If you have been inspired by the previous Research-to-Practice Spotlight videos featuring the robust partnership between Colorado State University (CSU) and the Poudre School District (PSD) in Fort Collins, don’t miss the newest installment in the series, in which school and university officials share advice on how to implement a successful clinical practice model.
Utilizing a professional development school approach, CSU and PSD have created an intentional, collaborative endeavor to achieve their shared mission of preparing highly qualified and effective teachers.
Minnesota requires all teacher candidates to take edTPA as part of the state’s program review and approval process. At the state’s annual edTPA conference October 7, educators from across the state joined in invigorating conversations about the changes the assessment has spurred and the common language it has given educators to communicate about effective teaching.
During the session I helped moderate on how programs can use edTPA components and candidate performance data to “back map” their course work, the exchange was both lively and informative. Panelists shared stories about how they are getting edTPA performance data to more faculty, identifying needs, and developing instructional resources such as new observation rubrics that adjunct faculty can use to better understand teaching skills that edTPA asks candidates to demonstrate.
Meaningful and purposeful collaboration among multiple agency heads is something that many states aspire to do. Georgia is among those that have been successful in forming such alliances, which provides a supportive environment for the work of the Georgia Association of Colleges for Teacher Education (GACTE).
The collaborative culture is well established in the Georgia Alliance of Education Agency Heads, which over the past decade has been successfully fulfilling its mission to collaborate, innovate, and achieve while addressing three strategic goals: (1) increase the percentage of students reading at grade level by completion of third grade; (2) increase the percentage of graduates from high school and postsecondary institutions prepared for the demands of college, workplace, a global economy, and responsible citizenship; and (3) increase the percentage of effective teachers and educational leaders. The alliance includes the state’s universities and technical colleges, the governor’s office, the Georgia Professional Standards Commission, and other education agencies.
Illinois has moved beyond the trial phase with edTPA, which became consequential here as of September 1, 2015. That’s why the recent state conference of the Illinois Teacher Performance Assessment Consortium (TPAC) was aptly named Moving Forward.
The event convened 131 educator preparation experts from 45 institutions and education organizations from across the state September 11-12 to discuss this next phase in our state’s edTPA journey.
Elisa Palmer, edTPA coordinator at Illinois State University, shares five takeaways from a panel on edTPA implementation during the Illinois Teacher Performance Assessment Consortium conference Sept. 11.
edTPA implementation can be overwhelming. But after 5 years of experience with more than 1,800 teacher candidates to complete the process, faculty and administrators from across our campus have helped us identify five key areas that, if addressed thoughtfully, might also lead to successful edTPA implementation on your campus.
How are you telling your story in the media? Although teacher educators may feel perpetually short on time given their duties across colleges and partner schools, it can be well worth the effort to establish yourself as a respected resource to local newspaper reporters, radio stations, and other media outlets. A prime time to reach out is when you take on a new leadership role, giving you a window of opportunity to introduce yourself to the community while presenting the outlet an expert connection to call on in the future.
Take Donald Easton-Brooks, former professor and dean of the Colleges of Business and Education at Eastern Oregon University, who recently became dean of the University of South Dakota (USD) School of Education. To mark his new appointment, Easton-Brooks sat for a recorded interview with a local news outlet, introducing himself to the local audience and promoting his vision for the school. Here are some of the points he shared in his 15-minute interview.
Very little is known about education deans’ perceptions of what they think is important for their actual, effective performance on the job. To address this knowledge gap, we invite deans to participate in a national survey, which we are conducting with AACTE’s support, that will tap education deans’ beliefs about their essential ways of thinking, being, and acting.
But first, here is some more background. In short, effective leadership of a school, college, or department of education (SCDE) is vital in light of both internal and external forces that provide significant challenges for these academic units. For instance, in the realm of teacher preparation, education deans and directors must articulate their role as leaders of change in the field. This charge includes determining ways to provide concrete evidence of how their programs broaden and deepen the learning and mastery of their teacher and leadership candidates, and also the learning that takes place in the classrooms of their graduates.
Editor’s Note: This blog is based on a July 22 article in Teachers College Record (TCR). The full version is available here. The original article was written in response to a previously published TCR piece about edTPA.
We have been immersed in edTPA implementation for several years as the lead administrators for implementation support in Illinois and as scorers and scoring trainers. We have been committed to moving beyond compliance with state policy to using edTPA as a positive support for critical inquiry by faculty into teaching and learning.
The views expressed in this post do not necessarily reflect the views of AACTE.
Teacher education is entering an exciting era. Scholars and practitioners alike are calling for teachers to be educated differently (AACTE, 2010; CCSSO, 2015; NCATE, 2010), which means that the way we prepare teachers and the way we support teachers’ ongoing professional development must change. In lieu of one-size-fits-all, “sit and get” training sessions, teachers’ professional development must be ongoing, differentiated, sustained, and rooted in issues that they face on a daily basis. Such is the experience for the teachers of Mort Elementary School in Hillsborough County Public Schools (the 8th largest school district in the United States) who participate in the Mort Teacher Leader Academy (MTLA).
Early in my academic career as a faculty member, the Indiana Association of Colleges for Teacher Education (IACTE) was referred to as "the deans group." Its meetings were attended primarily by those holding administrative positions, which did not include me. Still, I got to work with IACTE during this time: I had been appointed by the governor to the Indiana Professional Standards Board (IPSB) for teacher education and licensure, which worked collaboratively with IACTE on developing new standards-based licensure and assessments. At a time when teacher education was truly valued in the state, our joint efforts placed Indiana as one of the front runners in best practices in teacher preparation and the use of performance-based assessments.