Registration is now open for AACTE’s 68th Annual Meeting in Las Vegas, Nevada, February 23-25, 2016. Take advantage of discounted registration by the Early Bird deadline of October 14.
As a profession, educator preparation faces hard questions and tensions that challenge programs’ ability to pursue a common vision of quality. Together, educator preparation providers will tackle these issues as they converge in Las Vegas for AACTE’s 2016 Annual Meeting – the premier event for the profession. Get empowered with proven strategies and unconventional approaches for building a stronger workforce, institution, and community.
Time is running out to apply for AACTE’s 2016 Outstanding Dissertation Award! Entries must be made online by Monday, August 17. Help AACTE showcase outstanding doctoral research at your institution by encouraging your top recent graduates (or recent hires!) to apply for this prestigious award, which includes a $1,000 cash prize.
William Paterson University of New Jersey to Pilot Expansion to Undergraduate, Master’s Students
AACTE is expanding the AACTE Holmes Scholars® doctoral-level program to also support underrepresented students at earlier stages of their education careers. Beginning this fall, William Paterson University in Wayne, New Jersey, will pilot the new programs for undergraduates and master’s-level students to help diversify the education workforce.
Currently, participation in the Holmes Scholars Program is open to all AACTE member institutions with doctoral programs in education. The newly expanded Holmes Program will reach high school students through the Holmes Cadets Program, undergraduates through the Holmes Honors Program, and master’s-level students through the Holmes Master’s Program. The peer network will continue to feature prominently across all levels, with doctoral Holmes Scholars mentoring Master’s and Honors students just as the scholars benefit from mentoring through the alumni network.
AACTE is undertaking a new effort to strengthen its Innovation Exchange by developing better navigation tools, adding fresh resources, and boosting engagement opportunities for the professional community.
“The Innovation Exchange must be an interactive platform for bringing together and amplifying the innovative work our members do,” said Rodrick Lucero, vice president of member engagement and support.
From their recent research on the relationship between teacher productivity and job experience, John Papay and Matthew Kraft of Brown University (RI) will share new evidence on teachers’ long-term career improvement in a free webinar for AACTE members. “Toward a Broader Conceptualization of Teacher Quality: How Schools Influence Teacher Effectiveness” will be held Wednesday, August 19, at 2:00 p.m. EDT.
Policy makers tend to think of “teacher quality” as a fixed and portable characteristic of an individual teacher – in other words, it doesn’t change over time or across school settings. In this webinar, Papay and Kraft will make the case for a broader conceptualization of “teacher effectiveness” that depends, in large part, on the school context in which a teacher works.
A new report calls on states to ensure more intentional preparation of educators to work with struggling learners, including students with disabilities, English language learners, and students with unidentified learning and behavior needs, to address persistent achievement gaps. The report, issued by the Council of Chief State School Officers (CCSSO) and the University of Florida’s Collaboration for Effective Educator Development, Accountability, and Reform (CEEDAR) Center, builds on a 2012 paper from CCSSO about policies to transform educator preparation generally—whose recommendations were supported by AACTE—and echoes messages of a recent policy brief developed by AACTE and the National Center for Learning Disabilities.
As the first cohort of leaders embarks on their course of study with the new AASA Urban Superintendents Academy at Howard University and the University of Southern California, we are thrilled to see this promising work come to life. Urban districts desperately need forward-thinking leaders, particularly those from underrepresented demographic groups, prepared to be barrier-busting champions for every student in their care.
Following an intensive kick-off conference later this month, participants in the Academy—predominantly from underrepresented racial/ethnic groups—will spend the academic year undertaking internships in the field, focusing on problems of practice under the guidance of experienced mentors, and taking graduate courses at the university before completing culminating projects. These participants, in-service administrators who want to enrich their field experience and training for urban settings or prospective superintendents, will be prepared for certification through the program.
What is so promising about the Academy?
The U.S. Department of Education has stated that the final regulations for teacher preparation programs will be released this fall. Please join me for an update at a free webinar at 11:00 a.m. EDT on Wednesday, August 12, or 4:30 p.m. EDT on Thursday, August 13. These webinars are for AACTE members only and are free of charge.
During the webinars, I will update you on the interplay of the proposed regulations with the recent work of Congress to reauthorize the Elementary and Secondary Education Act, as well as the pending work to reauthorize the Higher Education Act.
Nominations for the 2016 AACTE awards are open on AACTE’s submission site. But what happens to your application once you submit it?
Last week, the U.S. Government Accountability Office (GAO) released a report examining the roles of both the states and the U.S. Department of Education in identifying low-performing teacher preparation programs as well as in information sharing amongst stakeholders. AACTE and some of its members participated in this study, which took over a year for GAO to complete. In response to the report, AACTE issued the following statement, which received press coverage by Politico’s subscription service. Please send questions to firstname.lastname@example.org.
(July 24, 2015, Washington, DC) — AACTE and its over 820 member institutions stand firmly behind the reforms and innovations that are currently under way in teacher preparation programs across this nation, and we welcome the opportunity to be held accountable for our work. We support identifying low-performing programs, giving them time and resources to improve, and closing those programs that do not accomplish the necessary reforms. Unfortunately, states and the U.S. Department of Education have faced challenges in complying with the law requiring them to identify such programs, according to a report released yesterday by the Government Accountability Office (GAO).