AACTE Self-Study to Drive Improvements for Members

The AACTE team has embarked on a new adventure and we can’t wait to share it with you! This undertaking is engaging all of us in a significant self-study – not unlike what you do on your campuses for quality assurance and continuous improvement – using an improvement science model.

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Collaboration and Compromise: The Key to Good Policy Making

The Legislative Long Session in North Carolina this year was, in many ways, a productive one for education, generating a number of consequential bills that became law. Included in the slate was the reintroduction of the Teaching Fellows program, thanks to a collaborative effort led by Senator Chad Barefoot and the North Carolina Association of Colleges and Teacher Educators ...

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Report: States Can Support Continuous Improvement of EPPs Through Better Data Sharing

A new policy brief from the Data Quality Campaign presents recommendations for states to support educator preparation through better sharing and use of information – not just for accountability but also for continuous improvement. The report, "Using Data to Ensure That Teachers Are Learner Ready on Day One", calls attention to current data challenges faced by educator preparation providers (EPPs) ...

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Apply Now for 2018 AACTE Awards

Apply Now for 2018 AACTE Awards

Nominations for the 2018 AACTE awards are now open on AACTE’s online submission site (except the Outstanding Book Award, which closed May 30).

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Call for Nominations: ACSR Executive Committee

Call for Nominations: ACSR Executive Committee

The AACTE Advisory Council of State Representatives (ACSR) seeks nominations by October 13 of state chapter leaders to run in an election for the ACSR Executive Committee. The positions open for election are the South Region representative, Midwest Region representative, and ACSR chair-elect, all to take office in March 2018.

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Redesigned AACTE Web Site Streamlines Design, Content

I am pleased to announce that today marks the official launch of the redesigned AACTE.org.

In service to our members and the broader educator preparation community, AACTE undertook a major overhaul of its web site over the past year. Last August, many of you responded to our request for feedback on our web site. Based on your thoughtful input, we have transformed our information-sharing platform to be a more useful, supportive asset for our ongoing collaborative work.

In a time when information is almost exclusively created, shared, and accessed electronically, it is important that our electronic information-sharing tools be technologically current, well-designed, and user friendly. This redesign of AACTE.org serves as a smart, relevant electronic business card among power players in the greater education community—and more important, as a go-to resource for members like you.

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Innovation at CSU Fullerton: Partnering With Schools to Improve Science and Content Literacy

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 Jessica Milton at jmilton@aacte.org.

Beginning in 2009, California State University (CSU) Fullerton has enjoyed a partnership with neighboring Placentia Yorba Linda Unified School District to support science instruction in the classroom. The partnership has served not only to improve the practice of teacher candidates in science instruction, but also to improve K-5 student achievement in science and content literacy. Throughout their time in the classroom, candidates jointly plan, teach, and reflect on their lessons.

Since the partnership began, student achievement scores have experienced double-digit gains, and teacher candidates report greater confidence in their science pedagogy. Proficiency levels in one school increased from 25% to 44% in just 1 year of partnership work. Candidates’ confidence to engage students in science increased from 77.5% to 97.5%, and the percentage reporting confidence in their content knowledge in science increased from 57.5% to 90.0%.

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Oklahoma Restores Teacher Induction Program

Thanks to heavy involvement by the Oklahoma Association of Colleges for Teacher Education (OACTE), Oklahoma Governor Mary Fallin recently signed HB 2885 into law, restoring the state’s teacher induction program.

The Oklahoma Teacher Induction Program (OTIP), which had been suspended since 2010, provides professional support, mentorship, and coaching for beginning teachers. Under the new law, school districts can voluntarily offer the induction program during the 2014-15 academic year; it becomes mandatory in the 2015-16 academic year. Furthermore, the bill permits teacher mentors to support more than one beginning teacher, and it establishes a paid teacher internship program at teacher preparation institutions.

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AACTE to Survey Members on Data Use in Programs

In the next few days, Chief Representatives at 400 randomly selected AACTE member institutions will receive an invitation from the Association to complete a survey on data use in their teacher preparation programs.

As readers of this blog know, teacher preparation institutions are under increasing pressure to provide data on the effectiveness of their programs and to use these data to make decisions about ongoing program improvement. However, a growing body of research shows that using data to make decisions about policy and practice involves much more than collecting, aggregating, and analyzing information. In order to understand what it takes to go from collecting to effectively using data, AACTE and the University of Washington have been collaborating over the last 2 years on a Spencer Foundation-sponsored project focused on describing how teacher education programs are learning to use new sources of outcome data for the purposes of program improvement.

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Notice of TQP Funding Opportunity: Applications Due July 15

Updated to reflect new application deadline.

Applications are now available for a new slate of Teacher Quality Partnership (TQP) grants, the federal government’s only investment in reforming teacher preparation in institutions of higher education. Interested applicants will have to act quickly, though—the deadline for letters of intent is June 27, and full applications are due July 15.

Last week, in the Federal Register, the U.S. Department of Education (ED) announced the availability of approximately $35 million in new awards for fiscal year 2014 under the TQP grant program.

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8 State Chapters Win AACTE Grants

AACTE has awarded funding to state chapters in California, Delaware, Iowa, Kentucky, Michigan, North Carolina, Tennessee, and Wisconsin in the 2014 State Chapter Support Grant competition.

The grant program, now in its 4th year, directs $50,000 of member dues toward strengthening the capacity of state chapters to operate as an organization and to advocate on behalf of the interests of teacher preparation in the state, as well as toward bolstering the relationship between the state chapters and AACTE. This year, chapter leaders were invited to apply for funds for support of the following priority areas: Policy and Advocacy, Professional Issues, and Chapter Development and Capacity.

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Innovation at Bradley University: PDS Partnership

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 Jessica Milton at jmilton@aacte.org.

The Bradley Professional Development Schools (PDS) Partnership was established in 1995 to address the needs of the eight PDS sites affiliated with Bradley University (IL). Inspired by a full-service community schools model, the partnership extends beyond teacher education to include all five departments in Bradley’s College of Education and Health Sciences.

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NASDTEC Task Force to Develop Model Code of Educator Ethics

A new effort by the National Association of State Directors of Teacher Education and Certification (NASDTEC) will attempt to develop a national framework for PK-12 educator ethics.

Beginning with a meeting June 19-21 in Maryland, the Model Code of Educator Ethics Task Force will review existing codes of ethics over the coming year and draft a consensus document that could be adopted by states, which currently have varying guidelines in place. A public review period is planned before the model code is finalized in summer 2015.

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Five Tips for Writing a Successful AACTE Annual Meeting Proposal

Each year, AACTE receives approximately 500 session proposals for its Annual Meeting. Given the limited number of spaces available for presentations, less than 50% of proposals are accepted for presentation. Want to make your proposal “stand out” from other proposals received? Here are five tips to help your proposal rise to the top:

  1. Follow the Format – Reviewers evaluate proposals based on the content and formatting outlined in the Presenter Expectations. Be sure to familiarize yourself with those prior to writing your proposal.
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Innovation at Arizona State University: iTeachAZ

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 Jessica Milton at jmilton@aacte.org.

In response to the call for increased rigor and effectiveness in teacher preparation, one of the largest teacher preparation programs in the country, Mary Lou Fulton Teachers College at Arizona State University (ASU), implemented iTeachAZ. The program includes changes in teacher preparation that focus on improvements in candidates’ content knowledge mastery, classroom readiness, and assessment literacy. The program provides a senior-year residency experience that extends student teaching from a single semester to a full school year, enabling students to live the “full life” of a teacher. ASU has also integrated performance assessments throughout the teacher preparation program.

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