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Choice of Advocacy Tracks Caters to Day on the Hill Participants

AACTE’s Day on the Hill is always an exciting event for me. I love the energy of the group at orientation and the feeling of making a difference when I visit my elected officials and their staff during Washington Week. But anticipating these visits can also provoke some anxiety, which is why AACTE offers a full day of preparation before our Capitol Hill visits.

The orientation day has always prepared us well, but this year’s promises to be even better. The enhanced agenda offers a choice of two tracks with breakout sessions tailored to increase readiness based on your experience and comfort level with advocacy.

Day on the Hill Is for Education Students Too!

James McManus (undergraduate social studies education major), Jennifer Bucciarelli (MAT math education major), and Associate Professor Stephenie Hewett represent The Citadel in their visit with Congressman Joe Wilson (R-SC) at the 2016 AACTE Day on the Hill.

I have been attending AACTE’s Day on the Hill (DOTH) for the past 18 years. It is a highlight event of the year, as it allows opportunity to assess our priorities for advocacy while simultaneously putting advocacy into action. Over time, I have found that some of the best advocacy team members are our education students. I have had the privilege of making DOTH congressional visits accompanied by numerous students over the last 8 years – including both undergraduate and graduate students – and, in every case, the students have added value to the conversations well beyond what might have been obtained by faculty and deans alone.

When planning our Hill visits, we ask students to help us deliver important messages about pending legislation or federal education budgets and policies to our congressional members, and they are very effective in doing so. More importantly, we ask our students to tell their own story: Why did they decide to become an educator? How will new policy changes impact them as practicing teachers and school leaders? What can the federal government do to make a career in education more important to other students at their institution? When students visit and present answers to these and other questions, congressional members and staffers take notice.

Join Virtual Meeting April 25 on Coteaching in Clinical Practice

The authors are leaders of the AACTE Coteaching in Clinical Practice Topical Action Group (TAG). For information about how to join or start a TAG, visit aacte.org.

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On April 25, AACTE members are invited to join a virtual meeting of the Coteaching in Clinical Practice TAG, in which we plan to discuss collaborative grant-writing projects. This is a great opportunity to see what the TAG is all about and see if you’d like to join us!

The meeting will be held via Zoom on Wednesday, April 25, 11:00 a.m. – 12:00 p.m. EDT. You can enter the meeting any time after 10:45 a.m. EDT through the following channels:

Dissertation Workshop: Theoretical Framework an Essential ‘Steering Wheel’

The authors are part of the AACTE Holmes Program at Florida Atlantic University. For information about the program, visit aacte.org. The views expressed in this post do not necessarily reflect the views of AACTE.

On March 27, Holmes Scholars at Florida Atlantic University hosted a research workshop, “Understanding the Role of the Theoretical and Conceptual Frameworks in Dissertation Research.” More than 30 doctoral students and faculty attended the event with the university’s four Holmes Scholars – Kalynn Hall Pistorio, Kayla Elliott, Deborah McEwan, and Brianna Joseph (pictured above, standing, along with Holmes Coordinator Professor Rangasamy Ramasamy).

April 18 Webinar to Explore Mental Health Supports for Principals

This article has been updated to reflect new presenter information.

On Wednesday, April 18, AACTE will host a free webinar on principal leadership, supported by The Wallace Foundation as part of the Association’s ongoing partnership to disseminate the latest research and practice innovations in principal preparation. Please join us from 3:00-3:45 p.m. EDT for Leveraging Community Resources to Strengthen Clinical Practice: Mental Health Support for School Leaders.

New principals must not only learn to seamlessly integrate curriculum, lead change, and manage personnel; they must also become first responders in times of tragedy and grief counselors, while supporting their own mental health in high-stress jobs. This webinar will discuss –

Workshop Spotlights Award Winners, New Opportunities in Global Teacher Prep

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

On February 28, AACTE hosted a daylong preconference workshop titled “A Global Lens to Educator Preparation: Shared Knowledge and Advocacy for Diverse and Multicultural Perspectives,” organized by the AACTE Committee on Global Diversity (GDC). The event, held just prior to the 70th AACTE Annual Meeting in Baltimore, Maryland, was attended by higher education faculty and administrators interested in exploring opportunities for a global focus in educator preparation. Participants discussed innovative experiences and partnerships that prepare mindful teacher candidates who will advocate for diverse global perspectives in curricula, policy, and practice.

Action, Mentoring, Dialogue Keys to Advancing Diversity in Education Programs

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

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Facilitators Candace Burns, William Paterson University, and Dana Dunwoody, Boston University, address Holmes students (seated, L-R) Yanfang Wang, SUNY Oswego; Aylie Moya, University of Texas Rio Grande Valley; and Alex Caston, University of Nevada, Las Vegas; standing (L-R) are NIC leaders Ernest Black, California State University, Fullerton, team; Nanette Missaghi, University of St. Thomas team; and Michael Dennehy, Boston University team

During the 2018 AACTE Annual Meeting, a Deeper Dive session pursued insights into effective strategies for improving the recruitment and retention of teachers of color. In this interactive session, “Promising Practice and Lessons Learned: Pathways for Recruiting, Retaining, and Supporting a Diverse Educator Workforce,” discussants included members of the AACTE Holmes Program joined by representatives from the AACTE Black & Hispanic/Latino Male Teachers Initiative Networked Improvement Community (NIC).

Holmes Highlights From AACTE 70th Annual Meeting

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The annual Holmes Program gathering at AACTE’s Annual Meeting was held in Baltimore, Maryland, from February 28 to March 2. To date, this was the largest assembly we’ve had from the program, with students from over 47 universities and institutions in attendance as well as faculty, coordinators, and program alumni. The theme for the conference was “Celebrating Our Professional Identity,” and the subtheme for our preconference event was “I Too Am Holmes.”

A wide variety of sessions was available for Holmes Cadets, Honors, Master’s, and Scholars. Students were able to share their research through poster sessions, roundtable discussions, and paper presentations. Breakout sessions covered topics such as Effective Strategies to Recruit and Retain Minority Preservice Teachers, Beginning the Doctoral Journey, Navigating Dissertation, and Navigating Untenured Faculty Positions, to name a few. Members also had the opportunity to network, collaborate, and share their experience of being part of this dynamic community called HOLMES.

Preparing Teachers for School Shootings: What’s the Magic Number?

This column originally appeared in the Richmond Times-Dispatch and is reposted with permission. The views expressed in this post do not necessarily reflect the views of AACTE.

As America struggles to recover from the recent school shootings in Parkland, Florida, where 17 lives were tragically and unexpectedly cut short, we find ourselves embroiled in the same responses that surface after all mass shootings. Vigils, memorials, and protests abound across our nation to try to make sense of these unfathomable events and to demand an end to this violence; and there are reiterated cries for stricter gun laws.

A Retrospective Look at edTPA Implementation: 5 Years of Policy and Practice

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

The Stanford Center for Assessment, Learning, and Equity (SCALE) partnered with AACTE to invite practitioners and administrators from PK-12 schools and educator preparation programs (EPPs) to provide a retrospective look at the influence of edTPA since consequential use began in fall 2013. The panel participants presented their views of the benefits and challenges of educative edTPA implementation in different policy contexts; how actionable evidence from edTPA has informed their programs, teaching, and scholarship; and connections across the full continuum of professional learning and development for teachers. The March 2 panel at the 2018 AACTE Annual Meeting in Baltimore featured two new teachers who have completed edTPA over the past 5 years, a PK-12 administrator, EPP and state leaders, and two faculty scholars.

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