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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Excellence and Equity for All: Public Education as the Bedrock of Democracy

Excellence and Equity for All: Public Education as the Bedrock of Democracy

This year marks the 70th anniversary of AACTE’s founding. Created in 1948 as an alliance to boost the quality of teachers being prepared for the country’s growing public school system, our association remains steadfastly focused on the democratic ideal of providing all students equitable access to an excellent education.

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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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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 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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Why I Score edTPA

Editor’s Note: Tracy Spesia, a nationally trained edTPA scorer, is the recent recipient of an innovation award from the University of Saint Francis for her work on edTPA at the College of Education. According to the university, Spesia’s “creative and successful efforts with the implementation of edTPA have positioned USF as a leader in the state” and have helped enhance “the quality of USF students’ application of theory into practice during their field experiences.” In recognition of her leadership, she was appointed to the Illinois Association for Teacher Education in Private Colleges as the edTPA liaison. Spesia also serves on the executive board of the Illinois Association of Colleges for Teacher Education. Click here for information about becoming an edTPA scorer.

This year I became an official edTPA scorer, and it is one of the most rewarding professional experiences I have had since I started working in the area of teacher preparation.

Take Action With AACTE’s TAGs

Did you know that AACTE has 14 topical action groups (TAGs) established to date? TAGs are member-initiated working groups that are supported by AACTE. Anyone from a member institution can join existing TAGs, or start their own TAG, at any time.

TAGs address topics as diverse as accreditation, diverse workforce development, research in teacher preparation, and women in the deanship, among others. (For a complete list of TAGs, visit our web site).

Bipartisan Agreement in U.S. Senate Drives ESEA Forward

Today, Chairman Lamar Alexander (R-TN) and Ranking Member Patty Murray (D-WA) of the Senate Committee on Health, Education, Labor, and Pensions (HELP) released a bipartisan bill on the reauthorization of the Elementary and Secondary Education Act (ESEA). A summary of the bill, dubbed the Every Child Achieves Act, can be found here. The full bill can be found here.

Mark Your Calendar for AACTE Summer Events

Kick off the summer with AACTE’s signature June events: Washington Week and the Leadership Academy. Join your colleagues from around the country in Washington, DC, advocating for the profession on Capitol Hill and participating in a special conference on closing the achievement gap in science, technology, engineering, and mathematics (STEM) fields; or meet with fellow new deans and administrators in Cincinnati, Ohio, for intensive leadership development and networking. These are two popular summer conferences, so mark your calendar today!

The Power of Teacher Professional Communities in Urban Schools

Editor’s Note: Professor Hollins inspired attendees of AACTE’s recent Annual Meeting in Atlanta during the Speaker Spotlight Session. (View a video recording of her speech here, and read another version in this Hechinger Report piece, which includes the video she played during her address.) To follow up on her presentation, we invited Hollins to explore her topic in a series of blogs for Ed Prep Matters. This is the final post in the series.

Most teachers in urban schools, as elsewhere, are dedicated professionals who put much effort into their practice and care deeply about the students they teach. Teachers understandably feel frustrated when their students fail to meet expectations for learning outcomes. How they address this frustration, however, makes all the difference for student outcomes—and it is influenced heavily by the ideology developed in their school’s professional community.

Strategic Deployment of Teacher Experience: Getting It Right for Students

News Flash! The interest of students and their opportunity to learn is not better or even well served by a strategy of constant and high demand of inexperienced teachers. Retention matters, not just to teachers but, most critically, to students.

Recent studies showing that teacher effectiveness continues to develop over time reinforce this imperative to do right by our students. First, in a working paper completed last year for the National Center for Analysis of Longitudinal Data in Education Research, researchers at Duke University found that middle school teachers’ effect on student test scores as well as attendance rates improves over at least several years. A subsequent study out of Brown University found improvement in teacher effectiveness is indeed steepest in the early years in the classroom but continues for many more years, challenging the common perception that teacher quality is a fixed characteristic after just a couple of years of experience.

Looking Ahead to 2016, NCTQ Continues Data Collection Efforts

The National Council on Teacher Quality (NCTQ) has re-engaged its data collection efforts in preparation for its 2016 Teacher Prep Review—scheduled for an October 2016 release. In an e-mail message to programs throughout the country, NCTQ has sent both an overview of the changes for the 2016 review and an itemized data request for each program, requesting that institutions notify NCTQ if they plan to comply with the request by April 20.

Holmes Scholars Share Research, Network in Atlanta

AACTE Holmes Scholars connect during the Annual Meeting in Atlanta
AACTE Holmes Scholars connect during the Annual Meeting in Atlanta

More than 60 AACTE Holmes Scholars® participated in the Annual Meeting in Atlanta last month. The commitment of their 15 host institutions, as well as of AACTE, to building a more diverse professional community was on full display in the lively atmosphere and collegial environment at the conference, which offered a platform of reinvigoration for some and the start of an exciting journey for others. One attendee commented that she had not experienced that much energy in quite a while.

At the kick-off session February 27, AACTE’s Rodrick Lucero, vice president for member engagement and support, described the Association’s renewed commitment to the Holmes Scholars Program and emphasized its value and necessity in the field. He highlighted goals for the coming year, which touched on not only recruiting and retaining scholars in academia, but looking closely at the entire continuum of PK-24. Lucero praised the National Association of Holmes Scholars Alumni (NASHA) for its continued support in providing highly sought-after mentoring services for 1st-year and midlevel doctoral students.

USED Offers Insight, Guidance on TQP Grants

Attendees of the 67th AACTE Annual Meeting in Atlanta were offered an opportunity to meet with a U.S. Department of Education official to discuss the Teacher Quality Partnership (TQP) grants and how they may explore applying for them in the future.

In a concurrent session presentation, Mia Howerton of the U.S. Department of Education Office of Innovation and Improvement provided attendees with an overview of the TQP grants and what the profile of a successful grantee applicant typically looks like. With the TQP program now in its third grant cycle, Howerton reviewed the successes and challenges of the program and shared its lessons with audience members.

Understanding Urban Communities as Context and Text for Teaching and Learning

Editor’s Note: Professor Hollins inspired attendees of AACTE’s recent Annual Meeting in Atlanta during the Speaker Spotlight Session. (View a video recording of her speech here, and read another version in this Hechinger Report piece, which includes the video she played during her address.) To follow up on her presentation, we invited Hollins to explore her topic in a series of blogs for Ed Prep Matters. This is the second post in the series.

Teaching is an interpretive practice that requires knowledge of the community where students grow and develop, and where they are socialized. Students’ initial and ongoing learning happens within a particular community; is framed by the ideologies and practices of the community; is influenced by the experiences, interests, and values shared among members of the community; and is appropriated through the learner’s perception, which is developed within the particular community. The initial learning that happens within a community constitutes the intellectual, psychological, social, and emotional development of the individual person.

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