Over the summer, AACTE surveyed its members with principal preparation programs to better understand the characteristics of such programs and to identify areas in which members would like assistance. Program evaluation was one such area—which is not surprising, because evaluating preparation program quality is necessarily complex. It can be challenging to identify indicators of program quality, develop needed resources (including data and personnel), and navigate the political terrain that is often associated with program evaluation.
A groundbreaking policy guide released today provides state lawmakers and education advocates with a blueprint for practical changes to improve teaching quality in America. The guide recommends policies based on research and state models that have been highly effective in developing and sustaining talented and diverse teaching forces that prepare all students for college, career, and life.
On November 20, an interactive webinar sponsored by the Midwest Regional Educational Laboratory at American Institutes for Research addressed the preparation of preservice teachers to educate PK-12 students in online, hybrid, and blended environments. Mary Herring, associate dean of the College of Education at the University of Iowa and chair of AACTE’s Committee on Innovation and Technology, and Bryan Zugelder, executive director for undergraduate affairs and partnerships at the University of Central Florida’s College of Education and Human Performance, discussed the preservice teaching landscape as it relates to online learning; the implications of virtual education on preservice teacher preparation programs; and the skills that current research and theory suggest preservice teachers should have to be successful in online and blended learning programs.
The views expressed in this post do not necessarily reflect the views of AACTE.
Thanks to an AACTE State Chapter Support Grant, the Michigan Association for Colleges for Teacher Education (MACTE) brought together university leaders in educator preparation and the Michigan Department of Education for a 4-day retreat in June on the campus of Northern Michigan University (NMU). The Pine Tower Retreat was an invigorating experience for all of us and helped us create tangible outcomes for the academic year.
Last summer in its 2013 Teacher Prep Review, the National Council on Teacher Quality (NCTQ) set forth recommendations for state and local policy makers who want to see the ratings increase for educator preparation programs in their jurisdictions. One of these recommendations was to “revamp current inspections of teacher preparation programs, performed as a condition of program approval.” Positing that neither state program approval site visits nor national accreditor site visits have proven to be meaningful, NCTQ recommended that states employ independent inspectors, along the lines of the British inspectorate model for preparation programs, to conduct program evaluation site visits and program evaluations.
Earlier this month, I had the pleasure of attending a meeting of the Wallace Foundation’s Principal Pipeline Initiative. The foundation regularly convenes the initiative’s participants to provide time and space for them to assess their efforts to transform the way they recruit, prepare, and support principals and to plan for further work.
In early 2013, the Wallace Foundation awarded AACTE a grant to serve as one of its communications partners engaged in disseminating research about education leadership as well as the practices and research emerging from the foundation’s Principal Pipeline Initiative.
Good news: A new study shows that transferring highly effective teachers to low-performing elementary schools improves the achievement of students in those schools. The impact of the transferred teachers in this study was greater than the impact of Teach For America (TFA) teachers found in studies with similar student populations.
Mathematica conducted the multisite experimental study, in which highly effective teachers were offered $20,000 over 2 years to transfer into and remain in elementary and middle schools that had low average test scores.
Note: This post also appears on the AACTE Annual Meeting site.
March will be here before we know it. The latest evidence of its rapid approach? The full AACTE Annual Meeting schedule is now available to you in the brand new Event Planner tool.
Accessible to everyone with an AACTE login (and anyone with an institutional e-mail address can set up an AACTE login), the Event Planner contains all the information we will be printing in the program book—but with search and scheduling functions that paper can’t match.
Note: This op-ed was submitted to The New York Times but was not published.
A recent column by Bill Keller in The New York Times, “An Industry of Mediocrity,” highlighted a 2005 report by the well-respected Arthur Levine that concluded that the programs that prepare our nation’s educators “range from inadequate to appalling” and set the premise that the profession is a “contended cartel” of low-quality programs that should “feel threatened.” As leaders of AACTE, we view Mr. Keller’s column not as a threat but as an opportunity to do what we do best: educate.
Several early childhood education bills were introduced recently in Congress.
A bipartisan bill, the Strong Start for America’s Children Act (H.R. 3461/S. 1697), was introduced November 13 in the House and Senate that would expand access to and quality of early learning programs for children. The bill was introduced in the Senate by Tom Harkin (D-IA), chair of the Senate Committee on Health, Education, Labor, and Pensions, and in the House by Representatives George Miller (D-CA), ranking member of the House Education and the Workforce Committee, and Richard Hanna (R-NY). Hanna’s endorsement makes the bill bipartisan, although no Republicans in the Senate support the legislation.