Posts Tagged ‘assessment’
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.
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.
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:
Member Voices: Insights From AACTE Workshop Inform Use of edTPA for Developing Equitable Teaching Practice
The views expressed in this post do not necessarily reflect the views of AACTE.
At the College of Education at Minnesota State University, Mankato (MNSU), our strategic vision is to inspire lifelong learning and professional engagement through racial consciousness, social justice, and inclusion within a global context. Our collective energy as a faculty is spent engaging in conversations, professional development, and research to ensure that our instructional approaches foster cultural proficiency in our teacher candidates.
To enhance that collective learning, several MNSU faculty attended the “edTPA and Equity” strand during the August AACTE Quality Support Workshop held in Minneapolis. The sessions, facilitated by teams of local teacher educators and national experts, examined how edTPA constructs address equitable teaching and learning practices and considered how candidates can engage in the assessment as a reflective opportunity to learn about equitable teaching practices.
Have you read the September/October 2017 issue of the Journal of Teacher Education (JTE) yet? It is now available online and hitting desks around the country. See what Volume 68 Number 4 has to offer!
- In this month’s editorial, “How Teacher Education Can Elevate Teacher Quality: Evidence From Research,” members of the JTE editorial team at Michigan State University highlight the issue’s four articles. Robert E. Floden, Gail Richmond, Corey Drake, and Emery Petchauer note the papers’ findings and the significance of their topics to various stakeholders in teacher preparation.
Next month, AACTE’s Quality Support Workshop in Minneapolis will help participants take their programs and practices to the next level with 2 days of hands-on, expert-facilitated sessions. Attendees will interact with leaders from educator preparation programs (EPPs) as well as with researchers, program administrators, and other professionals who will be on hand to guide their progress at the Hyatt Regency Minneapolis, August 10-12.
Participants can work on assessment data, quality assurance plans, standards and evidence for accreditation, and much more in their choice of over two dozen sessions led by these facilitators:
This report highlights the use of an AACTE State Chapter Support Grant by the North Dakota Association of Colleges for Teacher Education. July 28 is the deadline to apply for this year’s grants. The views expressed in this post do not necessarily reflect the views of AACTE.
With assistance from an AACTE State Chapter Support Grant, the North Dakota Association of Colleges for Teacher Education (NDACTE) recently completed collaborative work on a statewide student teacher observation tool (STOT). This tool is the fourth common assessment developed in a major effort to improve the quality of teacher preparation through implementation of a statewide preservice and first-year teacher performance assessment system across public, private, and tribal programs.
Thanks to several brand-new sessions and revamped activities throughout the original program, next month’s regional AACTE Quality Support Workshop will deliver an even more robust program than its popular predecessor. During the event August 10-12 in Minneapolis, Minnesota, participants will choose from two dozen expert-facilitated workshops offered in seven time blocks – with topics such as interpreting candidate assessment data, mapping curricula to competency indicators, preparing evidence for an accreditation visit, recruiting and supporting more diverse candidates, and others.
Many of the sessions from last spring’s southern regional workshop, held in Fort Worth, Texas, will run again in Minneapolis with few changes. Others are bringing in new facilitators or making adjustments to reflect feedback from attendees (the organizers do try to practice what they preach about using data for improvement!).
Do you have a comprehensive quality assurance system in your school, college, or department of education?
How do you know whether the assessments you use are valid and reliable?
This report highlights the use of an AACTE State Chapter Support Grant by the Ohio Association of Colleges for Teacher Education (OACTE). The views expressed in this post do not necessarily reflect the views of AACTE.
Educator preparation providers (EPPs) in Ohio have a longstanding history of collaboration. The 51 public and private institutions embrace the philosophy of the “wisdom of crowds,” that is, the power of decisions made by groups through collective sharing of information and resources (see this 2005 book by James Surowiecki). One of our ongoing collaborative efforts is the “VARI-EPP” (Valid and Reliable Instruments for Educator Preparation Programs) project, which aims to develop assessment instruments for use by any EPP in the nation to empower them with valid, reliable, and comparable data that may be used for program improvement. These types of instruments also address the Council for the Accreditation of Educator Preparation (CAEP) call for accreditation evidence collected from instruments that have been analyzed for validity and reliability.