Congratulations to Brianna Joseph, Holmes Scholar of the Month for March 2018!
Joseph is a 3rd-year full-time doctoral student in the Department of Exceptional Student Education at Florida Atlantic University (FAU). Her research interests include the over- and underrepresentation of students from various racial/ethnic backgrounds in special education and integrating adults with intellectual disabilities in fitness activities.
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 the University of North Carolina (UNC) System to present at the 2018 AACTE Annual Meeting in Baltimore a unique model of using edTPA rubric constructs. The team showcased how edTPA’s critical dimensions of teaching (planning, instruction, and assessment) apply to the instructional coaching of novice teachers during teacher induction, with a trajectory for growth through teacher leadership and beyond. The March 1 presentation included a brief overview of the professional growth plan used in preservice preparation and how it can be used after teacher candidates graduate.
The AACTE Committee on Professional Preparation and Accountability (CPPA) is charged with providing leadership in the development of professional consensus on standards, assessment, and practice in educator preparation. Our work is most effective when it is driven by the AACTE membership. The 70th Annual Meeting preconference workshop conducted by CPPA, “Quality Assurance: Moving Beyond Data Collection Towards Assuring Quality,” reinforced the collective wisdom of our profession and the level of care we put into our programs, candidates, and clinical partners.
Those in attendance at the February 28 session repeatedly raised the need for leadership at educator preparation institutions to foster a collaborative culture that constantly questions our practice. We all recognized that there is a delicate balance between the critique of our work and assuring that we are celebrating and advancing those parts of our systems that are working well. The tension most outstanding in our conversations was that of turnover of leadership or faculty in institutions. These observations led to thoughtful discussion by those in attendance to assist colleagues in planning quality assurance processes with an emphasis on program goals and outcomes and how we all could use those goals and outcomes specific to our institutions to keep drawing our faculty, candidates, and clinical partners back to our established priorities and purpose.
On Wednesday, March 21, 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 for New Principals: Partnering with Legal and Social Services.
Difficult and changing situations with students and their families require principals to broaden their support network beyond school resources. The panelists on this webinar will discuss scenarios and possible resources available within the community. They will also share ideas for making intentional connections with community partners.
Have you seen the JTE Insider blog managed by the Journal of Teacher Education (JTE) editorial team? Check out the following interview with the authors of a recent article. This blog is available to the public, and AACTE members have free access to the articles themselves in the full JTE archives online – just log in with your AACTE profile here.
In the January/February 2018 issue of JTE, Susan D. Martin and Sherry Dismuke of Boise State University (ID) published an article titled “Investigating Differences in Teacher Practices Through a Complexity Theory Lens: The Influence of Teacher Education.” The article is summarized in the following abstract:
Congratulations to Ruby Ellis, Holmes Scholar of the Month for February!
Ellis is pursuing her doctorate at Auburn University (AL) and is committed to both equity and diversity in the classroom, which directly aligns with the mission of the Holmes Program. Her highest interest is serving individuals from underrepresented and underserved backgrounds in efforts to give them access to a higher quality of education. She believes that all students should have access to the best pedagogical practices in order to enhance learning.
The authors are 2019 editors of the Review of Research in Education. The views expressed in this post do not necessarily reflect the views of AACTE.
The schools in Chicago have a lot of initiatives going on. The three of us live and work here, so we are very engaged with the public and parochial schools across the city and suburbs. We see a dizzying array of efforts to improve teaching and learning: Professional Learning Communities, the International Baccalaureate, Multi-Tiered Systems of Support, culturally responsive teaching practices, one-to-one computing, and many, many more efforts.
Address Challenges of Integrating Technology in Teacher Preparation at #AACTE18 Preconference Symposium
Is it time to upgrade your candidates’ tech competency? Please join us for a free half-day symposium before AACTE’s Annual Meeting, organized by the AACTE Committee on Innovation and Technology (I&T), to share leadership strategies for better integrating technology in teacher preparation.
The author is a member of AACTE’s Clinical Practice Commission, whose report will be released January 17 at the National Press Club in Washington, DC. The views expressed in this post do not necessarily reflect the views of AACTE.
As a member of the AACTE Clinical Practice Commission, I am excited about the release of the commission’s report later this month in Washington, DC. I have been inspired by the work of this team of PK-12 and higher education leaders over the past few years. Our effort aims to support and advance educator preparation by articulating a common understanding of the critical components and value of clinical practice and partnerships.
The authors are cochairs of the AACTE Coteaching in Clinical Practice Topical Action Group. The views expressed in this article do not necessarily reflect the views of AACTE.
Members of AACTE’s Coteaching in Clinical Practice Topical Action Group (TAG), which we cochair, participated in the second annual National Conference on Coteaching, held in October 2017 in Minneapolis, Minnesota. Our TAG also cosponsored a social event at the conference, whose purpose was to support research and practice of coteaching at both preservice and in-service levels for all areas of education.