Posts Tagged ‘assessment’

    What I Valued at AACTE’s Quality Support Workshop

    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.

    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!

    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.

    SCALE, UNC System Showcase Use of edTPA Rubrics in Induction Coaching

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

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    bryan-zugelder

    The Stanford Center for Assessment, Learning, and Equity (SCALE) partnered with the University of North Carolina (UNC) System to present at the 2018 AACTE Annual Meeting in Baltimore a unique model of using edTPA rubric constructs. The team showcased how edTPA’s critical dimensions of teaching (planning, instruction, and assessment) apply to the instructional coaching of novice teachers during teacher induction, with a trajectory for growth through teacher leadership and beyond. The March 1 presentation included a brief overview of the professional growth plan used in preservice preparation and how it can be used after teacher candidates graduate.

    Workshop: Questioning of Practice Key to Quality Assurance

    The author presents at the AACTE preconference workshop on quality assurance in Baltimore, Maryland.

    The AACTE Committee on Professional Preparation and Accountability (CPPA) is charged with providing leadership in the development of professional consensus on standards, assessment, and practice in educator preparation. Our work is most effective when it is driven by the AACTE membership. The 70th Annual Meeting preconference workshop conducted by CPPA, “Quality Assurance: Moving Beyond Data Collection Towards Assuring Quality,” reinforced the collective wisdom of our profession and the level of care we put into our programs, candidates, and clinical partners.

    Those in attendance at the February 28 session repeatedly raised the need for leadership at educator preparation institutions to foster a collaborative culture that constantly questions our practice. We all recognized that there is a delicate balance between the critique of our work and assuring that we are celebrating and advancing those parts of our systems that are working well. The tension most outstanding in our conversations was that of turnover of leadership or faculty in institutions. These observations led to thoughtful discussion by those in attendance to assist colleagues in planning quality assurance processes with an emphasis on program goals and outcomes and how we all could use those goals and outcomes specific to our institutions to keep drawing our faculty, candidates, and clinical partners back to our established priorities and purpose.

    Stacy Duffield of North Dakota State Chosen for 2018 Pomeroy Award

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    AACTE’s Committee on Professional Preparation and Accountability has selected Stacy K. Duffield, professor in the College of Human Development and Education at North Dakota State University, to receive the 2018 AACTE Edward C. Pomeroy Award for Outstanding Contributions to Teacher Education. The award will be presented at the 70th AACTE Annual Meeting Closing Keynote session, March 3 in Baltimore, Maryland.

    The Pomeroy Award, named for longtime AACTE Executive Director Edward C. Pomeroy, is one of the Association’s highest honors, recognizing distinguished service either to the educator preparation community or to the development and promotion of outstanding practices in educator preparation at the collegiate, state, or national level. Duffield stands out in all of these categories.

    Learn to Develop a Quality Assurance System at #AACTE18 Preconference Workshop

    How do you know your graduates are any good?

    What should an institutional assessment system include – and what should it not?

    How do you establish faculty buy-in for quality assurance?

    These aren’t rhetorical questions, or even cruel riddles! They are real questions to be answered at a half-day preconference workshop on quality assurance, to be held Wednesday, February 28, 8:00 a.m. – 12:00 p.m., in conjunction with the AACTE 70th Annual Meeting in Baltimore, Maryland.

    JTE Author Investigates Predictive Validity of CAEP Standard 3.2

    Have you seen the JTE Insider blog managed by the Journal of Teacher Education (JTE) editorial team? Check out the following interview with the author of a recent article. This blog is available to the public, and AACTE members have free access to the articles themselves in the full JTE archives online—just log in with your AACTE profile here.

    This interview features insights from the article "Predictive Validity and Impact of CAEP Standard 3.2: Results From One Master’s-Level Teacher Preparation Program," written by Carla Evans of the University of New Hampshire. The article, which appears in the September/October issue of JTE, is summarized in the following abstract:

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