The North Dakota Association of Colleges for Teacher Education received a 2017-2018 AACTE State Chapter Support Grant for work on supervisor training modules to enhance the reliability and utility of the state’s new student teacher observation tool. Other AACTE chapters have also recently pursued collaborative work around assessment instruments, including those in Kansas and Ohio.
In 2016, the 12 member institutions of the North Dakota state chapter of AACTE collaborated to develop a student teacher observation tool (STOT). We were seeking a high-quality instrument to facilitate program improvement through meaningful, valid, and reliable data. We also knew that working together decreased the workload for all and leveraged resources and expertise across campuses. Finally, we were interested in adding to the common metrics used statewide to enable continued collaboration to improve teacher preparation in North Dakota.
As leaders of AACTE’s Coteaching in Clinical Practice Topical Action Group (TAG), we are pleased to invite applications from PK-12 personnel to secure funding to attend the National Conference on Coteaching in Bloomington, Minnesota, October 24-26. Applications are due September 1 so don’t delay!
About the National Conference on Coteaching
Teacher shortages are a critical concern across the United States, and the University of South Carolina is tackling the crisis head-on with an innovative response to teacher retention. While recruiting new teachers into the profession is vitally important, reducing the alarming rate at which novice teachers leave the profession must be a central focus in addressing the teacher shortage, as shared in a recent op-ed by University of South Carolina College of Education Dean Jon Pedersen.
“If you add the belief that teacher preparation and support should not end at graduation, a desire to gather data to inform programmatic improvement, and a teacher retention issue to new accreditation standards and a college leadership team determined to make a positive impact on the profession, beyond the walls of the university, you arrive at the impetus for the Carolina Teacher Induction Program (CarolinaTIP),” said Cindy Van Buren, assistant dean and one of the developers of the college’s induction program.
Congratulations to the August 2018 AACTE Holmes Scholar of the Month, Taewon Kim!
A doctoral student in counseling psychology at Purdue University since 2017, Kim studies the meaning found in academic and work experiences, especially for women and underprivileged populations. She hopes to explore and develop factors that promote resilience for people with low social status.
The Kansas Association of Colleges for Teacher Education received a 2017-2018 AACTE State Chapter Support Grant for work on a statewide observation/assessment instrument for use with student teachers. The author is the chapter’s lead contact on the grant. Other AACTE chapters have also recently pursued collaborative work around assessment instruments, including those in Ohio and North Dakota.
In collaboration with the Kansas State Department of Education and Marzano Research/REL Central, members of the Kansas Association of Colleges for Teacher Education (KACTE) are piloting and testing the reliability and validity of a student teacher observation/assessment instrument they developed for statewide use.
Several AACTE Holmes Scholars took time out from their intense schedule during the AACTE Holmes Dissertation Retreat and Research Symposium, July 26-28 at Rowan University in Glassboro, New Jersey, to speak with students from the Rowan Urban Teacher Academy.
The academy serves students in 10th, 11th, or 12th grade who are interested in learning more about becoming teachers. The purpose of the 10-day program is to create a pipeline into the education profession for high school students from urban areas, hoping that students exposed to the field of education will consider returning to teach in urban schools. As part of the academy’s training and exposure, students tour the campus of the university.
As I reflect on the 2018 Holmes Dissertation Retreat and Research Symposium, one word strikes me repeatedly – timely. As a doctoral candidate in research methods and evaluation, I am currently finalizing the blueprint of my dissertation. The past 3 years in my program have been an exciting mix of academic and cocurricular activities where I have learned how the theory works. Now, in the final phase of my dissertation, it is time to transform the knowledge and competencies I acquired thus far into credentials–i.e., get my degree.
The sessions in the July retreat at Rowan University (NJ) were just what was needed to “move the needle” on my dissertation gauge. Thoughtful sessions not only provided us with resources for continuing and finishing our doctoral work, but also brought invaluable insights on how to expand our scholarly endeavors beyond graduation.
In the College of Community Innovation and Education at the University of Central Florida (UCF), we view partnerships as one of our core values. The UCF Literacy Symposium, an annual conference with a mission to be at the forefront of literacy learning, is one example of a strategic partnership between our college and in-service educators. The event creates a space for bringing together teacher and PK-20 educators to connect, share, advocate for, and learn about literacy.
This year, we celebrated our 20th annual event with the help of 768 educators and other stakeholders who share a common interest in literacy instruction and learning. The symposium is well known across the state of Florida, and every year we attract educators from various Florida universities and school districts as well as from other states. Participants at the 2018 symposium included PK-20 teacher educators, in-service and preservice educators (including school administrators, specialized literacy professionals, school counselors, and other support staff), local superintendents and school district personnel, state Department of Education officials, and others (e.g., legislators, publishers, and representatives from research and educational centers).
This event is cancelled until further notice.
“I don’t know where to start,” “it’s too hard,” “it’s too expensive,” or “it takes too much time” are among some of the comments that are often heard in conversations around the country as the push for more clinically rich teacher preparation is discussed. While it certainly can be challenging to reimagine longstanding practices, the shift to strong clinical models has become something of a national imperative for high-quality teacher preparation.
This event is cancelled until further notice.
The authors will be leading the “Track A” (introductory) strand of quality assurance sessions during the 2018 AACTE Quality Support Workshop in Columbus, Ohio. For details and to register, visit aacte.org, and download the full agenda here.
The quality of educator preparation programs matters, as they develop the professionals who will have the most influence on our children–and continuously shaping programs to excel in this charge is important work. This work requires calculated risk taking, established processes for critiquing the work, and a culture that fosters honest feedback focused on improvement.