Each year, AACTE receives approximately 500 session proposals for its Annual Meeting. Given the limited number of spaces available for presentations, less than 50% of proposals are accepted for presentation. Want to make your proposal “stand out” from other proposals received? Here are five tips to help your proposal rise to the top:
- Follow the Format – Reviewers evaluate proposals based on the content and formatting outlined in the Presenter Expectations. Be sure to familiarize yourself with those prior to writing your proposal.
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 Jessica Milton at firstname.lastname@example.org.
In response to the call for increased rigor and effectiveness in teacher preparation, one of the largest teacher preparation programs in the country, Mary Lou Fulton Teachers College at Arizona State University (ASU), implemented iTeachAZ. The program includes changes in teacher preparation that focus on improvements in candidates’ content knowledge mastery, classroom readiness, and assessment literacy. The program provides a senior-year residency experience that extends student teaching from a single semester to a full school year, enabling students to live the “full life” of a teacher. ASU has also integrated performance assessments throughout the teacher preparation program.
A new report from the National Education Association (NEA) is the latest in a recent flood of attention to the lack of diversity among the nation’s teaching workforce.
Earlier this week, NEA released Time for a Change: Diversity in Teaching Revisited, which explores the need to recruit and retain teachers of color and the political context that has diminished interest in and initiatives toward meeting the goal. According to Segun Eubanks, director of NEA’s Teacher Quality Department, “This is not a new concern.” The paper examines the progress—or lack of progress—made to address diversity of the teaching workforce and uses the findings as a basis for recommending change.
Alverno’s Mary Diez (right) with her SSSF vice presidents
It’s hard to believe, but it’s true: After 38 years, Mary Diez is leaving Alverno July 1.
Diez, professor and former dean of the School of Education at Alverno College (WI), was elected last month to a 4-year term as president of the School Sisters of St. Francis (SSSF), an international congregation with 850 sisters in the United States, Europe, India, and Latin America. This full-time commitment will take her to all of those places, although she plans to retain her campus residence at the college where she has lived for nearly 4 decades.
Taking her leadership skills off campus is hardly new for Diez, whether as a consultant in the Milwaukee community, member of standards boards, convener of assessment institutes, champion of dispositions work, or president of AACTE—among countless other roles she has held around the country and internationally. Despite having so much on her plate, Diez generously responded to my questions this week about her career to date and future plans.
The Collaboration for Effective Educator Development, Accountability, and Reform (CEEDAR) Center, a national center funded by the U.S. Department of Education Office of Special Education Programs, seeks state partners—including state education agencies (SEAs) and educator preparation programs (EPPs)—to work collaboratively on teacher and leader effectiveness across the career continuum to help students with disabilities achieve college and career readiness in inclusive settings.
States may apply to the CEEDAR Center for intensive technical assistance for up to 4 years. Grantees will create strategic partnerships among SEAs and EPPs to support educator preparation faculty and administrators, researchers, state policy makers, and school-based professionals in building and sustaining an aligned, coherent, and systemic approach to personnel preparation. An online application must be submitted by August 1 by the state’s chief school officer or designee, in collaboration with the partnering SEA and EPPs.
Last week, the Northwest Evaluation Association, in cooperation with Grunwald Associates, released a new report, Make Assessment Matter. The report follows up on a study done by the group 2 years ago of assessment perceptions held by parents, teachers, and district administrators.
In the current landscape where standards, accountability assessments, and use of student value-added measures to evaluate teachers prevail, the researchers expanded survey respondents to include students to better understand their awareness and what value—if any—they perceive in educational testing.
Based on survey data collected from more than 1,000 students in grades 4-12, more than 1,000 PK-12 classroom teachers, and 200 district administrators, the report highlights six key findings:
AACTE welcomes two new members to Leadership Academy, to be held June 22-26 in Milwaukee, Wisconsin. With their extensive leadership experience at a variety of institutions, faculty members help participants develop a more comprehensive understanding of the challenges facing leaders in educator preparation.
New leaders Sean Warner (Clark Atlanta University, GA) and Angela Sewall (University of Arkansas at Little Rock) will join veteran faculty members Wanda Blanchett (University of Missouri- Kansas City), Walt Gmelch (University of San Francisco, CA), and Renée Middleton (Ohio University) to lead discussions that range from managing finite resources to effective development and public relations. Read about the new additions below, or click on the links to learn more about any of the Leadership Academy faculty.
Clinically based educator preparation is the focus of the first installment of AACTE’s new Research-to-Practice Spotlight Series, now available on the Innovation Exchange web site.
This series, part of AACTE’s Innovation Exchange, connects research on educator preparation with practice in the field. Each installment in the series contains videos of interviews with researchers, teacher educators, and practitioners on relevant topics in educator preparation, as well as a set of accompanying resources such as research articles and studies and examples of related innovative practices in the field.
Want to make sure the Council for the Accreditation of Educator Preparation (CAEP) hears from the field? A new survey asks teacher educators to help shape CAEP’s advanced standards, weigh in on preferred accreditation supports, and more.
In an announcement posted yesterday, CAEP invites institutions to provide feedback via an online survey. Part of the instrument is described as “a critical research project to ensure the highest level of service and support to institutions,” while other questions seek input on newly drafted standards for preparation programs at the advanced level. Participation in the survey is anonymous.
You have only a brief window to respond, so don’t delay: The survey is open through Thursday, May 15.
AACTE applauds the Council of Chief State School Officers’ 2014 National Teacher of the Year Sean McComb, the three additional finalists, and the colleges of education that helped prepare all of them for their highly successful careers.
McComb, who is also the 2014 Maryland Teacher of the Year, teaches English at Patapsco High School & Center for the Arts in Baltimore. Additionally, he oversees the school’s Advancement via Individual Determination (AVID) program. He completed his undergraduate and graduate preparation at the University of Pittsburgh, earning a bachelor’s degree English literature and master’s degree in English education.