Join a National Conversation on University Principal Preparation Redesign

AACTE invites you to view a livestreamed panel discussion on preliminary findings from The Wallace Foundation’s University Principal Preparation Initiative (UPPI) at 10:30-11:30 a.m. on Wednesday, December 12, 2018. Register here.

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Towson University Builds Clinical Curriculum Through Virtual Simulation

“We see simulation—or approximations of practice—work as part of the trajectory of getting our preservice teachers ready to work with real students in classrooms,” said Laila Richman, associate dean of the College of Education at Towson. “We think about this as the first phase of a university-based clinical curriculum that moves them towards being able to work with students.”

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New Webinar Helps Principals Prepare for the Complexity of the Work

Strong leadership is a necessary catalyst for student learning, yet the complexity of the work makes it sometimes hard to focus on the role of instructional leader. AACTE will host a free webinar, Supporting Novice Principals on the Job: Principal Preparation for the Complexity of the Work on Wednesday, December 12, from 3:00-4:00 p.m. EST.

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Choose from Hundreds of Sessions at 2019 Annual Meeting

Check out the initial lineup of sessions and presenters for the 2019 Annual Meeting, now available through the online AACTE Event Planner!

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Promote Your AACTE State Chapter’s Activities

AACTE has an active network of state chapters across the country, and would like to help promote what’s happening in your local chapter through its communication channels. Is your state chapter providing activities to share best practices, engage on solutions to challenges, or advance professional skills? If yes, then please share your event details with AACTE!

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Free Webinar From CEEDAR: ‘Innovation Configurations in Action’

The Collaboration for Effective Educator Development, Accountability, and Reform Center (CEEDAR Center) will sponsor a free webinar, “Innovation Configurations in Action,” this Wednesday, January 28, at 1:00 p.m. EST.

Developed last year, innovation configurations are program evaluation tools that help determine the extent to which evidence-based practices are taught, observed, and applied in teacher preparation and professional development programs.

Member Voices: Rallying Faculty to Comment on Teacher Preparation

It is time for us to again be advocates for our profession. In response to the notice of proposed federal regulations for teacher preparation programs, we need faculty, students, and the community of PK-12 partners to respond and let their voices be heard.

This is not easy given the February 2 deadline for comment—comments are due just as faculty and students are returning for the spring semester!

Third Way Report on TEACH Grants Comes Up Short

A recent report by the think tank Third Way claims that the federal Teacher Education Assistance for College and Higher Education (TEACH) grant program is failing to meet its aims, instead burdening nearly 40% of recipients to date with converted unsubsidized loans after they failed to complete all program requirements.

The report calls for changes to the program, either through “short-term fixes” such as reducing reporting requirements and limiting grant use to “high-performing” programs (as proposed in the new federal regulations for teacher preparation programs) or, preferably, in a thorough overhaul that streamlines all federal assistance for teachers into a simple loan-forgiveness program.

Safeguarding Student Data Is Everyone’s Business

This post also appears on the Public School Insights blog of the Learning First Alliance.

Last week, the White House announced a new push to protect students’ digital privacy, as ever-expanding data collection efforts heighten concerns from parents and advocacy groups about appropriate uses of the data. Institutions of higher education share the administration’s priority to protect elementary and secondary students and uphold diligent safety and privacy practices in preparing teachers for the classroom. Ultimately, safeguarding student data is everyone’s business.

Member Voices: Join AACTE Twitter Campaign on #EDregs

With an intention of generating 100,000 comments to the U.S. Department of Education on its proposed regulations for teacher preparation programs, the members of the AACTE Committee on Government Relations and Advocacy are leading the charge with a Twitter campaign to spread awareness of the proposed regulations.

Remember, the deadline to comment is February 2, and the teacher preparation profession’s voice must be heard! (See AACTE’s regulations web page for more information.)

Please join our Twitter campaign at #EDregs to help us reach out to colleagues, public officials, students, organizations, and the public to help generate more conversation on Twitter about the regulations—leading, we hope, to more comments submitted to the government.

’Twixt Scylla and Charybdis: Navigating the Paradoxes of Data Use, Accountability, and Program Improvement

Academic leaders in teacher education are currently faced with unprecedented policy pressures related to collecting, reporting, and acting on an intensifying array of program outcome measures. Moreover, many of the state and federal policies driving these pressures are saturated with paradox, attempting to address multiple and often contradictory goals. Perhaps the most fundamental of these is related to the essential tension between policy goals related to identifying and eliminating “low-performing programs,” and those related to “program improvement.” Coping with contradictory discourses and policies related to accountability, program improvement, and “data use” has become one of the facts of life experienced by virtually all contemporary teacher educators.

Member Voices: Rallying Responses to the Federal Regulations

We have an opportunity to make our voices heard. Though the proposed federal regulations for teacher preparation programs were released for comment most inconveniently during the hurly burly of exams and the holidays, I was determined to find a festive, collegial way to engage the faculty and students at my institution in contributing our knowledge and experience by February 2.

AACTE’s challenge to generate 100,000 comments inspired me. There’s no guarantee that the U.S. Department of Education will listen, of course, but an onslaught of letters will hopefully grab their attention. The question for me: How to spur people to actually read and respond to the proposal.

AACTE Submits Comments to OMB on Burden of Proposed Regulations

On Friday, January 2, AACTE submitted formal comments to the U.S. Office of Management and Budget (OMB) regarding the burden and cost estimates that were provided in the proposed federal teacher preparation regulations. The extensive 38-page analysis echoes many of the concerns raised by AACTE members and colleague organizations.

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