Posts Tagged ‘Annual Meeting’

Five Tips for a Successful 2019 Annual Meeting Proposal

AACTE experienced another record-setting year for its Annual Meeting in 2018, receiving an astounding 567 proposals for consideration. Given the limited number of spaces available for presentations, we were able to accept only 47% of the proposals received.

Looking to share your work at AACTE’s 2019 Annual Meeting in Louisville? Then you will want to prepare a proposal that stands out in our competitive, peer-review process. Here are five tips to keep in mind:

Radio Show Profiles Ky. Statewide Collaboration, New AACTE Leadership

Education Talk Radio host Larry Jacobs (center) shares a light moment with AACTE Board Chair Wanda Blanchett (Rutgers University, NJ) and President/CEO Lynn M. Gangone during their interview in March.

In a recent radio show recorded at AACTE’s 70th Annual Meeting, Education Talk Radio host Larry Jacobs interviewed several leaders in educator preparation about their work, including AACTE members from Kentucky as well as Board of Directors Chair Wanda Blanchett and President/CEO Lynn M. Gangone.

The first interview of the show focused on work in Kentucky to use technology and create a statewide system for sharing teacher preparation program data and accountability (as presented in a session elsewhere in the conference). The following guests joined the interview:

Radio Interviews Spotlight ‘Nevada Leads,’ Advocacy, Innovation in Teacher Prep

AACTE members Melissa Burnham and Jafeth Sanchez of the University of Nevada Reno were featured guests on a recent Education Talk Radio show, discussing the “Nevada Leads” principal preparation initiative with their district partner Salwa Jafi. Other guests included AACTE’s Deborah Koolbeck, highlighting current advocacy work in Washington, and Interim Dean Vanessa Anton and Interim Provost Deb Landry of Northeastern State University (OK), who described their award-winning Robotics Academy of Critical Engagement (RACE) program.

The interviews took place in person with host Larry Jacobs at the AACTE 70th Annual Meeting in Baltimore, Maryland, last month.

Diversifying the Teaching Workforce: An Observer’s Reflections

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Panelists from the AACTE Holmes Program speak during the March 1 Deeper Dive session.

As an AACTE intern this semester, I was given the opportunity to be a part of the 70th Annual Meeting in Baltimore, Maryland, including attending several sessions in between my other staff assignments. One of the events I enjoyed attending addressed the challenge that education systems face with the lack of minority teachers, especially Black and Hispanic/Latino men, in today’s diverse classrooms.

Being a college student who is both Hispanic and Black, I found this topic intriguing and the discussion valuable as members of the AACTE Black & Hispanic/Latino Male Teachers Initiative Networked Improvement Community (NIC) and students in the AACTE Holmes Program interacted with each other and with the audience.

Scholars Articulate Strategies for Disrupting Inequity Through Teacher Prep

Although violence and hate permeate our society, there is reason for hope: It is an amazing time to be in education. We are in a profession that has more to do with what we might do to change this society than any other profession. So how do we reframe the way we work with young people to make a better world?

These words were part of Deborah Loewenberg Ball’s introduction of a March 2 Deeper Dive session at the 70th AACTE Annual Meeting, organized by TeachingWorks under the theme “Outrage to Action: Disrupting Inequity Through Teacher Education.” Ball, of the University of Michigan, invited the audience to combat today’s fragmented society by intentionally building more connections, including with the “invisible” people who play supporting roles in our lives.

Panelists Tout Promise of Strong Clinical Practice

Clinical Practice Imperative Deeper Dive presenters Michael Alfano, Rene Roselle, Jennifer Robinson, Laurie Henry, Valeisha Ellis, and Christine Slattery

A Deeper Dive session at the AACTE 70th Annual Meeting emphasized the criticality of incorporating clinical practice in educator preparation, drawing on the recent report of the AACTE Clinical Practice Commission (CPC). Commissioner Michael Alfano of Sacred Heart University (CT) moderated “The Clinical Practice Imperative: A Pivot Toward Clinical Practice, Its Lexicon, and the Renewal of Educator Preparation where a panel of experts discussed the CPC’s paper and its 10 proclamations for effective clinical preparation, the impact of clinical practice within the profession, and future plans to advance the work.

Action, Mentoring, Dialogue Keys to Advancing Diversity in Education Programs

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

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Facilitators Candace Burns, William Paterson University, and Dana Dunwoody, Boston University, address Holmes students (seated, L-R) Yanfang Wang, SUNY Oswego; Aylie Moya, University of Texas Rio Grande Valley; and Alex Caston, University of Nevada, Las Vegas; standing (L-R) are NIC leaders Ernest Black, California State University, Fullerton, team; Nanette Missaghi, University of St. Thomas team; and Michael Dennehy, Boston University team

During the 2018 AACTE Annual Meeting, a Deeper Dive session pursued insights into effective strategies for improving the recruitment and retention of teachers of color. In this interactive session, “Promising Practice and Lessons Learned: Pathways for Recruiting, Retaining, and Supporting a Diverse Educator Workforce,” discussants included members of the AACTE Holmes Program joined by representatives from the AACTE Black & Hispanic/Latino Male Teachers Initiative Networked Improvement Community (NIC).

Radio Interviews Probe Quality Assurance, Advocacy, Online Learning

Education Talk Radio host Larry Jacobs traveled to the AACTE 70th Annual Meeting earlier this month to capture voices from the field in a series of in-person interviews with AACTE members and volunteer leaders. The recorded discussions later aired in three segments on Jacobs’ radio show, the first of which is highlighted below (subsequent articles will feature the other segments).

In the first interview, two members of AACTE’s Committee on Professional Preparation and Accountability – Jacob Easley of Eastern Connecticut State University and Deb Rickey of Grand Canyon University (AZ) – discussed the committee’s work to assist teacher educators with quality assurance and program improvement. Having just facilitated a preconference workshop on the topic, Easley and Rickey explained what quality assurance means for colleges of education and what the key challenges are.

Holmes Highlights From AACTE 70th Annual Meeting

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The annual Holmes Program gathering at AACTE’s Annual Meeting was held in Baltimore, Maryland, from February 28 to March 2. To date, this was the largest assembly we’ve had from the program, with students from over 47 universities and institutions in attendance as well as faculty, coordinators, and program alumni. The theme for the conference was “Celebrating Our Professional Identity,” and the subtheme for our preconference event was “I Too Am Holmes.”

A wide variety of sessions was available for Holmes Cadets, Honors, Master’s, and Scholars. Students were able to share their research through poster sessions, roundtable discussions, and paper presentations. Breakout sessions covered topics such as Effective Strategies to Recruit and Retain Minority Preservice Teachers, Beginning the Doctoral Journey, Navigating Dissertation, and Navigating Untenured Faculty Positions, to name a few. Members also had the opportunity to network, collaborate, and share their experience of being part of this dynamic community called HOLMES.

A Retrospective Look at edTPA Implementation: 5 Years of Policy and Practice

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

The Stanford Center for Assessment, Learning, and Equity (SCALE) partnered with AACTE to invite practitioners and administrators from PK-12 schools and educator preparation programs (EPPs) to provide a retrospective look at the influence of edTPA since consequential use began in fall 2013. The panel participants presented their views of the benefits and challenges of educative edTPA implementation in different policy contexts; how actionable evidence from edTPA has informed their programs, teaching, and scholarship; and connections across the full continuum of professional learning and development for teachers. The March 2 panel at the 2018 AACTE Annual Meeting in Baltimore featured two new teachers who have completed edTPA over the past 5 years, a PK-12 administrator, EPP and state leaders, and two faculty scholars.

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