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Montana Launches State Chapter with EPP Summit Focused on P-20

As a new state chapter of AACTE, the Montana Association of Colleges for Teacher Education (MTACTE) focused on the development of a basic infrastructure during the 2017-18 academic year. Our primary goals in establishing MTACTE were threefold:

  1. To create an effective voice within Montana for educator preparation programs (EPP) to address pressing policy matters, such as a rural teacher shortage
  2. To link national and state policy information systems
  3. To foster collaboration among EPPs to strengthen educator preparation across the state.

Volunteer for New ACSR Ad-Hoc Committees

In case you missed it in State Directions, AACTE’s state-focused monthly e-newsletter, the ACSR Executive Committee created two new ad-hoc committees in response to participants’ feedback at the 2018 State Leaders Institute during AACTE’s Washington Week in June.

The two ad-hoc committees will focus on:

Promote Your AACTE State Chapter’s Activities

AACTE has an active network of state chapters across the country, and would like to help promote what’s happening in your local chapter through its communication channels. Is your state chapter providing activities to share best practices, engage on solutions to challenges, or advance professional skills? If yes, then please share your event details with AACTE!

Whether your state chapter convening varies from monthly meetings to large conferences in the spring and fall, AACTE would like to promote your event details on the state chapter and events pages of its website. If you are a state chapter leader, please take a moment to complete a short online form for each chapter meeting and conference that will take place during the 2018-19 academic year.

Toward a Valid and Reliable Student Teacher Observation Tool

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.

Carolina Teacher Induction Program Completes First Year

CarolinaTIP Director Nicole Skeen, right, works with first-year teacher Karlee Baxter and students in Baxter’s classroom.

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.

Kansas EPPs Pilot Statewide Tool for Student Teaching Assessment

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.

Updated AACTE Resource: State Policy Makers

I am thrilled to announce that AACTE’s contact lists for state policy makers in each state and the District of Columbia have been updated and posted in the AACTE Resource Library (accessible to AACTE members only!). In addition, links to these lists can be found on the AACTE Advocacy Center’s State Advocacy page and on AACTE’s State Policy and Legislation page.

These documents are an AACTE member benefit to support you in your state-level advocacy work. Use them to find key state policy makers–for example, legislators for authorizing and appropriating education funds, state department of education contacts, and even your governor’s education staffer.

East Carolina to Host State Induction Program

north-carolina-new-teacher-program

East Carolina University (ECU) has been named the new institutional home of the North Carolina New Teacher Support Program (NC NTSP), which provides university-based professional development and on-site instructional coaching for new teachers throughout the state.

The NC NTSP aims to boost the effectiveness and reduce attrition among early-career teachers in order to raise student achievement, especially in historically disadvantaged and underserved school districts.

Originally launched with federal Race to the Top grant funds in 2012, the program now operates with funding from the state legislature, which allows districts to enroll teachers in the program at a subsidized rate. Nine universities in the UNC System provide the instructional support in partnership with 53 school districts around the state.

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