Call for Volunteers: Apply by May 7 for AACTE Board, Standing Committees

Your association wants you! Are you ready to become a leader in the national educator preparation community, or do you know someone who is? Nominate yourself or a colleague by May 7 to serve in an AACTE governance role.

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Learn About TQP Grants, Federal Updates in Member Webinars

Learn About TQP Grants, Federal Updates in Member Webinars

Join AACTE next week for two members-only webinars! Learn about the latest developments in Washington to inform your advocacy as well as resources to support you in applying for Teacher Quality Partnership (TQP) grants, for which funding was recently renewed in the omnibus legislation

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Call for Entries: AACTE Outstanding Book Award

AACTE is now accepting nominations for the 2019 Outstanding Book Award. Nominations must be made through the AACTE online submission system by May 3.

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April 18 Webinar to Explore Mental Health Supports for Principals

April 18 Webinar to Explore Mental Health Supports for Principals

On Wednesday, April 18, AACTE will host a free webinar on principal leadership, supported by The Wallace Foundation as part of the Association’s ongoing partnership to disseminate the latest research and practice innovations in principal preparation. Please join us from 3:00-3:45 p.m. EDT for Leveraging Community Resources to Strengthen Clinical Practice: Mental Health Support for School Leaders.

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Call for Proposals, Reviewers for 2019 AACTE Annual Meeting ‘Sustaining and Advancing the Profession’

Now through May 29, AACTE is accepting session proposals for the 71st Annual Meeting, to be held in Louisville, Kentucky, February 22-24, 2019. We also invite applications by May 15 for AACTE member faculty to review proposals.

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‘Mama Bear’ Teacher Says edTPA Gave Student Teacher Realistic Classroom Experience

LaSaundra Colson Wade has worked with a lot of student teachers in her 18 years as an educator. That’s why she knew that it wasn’t business as usual last spring when she began working with a teacher candidate from nearby Armstrong Atlantic State University in Savannah, GA, who was going through edTPA.

And it’s one of the reasons she’s not surprised that this spring’s student teacher is already her full-time teaching colleague.

edTPA Data Drive Conversations, Changes at Nazareth College

Educator preparation faculty at Nazareth College in Rochester, NY, like to meet with faculty in other departments to compare notes about how their teacher candidates are doing and how best to support them across study areas.

“That’s just the environment we work in. They are all of our students, as they major in education and an area of the liberal arts and sciences,” explains Kate DaBoll-Lavoie, professor and immediate past chair of the Department of Inclusive Childhood Education at Nazareth. “We want them to succeed. We support our colleagues.”

For the past 2 years, DaBoll-Lavoie and her colleagues have brought to the table new data that have enriched the conversations and helped to focus them on specific needs of students.

NEA Symposium Spotlights Strategies to Close Gaps in Educational Opportunity

Earlier this month, we were excited and honored to attend the symposium “Closing the Gaps: A Policy and Practice Conversation to Advance an Opportunity Agenda,” presented by the National Education Association at the National Press Club in Washington, DC. It was a thought-provoking event, filled with great speakers and compelling strategies for closing gaps in student achievement and opportunity.

Panelists included Linda Darling-Hammond (Stanford University), Robert Balfanz (Johns Hopkins University), Kisha Davis-Caldwell (National Board for Professional Teaching Standards), Ron Ferguson (Harvard University), and many others. These speakers discussed gap-closing strategies, policy levers to support effective practices, and directions the education field will (and should) take in the future. They also consistently emphasized the importance of community engagement.

AACTE Holmes Scholars Thrive at Dissertation Retreat, Research Symposium

Many of your institutions have championed the AACTE Holmes Scholars® Program by establishing local programs, while others have yet to realize the potential of the program to meet not only individual universities’ needs but the greater goals of the profession—such as AACTE’s strategic goal to launch and sustain systemwide initiatives to promote the diversity of the professional community and to prepare educators who can serve diverse learners. On May 15-16, this trajectory gained steam in Tallahassee, Florida, where officials from Florida A&M University (FAMU), the University of Central Florida (UCF), the National Association of Holmes Scholars Alumni (NASHA), and AACTE gathered with scholars from member institutions for the Holmes Scholars Dissertation Retreat on the FAMU campus.

JTE Coeditor: NCTQ Appraisal of Journals Based on Narrow View of Teacher Prep Research

The National Council on Teacher Quality (NCTQ) published an article in last week’s Teacher Quality Bulletin that criticized journals with a teacher education focus for not publishing enough articles on “core techniques and skills.” Targeting AACTE’s Journal of Teacher Education (JTE) in particular, the authors report that “only” 11% of the articles published in JTE in the past 5 years address this topic. JTE Coeditor Fran Arbaugh of Pennsylvania State University sent the following response to the article’s authors:

AACTE to Offer Free Online Seminars, New Support Initiative

I am delighted to announce AACTE’s new Quality Support Initiative, which is designed to provide resources and support to educators interested in assessment and accreditation. Starting next month, we will offer Online Professional Seminars (OPSs) for faculty at AACTE member and nonmember institutions, undergraduate and graduate students, PK-12 teachers—or anyone involved in educator preparation.

As part of our mission to advocate and build capacity for high-quality educator preparation, AACTE has established this initiative to support the profession’s work in continuous improvement and accreditation. The OPSs provide professional development for individuals and promote organizational development for institutions in a convenient, flexible format.

As Open-Records Requests Continue, NCTQ ‘Thrilled’ With Proposed Changes to State Laws

The National Council on Teacher Quality (NCTQ) continues its data collection efforts for the planned 2016 edition of its Teacher Prep Review. As part of this pursuit, NCTQ is once again utilizing state open-records requests for information from public institutions that have chosen not to comply with NCTQ’s information requests—and at least one state is considering a change to open-records law.

The subject of lawsuits from NCTQ in Minnesota, Missouri, and Wisconsin, several institutions around the country asserted that course syllabi are the intellectual property of their faculty and therefore covered by copyright law – protecting them from NCTQ’s open-records requests.

AACTE Grant Supports Strong Chapter Work in Michigan

Last year, an AACTE State Chapter Support Grant enabled members of the Michigan Association of Colleges for Teacher Education (MACTE) to build more collaborative relationships with PK-12 schools and the Michigan Department of Education in order to facilitate more meaningful and relevant discussion on the preparation of excellent beginning teachers. This work supported the chapter’s goal of “promoting, within Michigan, the learning of all PK-12 students through the promotion of high-quality preparation and continuing education for all school personnel.”

Many thanks to AACTE, we were able to host a summer workshop at Ferris State University, the primary accomplishment of which was the review and revision of the MACTE Strategic Plan that had been developed the previous year. Based on input from the workshop, the group decided to tailor the annual conference to provide a forum for examining and highlighting the increasingly pressing issue of beginning teacher evaluation and distinctive efforts to improve educator preparation.

Call for Comment: Revised ISLLC Standards

The Council of Chief State School Officers (CCSSO) invites feedback on the latest revision of the Interstate School Leaders Licensure Consortium (ISLLC) model standards. Comments are due Friday, May 29.

The update attempts to capture the changing expectations for school leaders, who are increasingly held responsible not only for administrative tasks but also for student learning. The model standards, according to the draft document,

[. . .] clarify the most important work and responsibilities of learning-focused leaders operating in today’s education context. Grounded in both research and effective practice, these standards provide a framework for state departments of education and districts alike to understand how to best prepare, support, and evaluate education leaders in their efforts to help every child reach his or her fullest potential. [. . .] The standards can also inform how schools and districts recruit and cultivate leaders who can build teams that share and distribute the responsibilities required for high levels of student learning and achievement to occur. (p. 3)

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