Register Today for June Federal Update Webinar

Register Today for June Federal Update Webinar

The federal appropriations season for Fiscal Year 2019 is kicking into high gear during the month of June, with committee markups of the Labor, Health & Human Services, Education, and Related Agencies funding bill scheduled in both the House and Senate. On top of that, there is a growing possibility that the Promoting Real Opportunity, Success, and Prosperity through Education ...

Read More

Engage With Technology Competencies for Teacher Educators

The Teacher Educator Technology Competencies (TETCs) have been finalized, thanks to feedback from many of you, and we are excited to invite you to put them to use–and to tell us about them!

Read More

Efforts to Diversify Teaching Profession Not Keeping Pace With Needs

Teachers of color continue to be in high demand and short supply, says a new report from the Learning Policy Institute, and policy makers should put more weight behind promising practices to improve both recruitment and retention of teachers of color.

Read More

AACTE 2018 Washington Week Recap

AACTE 2018 Washington Week Recap

Last week, AACTE members, chapter leaders, and partners convened for the Association’s annual Washington Week events in Arlington, Virginia, and on Capitol Hill. United under the theme “Your Voice Matters,” participants joined in one or more of the three signature events: the State Leaders Institute, the Holmes Summer Policy Institute, and Day on the Hill.

Read More

Invitation: Holmes Dissertation Retreat, July 26-28

AACTE Holmes Scholars and other graduate students are invited to sharpen their research acumen at the annual Holmes Dissertation Retreat and Research Symposium, July 26-28 at Rowan University (NJ). The retreat supports the research, academic, and professional development of doctoral students through 2½ days of workshops, relationship-building activities, and peer-to-peer and student-to-faculty engagement.

Read More

Apply by August 14 for AACTE’s Dissertation Award

It’s time to showcase outstanding doctoral dissertation research in educator preparation! Applications for AACTE’s 2015 Outstanding Dissertation Award are due Thursday, August 14.

The award recognizes excellence in doctoral dissertation research (or its equivalent) that contributes to the knowledge base of educator preparation or of teaching and learning with implications for educator preparation. Individuals earning a doctorate in education from January 1, 2013, through June 30, 2014, are eligible for the award. The winner will receive a $1,000 cash prize and special recognition at AACTE’s 67th Annual Meeting in Atlanta, February 27 – March 1, 2015.

Accountability for Programs and Institutions: A Core Value

Accountability is a core value of AACTE and its membership. Although the current trend toward measuring teacher preparation programs’ outcomes rather than inputs is a clear step in the right direction, it is often difficult to produce meaningful evidence of program impact amid the wide-ranging ideas of what such evidence might be. Still, our profession is ahead of the game in dealing with the performance expectations and reporting demands that now face higher education in general.

Smarter Balanced Celebrates Successful Practice Run

This coming school year, a majority of states will implement the Common Core State Standards and corresponding assessments from either the Partnership for Assessment of Readiness for College and Careers (PARCC) or the Smarter Balanced Assessment Consortium. To prepare for the new assessments, both consortia field-tested thousands of test items this spring. AACTE asked each consortium to provide our members with an update on its progress. This post addresses Smarter Balanced; find the PARCC update here. The views in this post do not necessarily reflect the views of AACTE.

As K-12 schools across the country work on implementing the Common Core State Standards, a major body of work has been preparation of new assessments built to assess student mastery of the standards. In June, the 22-state Smarter Balanced Assessment Consortium marked a significant milestone as its field test came to a close. The scale and scope of this “practice run” of new assessments aligned to the Common Core State Standards was truly unprecedented; 4.2 million students participated, making this field test the largest online assessment in the nation’s history.

PARCC Completes Field Testing of Common Core Assessments

This coming school year, a majority of states will implement the Common Core State Standards and corresponding assessments from either the Partnership for Assessment of Readiness for College and Careers or the Smarter Balanced Assessment Consortium. To prepare for the new assessments, both consortia field-tested thousands of test items this spring. AACTE asked each consortium to provide our members with an update on its progress. This post addresses PARCC; find the Smarter Balanced update here. The views in this post do not necessarily reflect the views of AACTE.

In June, the Partnership for Assessment of Readiness for College and Careers (PARCC)—which includes 14 states and the District of Columbia—accomplished a major milestone: the completion of a field test of new, Common Core-aligned assessments that were developed for the states by the states. Almost 4 years in the making, these K-12 assessment systems came online this spring as states started to “test the test” to ensure that assumptions made about content alignment, use of technology, and ease of use for both students and teachers alike were on target.

Engaging in Successful Change: edTPA in New York State

On July 22, New York Commissioner of Education John King convened a task force to advise the state on its future use of edTPA, a performance assessment system for aspiring teachers that is now required for licensure in New York.

As the first state to fully implement policy requiring new teachers to pass edTPA for licensure, New York and its PK-12 educators and teacher educators have encountered a variety of operational challenges. Every state that follows New York, as well as our larger professional community, will benefit from New York’s initiative, experience, and solutions.

Consequential use of edTPA is just one of four assessment innovations rolled out in New York’s ambitious new licensing process. (Other required licensure assessments are the Educating All Students exam, Academic Literacy Skills test, and certificate-specific Content Specialty Tests.) While some of us have expressed concern about the rapid roll-out schedule, it is apparent that many candidates were indeed ready to meet the rigorous new requirements: The initial edTPA pass rate was 84%, which we find impressive and encouraging.

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.

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.

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.

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.

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.

AACTE Tools

Follow Us