Clinical Practice Spotlight Turns to Long Beach

The AACTE Research-to-Practice Spotlight Series continues this summer with a new feature on California State University, Long Beach. We’re excited to introduce this member institution’s Urban Teaching Academy (UTEACH) residency program, which operates in the unique context of the massive public education partnership known as the Long Beach College Promise.

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Jump-Start Your Dissertation at Holmes Retreat

Jump-Start Your Dissertation at Holmes Retreat

Please get me through the academic year … and I promise that I will write my dissertation during the summer! is a common refrain among doctoral students who are in the throes of their dissertation work. It seems there is not a single doctoral student or candidate who hasn’t bargained with the “dissertation gods” to finish their dissertation research.

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Call for Entries: AACTE Dissertation Award

Call for Entries: AACTE Dissertation Award

Do you know someone who recently completed a prize-worthy doctoral dissertation related to educator preparation? Please help spread the word: Applications for AACTE’s 2019 Outstanding Dissertation Award are being accepted in our online submission system now through August 20.

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Applications Now Available for AACTE–NACCTEP Partnership

Applications are now available for the new partnership program of AACTE and the National Association of Community College Teacher Education Programs (NACCTEP). Community colleges that offer educator preparation programs are welcome to apply!

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AACTE Supports School Safety Advocacy, Calls for Stories From Ed Prep Programs

AACTE Supports School Safety Advocacy, Calls for Stories From Ed Prep Programs

As educators, students, and activists across the country gear up for another demonstration this month to fight against school violence, AACTE is sharing resources and collecting member stories related to both advocacy and educator preparation for school safety.

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See What’s New at AACTE 2014

AACTE will be introducing two exciting new sessions atour 66th Annual Meeting in Indianapolis.

After the Opening Reception, we will offer AACTE After Hours. We’ll have the cash bar open from 6:00-8:00 p.m. so you can take all the time you need to fill each other in, make a new acquaintance, or catch up with a fellow presenter.

On March 2, AACTE will host an AACTE Town Hall Meeting. This new General Session will give attendees a
chance to interact with the Association’s leadership.

edTPA Fully Operational, Available Nationwide Sept. 18

edTPA™ passed a critical milestone this summer when the final assessments were submitted and scored as part of an ambitious two-year edTPA field-test period. Completion of this extensive field testing gives new momentum to edTPA, which is scheduled to be fully operational and available to all states and teacher candidates beginning September 18.

During the 2011-12 and 2012-13 academic years, more than 12,000 teacher candidates in 26 states participated in the edTPA process. The candidates came from some 250 institutions. Minnesota, New York, Ohio, Tennessee and Washington were among the states with the highest number of teacher candidates participating in the field test.

Recognize the Solution at Hand

This post was originally published on the Learning First Alliance’s Public School Insights blog.

Last month, President Barack Obama visited colleges in New York and Pennsylvania to discuss a plan to make higher education more affordable and accessible to all Americans. Soaring costs threaten accessibility; lack of accessibility threatens the economic growth of the country. Therefore, attention to this matter is absolutely required.

Throughout the country, an increasing number of students must rely on loans to pay for postsecondary schooling and are burdened with debt after graduation. According to the College Board (2012), among students earning bachelor’s degrees in 2010-11 from either public or private nonprofit, 4-year colleges, 60% of students took out student loans and graduated with an average debt of $25,300. This educational debt is especially taxing for graduates who choose to enter lower paying public service careers, such as the teaching profession.

Preparing Educators to be Champions for Justice

Growing up in Louisville during the civil rights era, with activist parents who believed in the inherent connection between education and equality, I understood early on that a quality education can increase opportunities and improve outcomes for all children. I recall the civil rights hymn, “Woke up this morning with my mind – stayed on freedom,” which inspired so many and captured the urgency of addressing the injustice minorities faced in America at that time. Today, educational equity continues to be in the forefront of my mind.

ESEA Should Set a National Standard That Improves Teacher Quality

The Elementary and Secondary Education Act (ESEA) reauthorization bill known as the Student Success Act (H.R. 5), passed last month in a partisan vote by the U.S. House Education and the Workforce Committee, would have a detrimental impact on the American education system and students’ access to qualified teachers. Of note, this legislation would repeal the national standard requiring teachers to be “highly qualified” in the subjects they teach.

Rigor Is in the Measure, Not in the Pass Rate

Rigor has become a ubiquitous buzzword in education circles describing accountability measures for both educator and student performance. Under a scrutinizing lens, policy makers, researchers, and practitioners are examining whether standards for learning, methods of instruction, and assessment instruments are demanding enough to produce students who are college and career-ready by the end of high school.

In educator preparation, we think of program rigor in terms of productivity measures and indicators relative to the knowledge, skills, and dispositions acquired by our candidates. Our commitment to rigor is characterized by the pursuit of precise, accurate, exhaustive, and scientific measurement of teacher candidates’ ability to be effective educators.

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