Access #AACTE18 Session Details at Your Fingertips

In recent years, AACTE has offered enhanced technology to foster robust interaction with event participants by providing the Event Planner as the go-to-resource for the Annual Meeting.

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AACTE Board Election Results

AACTE Board Election Results

Congratulations to the future members of AACTE’s Board of Directors!

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AACTE Clinical Practice Commission to Release Findings at National Press Club Briefing

AACTE Clinical Practice Commission to Release Findings at National Press Club Briefing

To ensure that educators are prepared to meet the needs of all learners, the AACTE Clinical Practice Commission will release its findings on effective clinical educator preparation during a press briefing Wednesday, January 17, 2018. Panelists from the commission will present and discuss their culminating white paper at the event, to be held 9:00-11:00 a.m. EST at the National Press ...

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AACTE Tech Committee Joins Fall Summit, Plans Preconference Symposium for #AACTE18

AACTE Tech Committee Joins Fall Summit, Plans Preconference Symposium for #AACTE18

AACTE and its Committee on Innovation and Technology (I&T) are committed to being a leading voice in the preparation of educators to integrate technology within teaching and learning. The latest examples of this commitment include active participation in the 2017 National Technology Leadership Summit (NTLS) and plans for a preconference symposium at the 2018 AACTE Annual Meeting.

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SHEEO Initiative Focuses on Practice at HBCUs to Increase Teacher Diversity

SHEEO Initiative Focuses on Practice at HBCUs to Increase Teacher Diversity

As the nation’s classrooms become more diverse, research has demonstrated that developing a more diverse teaching workforce is imperative to meeting the needs of all students.

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Innovation at Saint Bonaventure University

The Innovations Inventory of AACTE’s Innovation Exchange is an online database highlighting members’ pioneering practices in educator preparation that have shown a positive impact on issues of student learning, preparation program advancement, or educator workforce needs. This blog post is one in a series highlighting entries from the inventory. To request inclusion of your institution’s innovations, contact Zach VanHouten at zvanhouten@aacte.org.

The College of Education at Saint Bonaventure University (NY) has embraced the professional development school model in its initial teacher certification programs as a method for providing rich clinical experiences for teacher candidates. Under this model, candidates receive extensive supervised training in an apprentice style of learning, spending 2 full days per week for 2 semesters in the classroom acquiring the necessary skills to become full-time teachers. Candidates gain in-depth knowledge of classroom structure, management, and technique while learning alongside their cooperating teacher and their cohort of students. Prior to student teaching, each candidate spends a minimum of 300 hours in classrooms; upon completion of the program, each one has spent approximately 1,000 clock hours overall in clinical practice.

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Call for Proposals, Registration Open for Fall edTPA Conference | Proposals Due September 7

The National edTPA Implementation Conference organized by the Stanford Center for Assessment, Learning, and Equity (SCALE) and AACTE will be held October 24–25 at the University of California, Los Angeles. This annual 2-day gathering is open to higher education administrators, faculty, supervisors, and state education agency personnel who are seeking to deepen their understanding of edTPA and network within a learning community of edTPA users.

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Scholars in Maine, New Jersey Named AACTE Research Fellows

AACTE has awarded its inaugural Research Fellowship in Educator Preparation to teams based at the University of Southern Maine and at William Paterson University of New Jersey. The 1-year fellowships commence August 1.

Each of the two research teams, which include emerging as well as experienced scholars, will receive $30,000 to support projects examining critical issues in educator preparation.

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FREE Webinar: What’s the Difference Between Assessment Literacy and Data Literacy?

What is the difference between assessment literacy and data literacy?

On Monday, July 21, at 12:30 EDT, you can learn the answer to this question in a free webinar hosted by the Data Quality Campaign (DQC). AACTE is a partner of DQC.

DQC’s Brennan McMahon Parton will moderate a discussion between two national experts on data literacy and assessment literacy: Research Scientist Ellen Mandinach of WestEd and Founding Principal Stuart Kahl of Measured Progress. Mandinach and Kahl will define data literacy and assessment literacy and discuss the ways they do—and don’t—overlap. DQC’s inaugural teacher fellow, Raquel Maya Carson, will respond from the perspective of a real classroom teacher on data and assessment use.

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Innovation at Rutgers: Preparing Effective Physics Teachers

The Innovations Inventory of AACTE’s Innovation Exchange is an online database highlighting members’ pioneering practices in educator preparation that have shown a positive impact on issues of student learning, preparation program advancement, or educator workforce needs. This blog post is one in a series highlighting entries from the inventory. To request inclusion of your institution’s innovations, contact Zach VanHouten at zvanhouten@aacte.org.  

Rutgers University (NJ) is making a big impact on physics education through an innovative program housed in the Graduate School of Education.

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JTE Call for Manuscripts: School-Based Teacher Learning

The editors of AACTE’s Journal of Teacher Education invite manuscripts for a special issue on school-based teacher learning. Manuscripts are due November 1, and the issue will be published next year as Volume 66, Number 4 (September/October 2015).

Coeditors Stephanie Knight, Gwendolyn Lloyd, and Fran Arbaugh of Pennsylvania State University have issued the following call for papers with suggested research questions:

Much of what teachers learn about teaching and learning occurs in school-based contexts. Opportunities for teacher learning occur along the professional continuum, from preservice field experiences to a multitude of opportunities for in-service teachers to engage in job-embedded learning. In addition, school-based teacher education is supported by various types of teacher educators—including, but not limited to, mentors, university supervisors, peers, instructional coaches, administrators, district-level supervisors, university faculty, and other professional development providers.

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Angela Duckworth to Speak at CAEP Conference

The views expressed in this post do not necessarily reflect the views of AACTE.

The University of Pennsylvania’s Angela Duckworth, whose top-rated Ted Talk  on “grit” has received more than 4.6 million views, will be the keynote speaker at the 2014 Fall CAEP Conference (CAEPCon) Tuesday, September 30. The conference is being held in partnership with AACTE.

Duckworth’s research on non-IQ competencies that predict achievement influenced the development of CAEP Standard 3: Recruitment and Selectivity. The topic of Duckworth’s keynote will be “True Grit.”

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Congress Tackles Appropriations, HEA in Advance of Recess, Elections

It’s an election year – the full U.S. House of Representatives and one third of the U.S. Senate are up for re-election – which makes for interesting legislative times. Elections are just 4 months out, and we have about 7 legislative weeks left in the 113th Congress.

The primary season has essentially ended, and we’ve seen some shockers – including Majority Leader Eric Cantor (R-VA) losing his primary election and subsequently resigning his leadership position. As we approach the August recess and fall election season, some important work is under way in both the House and the Senate.

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Innovation at Montclair State University: Preparing Teachers for High-Need STEM Fields

The Innovations Inventory of AACTE’s Innovation Exchange is an online database highlighting members’ pioneering practices in educator preparation that have shown a positive impact on issues of student learning, preparation program advancement, or educator workforce needs. This blog post is one in a series highlighting entries from the inventory. To request inclusion of your institution’s innovations, contact Zach VanHouten at zvanhouten@aacte.org

Over the past few years, Montclair State University has developed a series of programs geared toward increasing the supply of science, technology, engineering, and math (STEM) teachers. Programs including the Newark-Montclair Urban Teacher Residency (NMUTR) and the Integrative Science, Technology, Engineering, and Math (iSTEM) program are contributing to the national initiative “100Kin10,” which seeks to prepare 100,000 new STEM teachers by 2021.

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Data Advocacy as a Professional Responsibility

Once upon a time, we were challenged to find useful data about education. Not much information was collected, and it was largely inaccessible. In recent years, as public demands for greater transparency and evidence-based accountability have generated an information frenzy, we still face this challenge—but not because data are scant. Now they are overabundant, often difficult to decipher, or of unreliable quality. In this new environment, we must prepare teachers and other education leaders to be not only data literate, but also advocates for effective data use by others.

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