Every year, AACTE’s Washington Week attracts hundreds from around the nation. Read these testimonials from recent participants about the value of attending:
AACTE’s 2015 Professional Education Data System (PEDS) survey is now accessible online. If you have not already done so, please complete the survey by Friday, May 15.
As you know, AACTE members annually access this system to report their program/school data and submit Parts A and B of the PEDS survey for summary tabulations. Because these data are used by many education constituents in a variety of ways, AACTE invites all other educator preparation providers to join in the effort and do the same in order to paint a more complete picture of the field of teacher preparation.
AACTE is grateful for your energy and efforts on submitting comments to the Federal Register about the U.S. Department of Education’s proposed federal regulations on teacher preparation programs. Now, it is time again to make your voice heard.
Congress is hard at work on reauthorizing the Elementary and Secondary Education Act, and next up will be the Higher Education Act (HEA). Part of the HEA reauthorization conversations will be around the increasing amount of regulation on institutions of higher education, including the proposed regulations on teacher preparation programs. I urge you to ensure that your representative and your senators know where you stand on these proposed regulations. Adding your voice to this conversation will increase the likelihood that the decisions made by your representative and senators will support teacher preparation across the nation.
Renée Middleton and I recently (April 14) wrote a blog post updating readers on AACTE’s work related to a resolution passed in February by the AACTE Board of Directors in regard to the Council for the Accreditation of Educator Preparation (CAEP). This resolution reaffirmed our association’s commitment to CAEP and also cited concerns that have been raised by many AACTE members. Our blog provided a context for the work that AACTE seeks to undertake in collaboration with the leadership of CAEP, which AACTE supports as a single unified accrediting system for our field.
AACTE applauds the leadership of U.S. Senate HELP Committee Chairman Lamar Alexander (R-TN) and Ranking Member Patty Murray (D-WA) on the unanimous, bipartisan passage of the Every Child Achieves Act of 2015 (ECA). AACTE is pleased with the committee’s progress on the long overdue reauthorization of the Elementary and Secondary Education Act (ESEA).
The bill moves away from the "test and punish" strategy that evolved from the implementation of the current version of ESEA, known as the No Child Left Behind Act of 2001. While the bill retains the requirement for annual assessments disaggregated by subgroups, it leaves states, schools, teachers, and parents to determine what to do about the results of those assessments. AACTE believes students would benefit from stronger accountability for subgroup results, but overall, the bill makes important bipartisan progress toward fixing a broken law.
Do you think educator preparation programs are out of touch with today’s PK-12 schools? See what Ohio’s teacher educators are doing to engage with their partners in this video for AACTE’s Debunking Myths campaign. See how you can participate in the campaign here.
In early March, 60 representatives from Ohio public and private higher education institutions converged for Day on the Square to meet with state legislators, including Senate Education Committee Chair Peggy Lehner and House Education Committee Chair Bill Hayes. Conversations centered on current policies, legislation, and the direction of teacher education in Ohio, focused specifically on the theme “Merging Voice and Vision Through P-16 Partnerships.”
Last year, AACTE received 560 session proposals for its Annual Meeting in Atlanta. Given the limited number of spaces available for presentations, only 50% of proposals were accepted.
Looking to present at AACTE’s 2016 Annual Meeting in Las Vegas? Want to make your proposal stand out from other proposals received? Here are five tips to help your proposal rise to the top.
Have you seen the April/May 2015 issue of Educational Horizons from Pi Lambda Theta? It’s a humorous one that makes light of some imagined—and real—classroom challenges.
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.
Editor’s Note: Former AACTE Board member and education dean Nancy Zimpher reminds readers of the important purpose of standardized testing, which has been overshadowed by recent political battles and opt-out campaigns. This essay originally appeared on the State University of New York’s Big Ideas blog and is reposted with permission. The opinions expressed in this essay do not necessarily reflect the position of AACTE.
When it comes to whether students should opt out of standardized testing, no one is actually talking about what’s best for our kids. Standardized tests have become a pawn in political debates about teacher evaluations and we have lost sight of what they are: a way to measure what students know so we can help them improve.
The following letter to the editor was published today in Education Week.
There are kids entering urban classrooms every day hungry, sad, tired, and angry. Name an obstacle to learning, and most urban teachers have seen it play out firsthand among their students.
In January, the Horace Mann League of the United States released School Performance in Context: The Iceberg Effect, a report on the “unparalleled levels” of poverty, inequity, and violence faced by U.S. students. Though outside factors such as these are not the reason for increasing gaps in achievement, they’re barriers teachers must understand and address to have an impact on student learning.