Teaching Bullying Prevention, School Climate, and SEL: Seven Research-Informed Principles for Schools of Education

Preparing our nation’s teachers, principals, superintendents, and pupil personnel to create safe, welcoming, and supportive schools has become a high priority for colleges and universities.

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Invitation to Holmes Dissertation Retreat in October

The 4th annual University of Central Florida (UCF) and Florida A&M University (FAMU) Holmes Dissertation Symposium and Retreat will take place October 27-28 on the UCF campus.

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Want School Choice? Public Education Has It, Says New Report

Although the current dialogue about school choice is generally focused on charter schools, vouchers, and the overall diversion of taxpayer monies to private entities, it misses a fundamental reality: Most public school districts already offer a wide range of choices to their students.

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Deadline Extended! Apply by Oct. 20 for AACTE Awards

The deadline to apply for a 2018 AACTE Best Practice Award or Professional Achievement Award has been extended to Friday, October 20. Act now to win recognition for your program or colleagues and to contribute to “Celebrating Our Professional Identity” at the 2018 Annual Meeting when the awards are given in Baltimore, Maryland!

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SREB Commission Issues Recommendations for Teacher Preparation Data Systems

SREB Commission Issues Recommendations for Teacher Preparation Data Systems

A commission made up of college of education deans, state legislators, university presidents, heads of postsecondary systems, state and district superintendents, and leaders of nationwide organizations has released a report presenting recommendations for state policy related to teacher preparation data systems.

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AACTE to Serve as National Partner in New Network for Transforming Educator Preparation

On October 23, the Council of Chief State School Officers (CCSSO) announced the creation of the Network for Transforming Educator Preparation (NTEP) to implement recommendations from Our Responsibility, Our Promise: CCSSO Task Force Report on Transforming Educator Preparation and Entry into the Profession. AACTE is pleased to be one of 17 partner organizations that will support this important work alongside CCSSO and the seven states participating in NTEP.

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New NAEd Report on Program Evaluations Underscores Validity, Multi-Measure Assessments

On October 25, the National Academy of Education (NAEd) released Evaluation of Teacher Preparation Programs: Purposes, Methods, and Policy Options, a report that aims to provide clearer information and direction around evaluation measures and systems in educator preparation.

AACTE commends the emphasis in the report on validity and agrees with the authors’ conclusions that program evaluation should be adaptable and part of a multiple-measure system.

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Diane Ravitch to Keynote AACTE Welcoming Session

Diane Ravitch headshot

This post also appeared on the AACTE Annual Meeting site.

AACTE’s 66th Annual Meeting will kick off March 1, 2014, with a Welcoming Session featuring Diane Ravitch.

A research professor of education at New York University, Ravitch recently published a book, Reign of Error: The Hoax of the Privatization Movement and the Danger to America’s Public Schools—which argues that the crisis in American education is not a crisis of academic achievement, but of the destruction of public schools across the country—that landed in the number 10 spot on the New York Times Best Seller list.

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Shutdown Ends, Highly Qualified Teacher Provision Extended

As you have surely heard, late Wednesday night lawmakers reached a deal to end the federal government shutdown and raise the debt ceiling. The shutdown lasted 16 days, and in the end Republicans agreed to a bill that looked almost identical to what they had rejected three weeks earlier: a debt-limit increase until February 7 and an extension of federal funding through January 15. The Republicans won only one minor victory—a report from the U.S. Department of Health and Human Services on the processes used for verifying the income of subsidy recipients under the newly established health-care exchanges.

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FY 2014 Appropriations: Funding for Educator Preparation, ‘Highly Qualified’ Update

Although the Senate appropriations committee approved a funding bill for education programs in mid-July, the House did not follow suit; thus there is no education funding bill for the 2014 fiscal year. Education programs, along with many other federal programs, instead will be funded through a continuing resolution (CR).

In recent years, policy makers have also used CRs to extend a provision to allow teachers-in-training to be designated highly qualified. Last year the Coalition for Teaching Quality (CTQ), of which AACTE is an active member, was successful in limiting the extension of this provision to only 1 year and also in inserting a requirement on data collection and reporting.

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See What’s New at AACTE 2014

AACTE will be introducing two exciting new sessions atour 66th Annual Meeting in Indianapolis.

After the Opening Reception, we will offer AACTE After Hours. We’ll have the cash bar open from 6:00-8:00 p.m. so you can take all the time you need to fill each other in, make a new acquaintance, or catch up with a fellow presenter.

On March 2, AACTE will host an AACTE Town Hall Meeting. This new General Session will give attendees a
chance to interact with the Association’s leadership.

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edTPA Fully Operational, Available Nationwide Sept. 18

edTPA™ passed a critical milestone this summer when the final assessments were submitted and scored as part of an ambitious two-year edTPA field-test period. Completion of this extensive field testing gives new momentum to edTPA, which is scheduled to be fully operational and available to all states and teacher candidates beginning September 18.

During the 2011-12 and 2012-13 academic years, more than 12,000 teacher candidates in 26 states participated in the edTPA process. The candidates came from some 250 institutions. Minnesota, New York, Ohio, Tennessee and Washington were among the states with the highest number of teacher candidates participating in the field test.

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Recognize the Solution at Hand

This post was originally published on the Learning First Alliance’s Public School Insights blog.

Last month, President Barack Obama visited colleges in New York and Pennsylvania to discuss a plan to make higher education more affordable and accessible to all Americans. Soaring costs threaten accessibility; lack of accessibility threatens the economic growth of the country. Therefore, attention to this matter is absolutely required.

Throughout the country, an increasing number of students must rely on loans to pay for postsecondary schooling and are burdened with debt after graduation. According to the College Board (2012), among students earning bachelor’s degrees in 2010-11 from either public or private nonprofit, 4-year colleges, 60% of students took out student loans and graduated with an average debt of $25,300. This educational debt is especially taxing for graduates who choose to enter lower paying public service careers, such as the teaching profession.

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Preparing Educators to be Champions for Justice

Growing up in Louisville during the civil rights era, with activist parents who believed in the inherent connection between education and equality, I understood early on that a quality education can increase opportunities and improve outcomes for all children. I recall the civil rights hymn, “Woke up this morning with my mind – stayed on freedom,” which inspired so many and captured the urgency of addressing the injustice minorities faced in America at that time. Today, educational equity continues to be in the forefront of my mind.

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ESEA Should Set a National Standard That Improves Teacher Quality

The Elementary and Secondary Education Act (ESEA) reauthorization bill known as the Student Success Act (H.R. 5), passed last month in a partisan vote by the U.S. House Education and the Workforce Committee, would have a detrimental impact on the American education system and students’ access to qualified teachers. Of note, this legislation would repeal the national standard requiring teachers to be “highly qualified” in the subjects they teach.

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