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AACTE Celebrates Teacher Data Literacy Week, April 29 – May 3


AACTE joins the Data Quality Campaign (DQC) in celebrating Teacher Data Literacy Week, April 29 – May 3. The initiative is to elevate the importance of teacher data literacy, including why it is critical to ensure students and states meet their education and workforce goals, and the different actors who are involved in making it possible.

DQC will co-host with the National Parent Teacher Association and Teach Plus a Twitter chat using #TDLMatters at 3:00pm EDT on Thursday, May 2. The discussion will address the many barriers teachers face to being data literate, what teacher data literacy looks like in action, and what policymakers can do to support teacher data literacy.

For more information about Teacher Data Literacy Week, https://dataqualitycampaign.org/topic/strong-teachers-and-leaders/.

AACTE Celebrates Public Schools Week, March 25-29


AACTE joins its fellow members of the Learning First Alliance (LFA) in celebrating Public Schools Week, March 25-29. The initiative is supported by national education groups representing teachers, principals, superintendents, parents and school board members to honor the achievements our public schools are making and the significant contributions public school educators and education advocates bring every day to public schools and their communities.

LFA members are hosting the second annual Public Schools Week on Capitol Hill in Washington and in communities large and small across the U.S. During Public Schools Week, groups representing LFA are inviting community members, lawmakers, parents and others into schools to see firsthand the wide array of programs and policies available to students that will showcase excellence in teaching and learning.

New paper addresses professionalization of teacher education


Jacob Easley II, dean of the Graduate School of Education at Touro College, recently authored A Way Forward Toward Professionalizing Teacher Education: A Response to the AASCU Teacher Education Task Force Survey, a commentary published in the Educational Renaissance journal. In the paper, Easley reviews the recommendations resulting from the 2016 American Association of State Colleges and Universities (AASCU) Teacher Education Task Force survey. The survey was completed by member presidents, provosts, and their deans of education at public institutions of higher learning to better understand the state of the profession.

The results from the national AASCU survey yielded six recommendations for quality teacher education programs. Of the six, Easley categorizes the first four are as similar to the standards that inform national accreditation by the Council for the Accreditation of Educator Preparation (CAEP):

  1. Bolster clinical experiences
  2. Ensure strong university-school partnerships
  3. Step up recruitment into preparation programs
  4. Build agreements with community colleges

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