Do you know an individual with broad or deep experience in the field of educator preparation? Do you think someone’s guidance would benefit the educator preparation community nationally? Nominate that person (or yourself!) by May 9 to serve an important role in the governance of AACTE.
Posts Tagged ‘AACTE governance’
The annual vote by AACTE members on changes to the Association’s bylaws will occur March 10-24 via online ballot. The proposed changes were approved by the AACTE Board of Directors at its February 28 meeting and are now available for member review.
The amendments to the bylaws will update Article II, Section 2 (Member Meetings/Quorum), and Article VI, Section 1 (Appointments to NCATE). Click here for the proposed bylaws changes.
The annual vote by AACTE members on changes to the Association’s bylaws and resolutions will occur March 10-24 via online ballot. The proposed changes, to be approved by the AACTE Board of Directors at its February 28 meeting, will be published March 1 via blog post.
Amendments to the bylaws will update Article II, Section 2 (Member Meetings/Quorum), and Article VI, Section 1 (Appointments to NCATE). Click here for current bylaws language.
The resolutions up for renewal or amendment this year are numbers 38, 39, 40, 41, 42, 48, 55, and 58. Click here for current resolutions language.
Congratulations to the future members of AACTE’s Board of Directors!
On November 20, an interactive webinar sponsored by the Midwest Regional Educational Laboratory at American Institutes for Research addressed the preparation of preservice teachers to educate PK-12 students in online, hybrid, and blended environments. Mary Herring, associate dean of the College of Education at the University of Iowa and chair of AACTE’s Committee on Innovation and Technology, and Bryan Zugelder, executive director for undergraduate affairs and partnerships at the University of Central Florida’s College of Education and Human Performance, discussed the preservice teaching landscape as it relates to online learning; the implications of virtual education on preservice teacher preparation programs; and the skills that current research and theory suggest preservice teachers should have to be successful in online and blended learning programs.
A great new AACTE program has hit the ground running, as many of your colleagues are already putting it to good use by creating “topical action groups” (TAGs).
The TAG program, which replaces the Association’s former “special study groups,” allows members to initiate or join action-oriented forums around a professional topic of importance, with funding and other support from AACTE.
Here are two examples of newly established TAGs and how they are using AACTE funding and support to further a topic of professional interest:
The election for the 2014 AACTE Board of Directors is now under way through December 2. Four seats will be decided via online voting: one representing the Association of Independent Liberal Arts Colleges for Teacher Education (AILACTE) and three at-large seats.
The slate is as follows:
Please join AACTE in welcoming the following new appointees to its standing committees, effective March 1, 2014:
Committee on Global Diversity
Judit Szente, University of Central Florida
Committee on Government Relations and Advocacy
Suzann Girtz, Gonzaga University (WA)
Joen Larson, Ashford University (IA)
Committee on Innovation and Technology
Jeffrey Carpenter, Elon University (NC)
Christina Dehler, California State Polytechnic University Pomona
The Midwest Regional Educational Laboratory at American Institutes for Research will host a free webinar Wednesday, November 20, 1:30-3:00 p.m. CST, to address the question of how we prepare preservice teachers to work in online and blended settings.
“Making Connections: Teaching Preservice Teachers to Teach Online” will feature Kathryn Kennedy, director of research at the International Association for K-12 Online Learning, and Leanna Archambault, assistant professor at Arizona State University, who coauthored the 2012 study Offering Preservice Teachers Field Experiences in K-12 Online Learning: A National Survey of Teacher Education Programs.