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Posts Tagged ‘AACTE partner organizations’

AACTE Leads Effort to Save Funding for Title II-A of ESSA

On May 10, AACTE was pleased to submit a letter to members of Congress on behalf of 141 organizations and their state affiliates recommending full funding for Title II-A of the Every Student Succeeds Act (ESSA). The letter went to leaders of the education subcommittees working on appropriations in both the U.S. Senate and the U.S. House of Representatives for Fiscal Year 2018, in light of the recommendation in the president’s request to eliminate this $2.295 billion program (see the “skinny budget” released in March, and I’ll have another article soon about the full proposal being issued today).

New Survey Gauges Attitudes About Ethics in Educator Preparation

To understand more about attitudes toward professional ethics in preservice educator preparation, AACTE is collaborating with the National Council for the Advancement of Educator Ethics (NCAEE) to conduct a brief survey this spring. We invite you and your colleagues in both PK-12 and higher education to complete the survey by May 15, 2017.

This survey is intended to gather information regarding teacher educators’ beliefs about professional ethics as well as practices in educator ethics preparation across the nation. Responses will inform the future work of NCAEE, which was created following the 2015 release of the Model Code of Ethics for Educators (MCEE) by the National Association of State Directors of Teacher Education and Certification.

Sydney Chaffee of Mass. Named 2017 National Teacher of the Year

AACTE congratulates 2017 National Teacher of the Year Sydney Chaffee, who teaches 9th-grade humanities at Codman Academy Charter Public School in Boston, Massachusetts. (See AACTE’s press release issued today.)

Chaffee, who has been a teacher for a decade, earned her bachelor’s degree in women’s history and writing from Sarah Lawrence College (NY) and her master’s degree in curriculum and instruction from Lesley University (MA).

Webinars Offer Overview, Resources for Integrating CKT in Elementary Teacher Prep

A pair of webinars last month offered an overview of how and why content knowledge for teaching (CKT) can be embedded in education course work, looking particularly at the preparation of elementary teachers in English/language arts (ELA) and mathematics. Recordings and slides from the webinars, which were presented by experts from TeachingWorks (University of Michigan) and the ETS® Educator Series (Educational Testing Service), are now available in the AACTE Resource Library: Click here for the ELA presentation and here for math.

Nicole Garcia and Sarah Scott Frank of TeachingWorks joined with Geoffrey Phelps and Heather Howell of ETS to present strategies to engage preservice teachers in real-life content problems they are likely to encounter in elementary classrooms. Rather than looking deeply at the teacher education curriculum or specific designs of programs or field experiences, the webinars sought to ease teacher educators into the concept of CKT and high-level considerations for preparation programs.

Nicole Garcia
Sarah Scott Frank
Geoffrey Phelps
Heather Howell

Reflections on Professional Identity, Public Education, and Sharon Robinson

As we prepare to say goodbye to Sharon Robinson, it is important to recognize her contributions in more than a decade of service to AACTE. Leaders of the Board of Directors will be sharing tributes to Sharon’s vision and leadership over the next few weeks before her successor is named. Today, I am honored to offer my thoughts on where AACTE stands, thanks to her work, and the Association’s future role as a leading voice for educator preparation in America.

CAEP Answers FAQs on Recognition Status, Unified Process

The following text is reposted with permission from the Council for the Accreditation of Educator Preparation (CAEP). The views expressed in this post do not necessarily reflect the views of AACTE.

My colleagues and I were pleased to attend the AACTE Annual Meeting. It was an opportunity to meet with, and listen to, many of you. Thank you for sharing your support, questions, and guidance with us.

We compiled answers to recurring questions we received during those conversations. We encourage you to share these answers with your teams and colleagues.

Volunteer by April 1 for CAEP Service

It’s not just AACTE that needs your expertise as a volunteer (and we do – see our current call for volunteers!). The Council for the Accreditation of Educator Preparation (CAEP) is also looking for volunteers for various roles in the agency’s work. The CAEP applications are open now through April 1.

Please note that the CAEP call for service seeks a diverse population of educators, not only faculty from accredited programs; read more about the varied perspectives sought here. You can help represent the voice of educator preparation by applying for one of the following roles (links will open a PDF position description):

Educational Leadership Preconference Participants Share Promising Practice, Plan Action Steps

In conjunction with the 69th Annual Meeting, AACTE hosted a daylong workshop March 1 titled “Strengthening Leadership Through Communities of Professional Learning Educational Leadership Preconference,” sponsored by The Wallace Foundation. The event was attended by higher education leaders from across the nation, who shared model strategies and identified priorities and actions needed to strengthen principal preparation across local contexts.

The agenda featured two interactive segments, both of which explored ways to renew principal preparation programs through collaborative action.

AASCU Seeks Applications for 2017 Christa McAuliffe Excellence in Teacher Education Award

The American Association of State Colleges and Universities (AASCU) invites applications by April 21 for the 2017 Christa McAuliffe Excellence in Teacher Education Award. Only public colleges and universities that are members of AASCU are eligible to apply for the award, which honors exemplary teacher preparation and professional development programs.

To win this award, teacher education and professional development programs must –

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