A New Education Leader Resource for School Safety and Crisis Planning

As students and educators head back to school this month, there is a growing concern about school safety. One in 3 parents fear for their child’s physical safety in school, according to the 2018 PDK Poll of the Public’s Attitudes Toward the Public Schools.To help education leaders navigate disruptive and potentially traumatic events in schools, The School Superintendents Association (AASA) ...

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Volunteer for New ACSR Ad-Hoc Committees

In case you missed it in State Directions, AACTE’s state-focused monthly e-newsletter, the ACSR Executive Committee created two new ad-hoc committees in response to participants’ feedback at the 2018 State Leaders Institute during AACTE’s Washington Week in June.

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New Report Identifies Ways for Schools to Partner with Businesses and Community

The Learning First Alliance’s (LFA) newest report, “Community in Education: Bringing Businesses and Schools Together,” provides a compilation of recommendations to help foster more meaningful, real-life educational experiences for students. The report is the result of nearly 30 executives and key staff members convening to address ways to build better relationships and find common ground for advancing public education.

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Apply Now for AACTE 2019 Best Practice or Professional Achievement Awards

Apply Now for AACTE 2019 Best Practice or Professional Achievement Awards

The deadline to apply for a 2019 AACTE Best Practice or Professional Achievement Award is quickly approaching. Submit your application by Wednesday, October 10, to recognize your program or colleagues and contribute to “Sustaining and Advancing the Profession” at the 2019 Annual Meeting in Louisville, Kentucky!

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Report Identifies Key Challenges, Characteristics of U.S. Colleges of Education

(August 9, 2018, Washington, D.C.) – Colleges of Education: A National Portrait, a report released today by the American Association of Colleges for Teacher Education (AACTE), provides a comprehensive picture of the nation’s schools, colleges and departments of education: the work that they do, the people who do that work and the students they serve.

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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.

JTE Call for Manuscripts: School-Based Teacher Learning

The editors of AACTE’s Journal of Teacher Education invite manuscripts for a special issue on school-based teacher learning. Manuscripts are due November 1, and the issue will be published next year as Volume 66, Number 4 (September/October 2015).

Coeditors Stephanie Knight, Gwendolyn Lloyd, and Fran Arbaugh of Pennsylvania State University have issued the following call for papers with suggested research questions:

Much of what teachers learn about teaching and learning occurs in school-based contexts. Opportunities for teacher learning occur along the professional continuum, from preservice field experiences to a multitude of opportunities for in-service teachers to engage in job-embedded learning. In addition, school-based teacher education is supported by various types of teacher educators—including, but not limited to, mentors, university supervisors, peers, instructional coaches, administrators, district-level supervisors, university faculty, and other professional development providers.

Angela Duckworth to Speak at CAEP Conference

The views expressed in this post do not necessarily reflect the views of AACTE.

The University of Pennsylvania’s Angela Duckworth, whose top-rated Ted Talk  on “grit” has received more than 4.6 million views, will be the keynote speaker at the 2014 Fall CAEP Conference (CAEPCon) Tuesday, September 30. The conference is being held in partnership with AACTE.

Duckworth’s research on non-IQ competencies that predict achievement influenced the development of CAEP Standard 3: Recruitment and Selectivity. The topic of Duckworth’s keynote will be “True Grit.”

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