Learn About Quality Clinical Partnerships at AACTE Workshop

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.

Stakeholder Engagement at the Heart of Quality Assurance Work

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.

Member Voices: Learning to Navigate New Spaces at Washington Week

AACTE Consultant Jane E. West and the author at the Holmes Summer Policy Institute in Washington, DC

I often ask myself, “How can I use my work as an emerging researcher and scholar to help inform educational policy and practice?” Sadly, the implications section of the manuscripts I have produced and even read often feels distant and unattainable, especially without an audience that is empowered to take action. Thankfully, this month’s AACTE Holmes Summer Policy Institute helped me see how I could navigate a new space and translate my work to impact change.

During the sessions, I realized the importance of building relationships, knowing the agenda, and sharing my work in multiple mediums. I learned the importance of branding and using social media to promote the work I am doing and also to inform my community in ways that are accessible. While that may feel foreign to some, including me, I know I can post a section of a paper I am working on or some key data that might get some people to think twice about an education-related topic.

What I Valued at AACTE’s Quality Support Workshop

This event is cancelled until further notice.

When I decided to attend the AACTE Quality Support Workshop last summer, I was a faculty member and assessment coordinator in a college of education. Armed with an already solid understanding of the principles and practices of assessment, I was not sure how much I would get out of attending the workshop, but as the sole representative from my institution, I registered anyway and made the trip to Minnesota. Over the next 3 days, my expectations were shattered, in a very good way!

The workshop was well organized and provided the opportunity to learn from engaging plenary session speakers and included multiple sessions covering a variety of topics related to assessment and accreditation. There was time and planned activities that allowed for ample opportunity to engage in dialogue and collaborate with others who share similar responsibilities at their institutions. It was through these opportunities that I found like-minded people who were tackling the same kind of work for educator preparation providers (EPPs) around the country.

Exploring the Longevity of Education Deans

What factors contribute most to the longevity of education deans in their positions? Are there optimal lengths of time for these academic administrators to stay in their roles, and if so, how long and why? What are the personal and professional benefits or downsides of remaining in the role of education dean for an extended period?

These questions are among those emerging from a national survey on deans’ ways of thinking, being, and acting that revealed generally limited lengths of service in the deanship. The survey results have inspired a new line of research on factors contributing to deans’ longevity in the role, which may be important for critical initiatives to have a viable lifespan and for deans and their stakeholders to continue to be gratified.

Can We Stop Telling Faculty to Only Focus on Writing for Scholarly Outlets?

This column originally appeared in Diverse: Issues in Higher Education and is reposted with permission. The author was a panelist during AACTE’s Holmes Summer Policy Institute on June 4. The views expressed in this post do not necessarily reflect the views of AACTE.

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Last week I had the opportunity to talk to current and aspiring doctoral students who were attending the American Association of Colleges for Teacher Education (AACTE) Holmes Summer Policy Institute. Throughout the session titled “Linking Research to Policy: White Papers, Blogs, and Social Media,” I joined several panelists to dialogue about the importance of leveraging social media as an outlet to get your research exposure outside of the ivory tower and into the hands and screens of practitioners and policy makers.

Commentary: Uphold the Values of Brown v. Board of Education

This op-ed originally appeared in the Cincinnati Enquirer and on Cincinnati.com. The views expressed in this post do not necessarily reflect the views of AACTE.

Brown v. Board of Education, one of the most iconic cases in U.S. history, recently celebrated its 64th anniversary, serving as a reminder of battles waged and battles won. It also served, sadly, as a reminder of progress made and progress yet to be achieved.

Respond by 6/29 to Survey on Evidence for Tech Integration

The authors are members and leaders of the AACTE topical action group called “All Things Accreditation.” The views expressed in this post do not necessarily reflect the views of AACTE.

Members of the All Things Accreditation Topical Action Group (TAG) spent the spring term this year designing and validating a survey that aims to help us better understand how the field is measuring technology integration in teacher education programs and what evidence colleges are using for technology expectations such as those of the Council for the Accreditation of Educator Preparation (CAEP). We invite you to participate in the survey at this link by June 29.

TAG Session Explores Fairness, Evidence in EPP Accreditation

The authors are members and leaders of the AACTE topical action group called “All Things Accreditation.” The views expressed in this post do not necessarily reflect the views of AACTE.

At the most recent AACTE Annual Meeting, we hosted a session on behalf of the All Things Accreditation Topical Action Group (TAG) to explore the expectations of Standard 4 of the Council for the Accreditation of Educator Preparation (CAEP). The session, “A Courageous Conversation About Fairness, Justice, and Accountability in EPP Assessment and Impact on P-12 Student Learning,” aimed to evaluate current practices specific to CAEP Standard 4 as well as the merit of using standardized or criterion-referenced state tests designed to evaluate PK-12 student learning as a metric to judge the viability of educator preparation providers (EPPs). We discussed complications around value-added measures (VAM) and the fairness of judging EPPs by their graduates’ impact on student learning.

Erica Reid Named Holmes Scholar of the Month

Congratulations to May Scholar of the Month Erica Reid of the University of Nevada, Las Vegas (UNLV)!

Originally from upstate New York, Reid earned her B.A. in English from the University at Albany and a M.S. in secondary education from the College of Saint Rose. She began working for UNLV in 2016 as an instructional designer for the Plus Center, creating modules for the hospitality industry training programs. Before joining the UNLV staff, she served as a secondary English and language arts teacher, licensed to teach grades 6-12.

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