As the National Council on Teaching Quality (NCTQ) steps up its document collection by communicating directly with teacher preparation programs’ PK-12 partners, AACTE encourages programs to reach out to their partner schools to raise awareness and build mutual understanding around the requests, including connecting legal counsel from both parties if appropriate.
Jeffrey Carpenter is a member of AACTE’s Committee on Innovation and Technology, which selects winners for the Association’s Best Practice Award for the Innovative Use of Technology. This post highlights the work of a runner-up for the 2014 award, Saint Leo University (FL).
Last year’s submissions for the AACTE Best Practice Award for the Innovative Use of Technology included many outstanding entries that linked to the committee’s focus on technological pedagogical content knowledge (TPACK)-based approaches to teacher preparation. Although the committee was only able to recognize one institution with an award, it is our pleasure to share information about the effective, innovative practices described in another highly rated application.
Teresa K. DeBacker is a member of AACTE’s Committee on Innovation and Technology, which selects winners for the Association’s Best Practice Award for the Innovative Use of Technology. This post highlights the work of the 2014 award winner, CalStateTEACH.
In 2010, CalStateTEACH launched a one-to-one mobile learning initiative using iPads. Introduction of this mobile technology led to transformation of every aspect of the program, from the reconceptualization of curriculum and redefinition of candidate outcomes to the personalization of faculty development and creation of e-supervision tools. This transformation was described in the award-winning application for the 2014 AACTE Best Practice Award for the Innovative Use of Technology. The award recognizes outstanding initiatives that are based in the technological pedagogical content knowledge (TPACK) model of teacher knowledge.
The National Science Foundation has awarded AACTE $72,820 to support a conference in 2015 on closing the student achievement gap in science, technology, engineering, and mathematics (STEM). The event will help participants address the following objectives:
- To review current research on the achievement gap in mathematics and science with a focus on school-related variables that adversely affect outcomes from low-income and minority students
- To discuss teacher quality and effective teaching in STEM
- To identify effective strategies and models that promote equity in education and that close the STEM achievement gap
- To build collaborative, interdisciplinary partnerships for addressing the U.S. achievement gap in STEM subjects
Georgia, Ohio, Montana, New Hampshire, and Utah have been selected to receive technical assistance from the University of Florida College of Education’s Collaboration for Effective Educator Development, Accountability, and Reform (CEEDAR) Center. The center supports states in developing educators to prepare students with disabilities for colleges and careers.
A recent evaluation of the Boston Teacher Residency (BTR) found that program graduates are making a significant impact in Boston Public Schools, providing more racially/ethnically diverse teachers and staying in the classroom at higher rates. A webinar hosted by REL Central earlier this month highlighted the findings and challenges of the evaluation, which was conducted by John Papay and colleagues at Brown University (RI).
The study compared BTR graduates to other novice teachers in the urban school system, asking the following questions:
- Does the BTR program prepare more teachers than other pathways in hard-to-staff subjects such as math and science?
- Are BTR recruits more racially and ethnically diverse than teachers from other pathways?
- Do BTR recruits remain in the district longer than other new hires?
- Are BTR teachers more effective in raising student test scores in math and English language arts than teachers with the same level of experience from other pathways?
Get inspired at the AACTE 67th Annual Meeting’s Speaker Spotlight Session featuring Etta Hollins. Hollins’ passion for transforming teacher practices and the culture of schools will spur your own action as a dynamic change agent.
Author of Learning to Teach in Urban Schools, published in 2012, and editor of Rethinking Field Experiences in Preservice Teacher Preparation, to be released next spring, Hollins champions the preparation of teachers for diverse and underserved students by higher education, state departments, and school districts.
With Election Day just around the corner, below are some gubernatorial races, state education chief contests, and education ballot initiatives to watch. Remember, like politics, education is local. Check out the tables below to see what’s at play in your state.
Be sure to vote November 4!
Gubernatorial Races to Watch
|State||Incumbent||Challenger||Rating *||Major education issues|
|Colorado||John Hickenlooper (D)||Bob Beauprez (R)||Toss-up||Higher education funding, college affordability, school choice, Common Core|
|Connecticut||Dan Malloy (D)||Tom Foley (R)||Toss-up||Education funding, school accountability, charter schools, Common Core|
|Florida||Rick Scott (R)||Charlie Crist (D)||Toss-up||College affordability, higher education funding|
|Georgia||Nathan Deal (R)||Jason Carter (D)||Leans Republican||Common Core, school vouchers, higher education funding|
|Illinois||Pat Quinn (D)||Bruce Rauner (R)||Toss-up||Teacher retirement benefits, school vouchers, merit pay, charter schools, college affordability|
|Kansas||Sam Brownback (R)||Paul Davis (D)||Toss-up||School funding, Common Core|
|Maine||Paul LePage (R)||Mike Michaud (D)||Leans Democratic||Early childhood education funding, school vouchers, college affordability|
|Wisconsin||Scott Walker (R)||Mary Burke (D)||Leans Republican||School vouchers, Common Core, higher education funding|
* Rating according to Larry Sabato’s Crystal Ball.
As a board member and officer of AACTE, I have grown to appreciate the complexity of the organization. A remarkable variety of institutions opt to unite around common interests under this “big tent” association.
Of course, you may think about AACTE membership from your own institutional perspective. Members of the Association of Independent Liberal Arts Colleges for Teacher Education (AILACTE) may view AACTE as their organization, just as members of the Council of Academic Deans from Research Education Institutions (CADREI) may view us from their perspective. Certainly, members of the Teacher Education Council of State Colleges and Universities (TECSCU), where the largest number of new educators are taught, think of AACTE from their perspective. In fact, the Board of Directors is designed to reflect the various institutional types within AACTE, with designated seats for AILACTE, CADREI, and TECSCU representatives as well as for the Hispanic Association of Colleges and Universities and historically Black institutions. In reality, AACTE represents the entire array of U.S. teacher preparation institutions.
The October/November 2014 issue of Educational Horizons is out!
Thanks to a partnership with Phi Delta Kappa and Pi Lambda Theta, all AACTE members receive free online access to this magazine for future teachers as a benefit of their AACTE membership. Chief Representatives also receive each issue by mail.
Here are some highlights from the current issue to share with your students: