This post originally appeared in Dean Feuer’s blog, “Feuer Consideration,” and is reposted with permission. The views expressed in this post do not necessarily reflect the views of AACTE.
The dean of the Curry School of Education at the University of Virginia recently wrote an op-ed for The Washington Post that was well meaning but misleading. It was surprising and disappointing to see a distinguished educator miss an opportunity to dispel conventional myths and clarify for the general public what is really going on in the world of teacher preparation and its evaluation.
For those who may have missed Robert Pianta’s short article, here is a summary and rebuttal.
Editor’s Note: Professor Hollins inspired attendees of AACTE’s recent Annual Meeting in Atlanta during the Speaker Spotlight Session. (View a video recording of her speech here, and read another version in this Hechinger Report piece, which includes the video she played during her address.) To follow up on her presentation, we invited Hollins to explore her topic in a series of blogs for Ed Prep Matters. This is the first post in the series.
The way teaching and learning teaching are conceptualized influences approaches and practices in both. For example, where teaching is viewed as an interpretive process, learning teaching also requires an interpretive process for constructing the habits of mind and deep knowledge of approaches and practices necessary for facilitating meaningful, purposeful, and productive learning experiences for students in different contexts, from different cultural and experiential backgrounds, and with different developmental needs.
The state of Florida recently passed a new rule governing the implementation and evaluation of teacher preparation programs. The Florida Association of Colleges for Teacher Education (FACTE) was very active during the development and public comment periods for this new rule, and while we did not secure all the changes we’d hoped, we did make a difference in the process and in the outcomes.
FACTE implemented a detailed advocacy strategy during the public comment period. One of our greatest assets was our relationship with the Florida Department of Education (FDOE), which has always worked to be partners with our programs. I cannot speak enough of the importance of building relationships with those charged with program approval before you are in the process of rule development. We have focused our efforts on building on our shared vision of ensuring every child in the state is taught by a high-quality educator.
This post originally appeared in The Chronicle of Higher Education and is reposted with permission.
With high rates of retirement by an aging teaching force and continuing growth in school enrollments, we as a nation need more than ever to focus on how, where, and how well we prepare our future educators. Fortunately, the U.S. Department of Education has recognized the need to move on those issues. But one of its proposed solutions, in the form of regulations for evaluating the quality of higher-education programs that prepare elementary and secondary school teachers, could take us down a hazardous track.
Editor’s Note: AACTE’s two Research Fellowship teams will present a joint session at the Association’s Annual Meeting, Saturday, February 28, at 1:30 p.m. in Room A704 of the Atlanta Marriott Marquis. This post provides background on the fellowship based in New Jersey at Kean University, Rowan University, and William Paterson University.
Is there a difference in teacher persistence in urban districts attributable to specific pathways? Why do teachers say they persist in urban districts? Researchers from Kean University, Rowan University, and William Paterson University came together to explore these and other related questions as part of the AACTE Research Fellowship.
Editor’s Note: AACTE’s two Research Fellowship teams will present a joint session at the Association’s Annual Meeting, Saturday, February 28, at 1:30 p.m. in Room A704 of the Atlanta Marriott Marquis. This post provides background on the fellowship at the University of Southern Maine.
The recent release of proposed federal reporting requirements for educator preparation programs stirred up intense interest in the methods and metrics used to evaluate programs. As many people noted in their letters of comment to the U.S. Department of Education earlier this month, several of the proposed new measures are unprecedented and would require investment of significant time and money to collect, analyze, and report data on an annual basis.
With the February 2 deadline fast approaching to comment on the proposed federal regulations for teacher preparation programs, the North Dakota Association of Colleges for Teacher Education (NDACTE) has wasted no time in developing comments and reaching out to our state officials to express our concerns with the proposed regulations. As questions and concerns mount regarding the proposed regulations, the members of NDACTE felt it was necessary to discuss them with officials in our state.
It is time for us to again be advocates for our profession. In response to the notice of proposed federal regulations for teacher preparation programs, we need faculty, students, and the community of PK-12 partners to respond and let their voices be heard.
This is not easy given the February 2 deadline for comment—comments are due just as faculty and students are returning for the spring semester!
Before we all head to Atlanta for AACTE’s 67th Annual Meeting, I asked a few past attendees to share tips for what to do at the event. Here’s some useful guidance from Jennifer Waddell, associate director of the Institute for Urban Education at the University of Missouri-Kansas City.
With an intention of generating 100,000 comments to the U.S. Department of Education on its proposed regulations for teacher preparation programs, the members of the AACTE Committee on Government Relations and Advocacy are leading the charge with a Twitter campaign to spread awareness of the proposed regulations.
Remember, the deadline to comment is February 2, and the teacher preparation profession’s voice must be heard! (See AACTE’s regulations web page for more information.)
Please join our Twitter campaign at #EDregs to help us reach out to colleagues, public officials, students, organizations, and the public to help generate more conversation on Twitter about the regulations—leading, we hope, to more comments submitted to the government.