Posts Tagged ‘accreditation’

Lynn M. Gangone and Renee A. Middleton advocate for education preparation in recent Ed Week articles

These letters to the editor, Don’t Blame Admissions Standards and Ed. Colleges Provide Value first appeared in Education Week on November 13, 2018. Reprinted with permission from the authors.

Don’t Blame Admissions Standards

To the Editor:

Marc Tucker has helped us better understand education systems around the world. Unfortunately, in his recent opinion blog post ("Teachers Colleges: The Weakest Link," November 1, 2018), he demonstrates less understanding of America’s teacher-preparation programs than he has about programs abroad.

AACTE Announces 2018-19 State Chapter Award Recipients

AACTE has awarded five state chapters the 2018-19 AACTE State Chapter Support Grant. The recipients are as follows:

  • Arizona
  • Colorado
  • Indiana
  • Iowa
  • New Jersey

Each year, AACTE and the Advisory Council of State Representatives (ACSR) Executive Committee select recipients of the State Chapter Support Grants to help strengthen the capacity of the chapters on various levels, including advocacy and statewide collaboration to meet key challenges, as well as strengthen AACTE’s relationship with state chapters. 

Share Your Feedback on Draft Standards and Competencies for Early Childhood Educators

The National Association for the Education of Young Children (NAEYC) has released the first public draft of its position statement on “Professional Standards and Competencies for Early Childhood Educators.” Feedback from AACTE members—schools, colleges, and departments of education that house many early childhood degree programs—about the content and clarity of the statement is critical! We encourage you to provide feedback through this survey.

This statement is a revision of the 2009 position statement on “NAEYC Standards for Early Childhood Professional Preparation,” which is a cornerstone of the early childhood profession. It serves as the standards for NAEYC’s higher education accreditation system, as well as the standards for the NAEYC SPA recognition system through the Council for Accreditation of Educator Preparation (CAEP). It also influences states’ early childhood competencies and professional development systems and informs the program content and design of most early childhood degree programs (preparing an early childhood workforce that serves young children, birth through age eight).

In Memoriam: Frank B. Murray

Our educator preparation community lost one of its strongest advocates for teacher quality on Friday, September 14, when Frank B. Murray passed away after a sudden illness. He was 79.

Frank played a vital role in advancing national accreditation in educator preparation. He was the founding president of the Teacher Education Accreditation Council (TEAC) and served as chair of its board of directors and for the Council for the Accreditation of Educator Preparation (CAEP). He also worked closely with AACTE as editor of The Teacher Educator’s Handbook and a leader of the Holmes Partnership. He served in various capacities on the editorial boards of several journals in developmental and educational psychology and was a fellow in the American Psychological Association, the American Psychological Society, and the American Educational Research Association.

What I Valued at AACTE’s Quality Support Workshop

This event is cancelled until further notice.

When I decided to attend the AACTE Quality Support Workshop last summer, I was a faculty member and assessment coordinator in a college of education. Armed with an already solid understanding of the principles and practices of assessment, I was not sure how much I would get out of attending the workshop, but as the sole representative from my institution, I registered anyway and made the trip to Minnesota. Over the next 3 days, my expectations were shattered, in a very good way!

The workshop was well organized and provided the opportunity to learn from engaging plenary session speakers and included multiple sessions covering a variety of topics related to assessment and accreditation. There was time and planned activities that allowed for ample opportunity to engage in dialogue and collaborate with others who share similar responsibilities at their institutions. It was through these opportunities that I found like-minded people who were tackling the same kind of work for educator preparation providers (EPPs) around the country.

Respond by 6/29 to Survey on Evidence for Tech Integration

The authors are members and leaders of the AACTE topical action group called “All Things Accreditation.” The views expressed in this post do not necessarily reflect the views of AACTE.

Members of the All Things Accreditation Topical Action Group (TAG) spent the spring term this year designing and validating a survey that aims to help us better understand how the field is measuring technology integration in teacher education programs and what evidence colleges are using for technology expectations such as those of the Council for the Accreditation of Educator Preparation (CAEP). We invite you to participate in the survey at this link by June 29.

TAG Session Explores Fairness, Evidence in EPP Accreditation

The authors are members and leaders of the AACTE topical action group called “All Things Accreditation.” The views expressed in this post do not necessarily reflect the views of AACTE.

At the most recent AACTE Annual Meeting, we hosted a session on behalf of the All Things Accreditation Topical Action Group (TAG) to explore the expectations of Standard 4 of the Council for the Accreditation of Educator Preparation (CAEP). The session, “A Courageous Conversation About Fairness, Justice, and Accountability in EPP Assessment and Impact on P-12 Student Learning,” aimed to evaluate current practices specific to CAEP Standard 4 as well as the merit of using standardized or criterion-referenced state tests designed to evaluate PK-12 student learning as a metric to judge the viability of educator preparation providers (EPPs). We discussed complications around value-added measures (VAM) and the fairness of judging EPPs by their graduates’ impact on student learning.

New Features Coming to AACTE Quality Support Workshop

Do you ever find that you have to leave your office to make progress on important work? At your desk, the urgent can often crowd out the important so that, at the end of the day, you know you were incredibly busy but can’t say that you made progress on any of your real priorities. Leaving the office can be a great way to set aside the day-to-day tumult and really focus.

When you need to tackle the important work of measuring, improving, and assuring the quality of your educator preparation programs, AACTE is ready to help. The 2018 Quality Support Workshop, August 2–4 in Columbus, Ohio, will help you make rapid progress on your quality assurance plan.

Early Bird Pricing Ends May 11 for Quality Support Workshop

Is establishing or revisiting your quality assurance plan one of those “important but not urgent” tasks that you can’t seem to get around to tackling? Do you need advice to ensure that your plan is robust and can point the way to improved outcomes for your graduates? AACTE is here to help! Join us for the 2018 Quality Support Workshop, August 2-4 in Columbus, Ohio.

Building on two successful workshops held in 2017, this year’s event will provide a focused opportunity for you to design or refine an action plan for assuring and improving the quality of your program. And not just conceptually either—you will actually work on your own quality assurance plan!

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