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Study Points to Strategies for Shifting Principal Supervisor Roles

A new study of The Wallace Foundation’s Principal Supervisor Initiative (PSI) identifies successful ways for principal supervisors’ jobs to be refocused to more effectively support principals’ instructional leadership.

Typically, principal supervisors in large, urban districts are assigned to oversee too many principals, in addition to numerous district tasks, to be able to have an impact on principals’ effectiveness as educational leaders. The PSI aimed to improve this situation by addressing five core components: (a) revising supervisors’ job description to focus on instructional leadership, (b) reducing the number of principals in each supervisor’s case load, (c) developing supervisors’ capacity so support principals, (d) developing systems to identify and train new supervisors, and (e) strengthening central office structures to support and sustain these changes.

Gangone, Alliance Leader Hold Video Interview

On July 16, AACTE President/CEO Lynn M. Gangone met with Richard Long, executive director of the Learning First Alliance (LFA), for an interview about the challenges facing the teaching profession and where the field needs to go moving forward. Their conversation aired on Facebook Live and can be viewed at this link.

AACTE is a member of LFA, a partnership of leading education organizations dedicated to improving learning outcomes in America’s public schools. A recent report with contributions from LFA members, Elements of Success: 10 Million Speak on Schools That Work, outlines six elements that are vital for success in the classroom and provided the springboard for last week’s interview.

Applications Now Available for AACTE–NACCTEP Partnership

Applications are now available for the new partnership program of AACTE and the National Association of Community College Teacher Education Programs (NACCTEP). Community colleges that offer educator preparation programs are welcome to apply!

AACTE and NACCTEP launched the partnership for 2018-2019 to foster collaboration among our memberships through the common goals of advocating for, advancing, and diversifying educator preparation programs. This pilot partnership connects 4-year degree-granting institutions and community college educator preparation programs to grow and strengthen the teacher pipeline, bring diversity to the field, and advance the preparation of educators.

Engage With edTPA at Quality Support Workshop

This event is cancelled until further notice.

AACTE is excited to announce a series of sessions at the 2018 AACTE Quality Support Workshop focused on inquiry-based implementation of edTPA. This strand of sessions, facilitated by an edTPA representative and an experienced user of the assessment, is among several choices of concurrent workshops on offer August 2-4 in Columbus, Ohio.

mel-horton kellie-crawford

The three edTPA sessions will be led by Mel Horton, associate dean at Sacred Heart University (CT), along with Kellie Crawford from Evaluation Systems Group of Pearson. Part 1 is for experienced edTPA users as well as those who are new to or interested in learning about edTPA. Parts 2 and 3 build on the first session and are designed for more experienced edTPA users.

The first interactive workshop will begin with an overview of edTPA constructs as sources of candidate evidence related to equitable teaching practices within a multiple measurement assessment system. You will get to:

AACTE Convenes 2018 Washington Week, June 3-6

(June 4, 2018, Washington, D.C.) – Teacher educators and other members from colleges and schools of education across the nation are convening June 3-6 for the American Association of Colleges for Teacher Education (AACTE) 2018 Washington Week. This national advocacy event for educator preparation, themed “Your Voice Matters,” is taking place at the Renaissance Arlington Capital View Hotel in Arlington, Virginia, and on Capitol Hill.

“Washington Week is one of our premier programs, and AACTE is very proud to gather our colleagues and students from throughout the states to focus on policy and advocacy. I strongly encourage all of our members–administrators, faculty and staff—to attend and to make their voices heard,” said Dr. Lynn M. Gangone, president and CEO of AACTE. “Washington Week also showcases many of AACTE’s partnerships and highlights the importance of coalition and collaboration, particularly among education organizations here in Washington, to advocate for educator preparation at the federal and state levels.”

New Resource Aids States in Developing Principals for Inclusive Schools

A new website aims to equip state education agencies to support principals for better serving students with disabilities. AACTE is among nearly two dozen organizations convened by the Council of Chief State School Officers (CCSSO) to develop the site’s content.

The resulting online guide, Supporting Inclusive Schools for the Success of Each Child: A Guide for States on Principal Leadership, outlines eight strategies for states to embed expectations for inclusive principal leadership in policy and practice:

Engage With Technology Competencies for Teacher Educators

The views expressed in this post do not necessarily reflect the views of AACTE.

The Teacher Educator Technology Competencies (TETCs) have been finalized, thanks to feedback from many of you, and we are excited to invite you to put them to use–and to tell us about them!

The Need for Technology Competencies for Teacher Educators

Last year, we reported to you on our progress developing the TETCs, which aim to address the “digital use gap” among teacher educators and their ability to prepare PK-12 teachers to teach with technology.

Report Explores Economics of Funding Teacher Residencies

Last month, AACTE cosponsored an event organized by PREPARED TO TEACH: Sustainable Funding for Quality Teacher Preparation at Bank Street College of Education to present its new report on the economics of teacher residencies. AACTE Director of Programs and Professional Learning Amanda Lester served as a panelist at the event along with New York Deputy Commissioner for Higher Education John D’Agati and Prepared To Teach Director (and report author) Karen DeMoss.

The report, Following the Money: Exploring Residency Funding Through the Lens of Economics, dives into the realities of funding high-quality teacher preparation and calls on policy makers to understand the financial barriers candidates face.

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