ‘Key Effectiveness Indicators’ for Program Evaluation

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)?

NCTQ Reignites Document-Collection Efforts, Now Through PK-12 Partners

As the National Council on Teaching Quality (NCTQ) steps up its document collection by communicating directly with teacher preparation programs’ PK-12 partners, AACTE encourages programs to reach out to their partner schools to raise awareness and build mutual understanding around the requests, including connecting legal counsel from both parties if appropriate.

Evaluation: Residency Program Seeing Success in Boston

A recent evaluation of the Boston Teacher Residency (BTR) found that program graduates are making a significant impact in Boston Public Schools, providing more racially/ethnically diverse teachers and staying in the classroom at higher rates. A webinar hosted by REL Central earlier this month highlighted the findings and challenges of the evaluation, which was conducted by John Papay and colleagues at Brown University (RI).

The study compared BTR graduates to other novice teachers in the urban school system, asking the following questions:

  1. Does the BTR program prepare more teachers than other pathways in hard-to-staff subjects such as math and science?
  2. Are BTR recruits more racially and ethnically diverse than teachers from other pathways?
  3. Do BTR recruits remain in the district longer than other new hires?
  4. Are BTR teachers more effective in raising student test scores in math and English language arts than teachers with the same level of experience from other pathways?

Be a Pioneer for the Teaching Profession: National Board Field Tests

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

The National Board for Professional Teaching Standards is recruiting practicing teachers as well as undergraduate and graduate preservice teachers to participate in field tests of the revised National Board certification process. This is a great opportunity to help shape the future of the teaching profession and experience a sample of the performance-based assessment that thousands of teachers have called transformative.

September Reading List

With the school year now in full swing, we know it’s a challenge to stay on top of your professional reading. Here are a few hot assignments you won’t want to miss:

1. Journal of Teacher Education

The latest issue of AACTE’s journal offers fascinating insights into the professional development and practice of teacher educators. Based on the premise that “while research on teaching informs research on teacher education, the latter needs a specialized knowledge base of its own” (see the issue’s editorial), articles address general and specific elements of that knowledge base, professional identity, core practices, and more.

Extra credit:Read the latest research to be published in future issues of the journal! It’s posted on a rolling basis in Sage’s Online First system.


Feedback Wanted: Revised Standards for School Leaders

The Council of Chief State School Officers (CCSSO) and National Policy Board for Educational Administration (NPBEA) have issued the following request for public comment on their draft revision of the Interstate School Leaders Licensure Consortium standards (see this post announcing the Wallace-funded revision effort). Make your voice heard by October 10!

CCSSO is seeking feedback from the public on draft standards for education leaders that aim to ensure district and school leaders are able to improve student achievement and meet new, higher expectations.

Commentary: We All Have to Pitch In to Make Common Core Work

This post first appeared in the Sacramento Bee. View the original here. The views expressed in this post do not necessarily reflect the views of AACTE.

The new school year brings one of the biggest transitions our state’s elementary and secondary education system has ever experienced. As students settle into new classrooms, our teachers are adjusting their instruction to help students meet expectations of the new Common Core state standards. It’s our job – as parents, business leaders, students, community members, and educators – to look beyond both the hype and hysteria to ensure that students benefit from thoughtful, locally driven implementation.

Teacher Leaders Visit AACTE

Last week, members of the Teacher Leader program at the College of Charleston’s School of Education, Health, and Human Performance (SC) visited Washington, DC, and met with government and nonprofit agencies and associations, including AACTE, as well as leaders from educational think tanks and policy makers.

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