Posts Tagged ‘awards’
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.
On behalf of the AACTE Committee on Innovation and Technology, I am delighted to announce the winner of the 2018 AACTE Best Practice Award for the Innovative Use of Technology: the College of Education at Oklahoma’s Northeastern State University (NSU), for its Robotics Academy of Critical Engagement (RACE) program. Representatives from NSU will receive the award on Saturday, March 3, during the Closing Keynote at the AACTE Annual Meeting in Baltimore, Maryland.
This annual award celebrates and recognizes the innovative use of educational technologies in a school, college, or department of education in ways that stretch beyond established practice to enable change in teacher education programs.
AACTE will honor Molly Baustien Siuty, assistant professor of inclusive teacher education at Portland State University (OR), with the 2018 AACTE Outstanding Dissertation Award for her study (Re)constituting Teacher Identity for Inclusion in Urban Schools: A Process of Reification and Resistance. The award will be presented at the 70th AACTE Annual Meeting Closing Keynote session, March 3 in Baltimore, Maryland.
Siuty’s dissertation investigated how teacher candidates’ learning about diversity and inclusion in their preservice preparation programs translates – or struggles to translate – into their practice as new teachers. The study uncovered important insights for bridging gaps between teacher preparation and induction.
AACTE has chosen an article by Claire Sinnema, Frauke Meyer, and Graeme Aitken of the University of Auckland (New Zealand) to receive the 2018 AACTE Outstanding Journal of Teacher Education (JTE) Article Award. The winning article, “Capturing the Complex, Situated, and Active Nature of Teaching Through Inquiry-Oriented Standards for Teaching,” was published in the January/February 2017 issue of the journal. The award will be presented at the 70th AACTE Annual Meeting Opening Keynote session, March 1 in Baltimore, Maryland.
In this article, the authors identify problems in the design and implementation of teaching standards that widen the divide between theory and practice. They propose an alternative model, dubbed Teaching for Better Learning, which attempts to account for the complex contextual features that teachers face and that significantly shape the identification of student needs and instructional practices. This model also positions both teachers and students as learners and is driven by inquiry and evidence. In this way, the authors raise critical issues that diverse stakeholders in teacher preparation – from practitioners to policy makers – must take into account to ensure more effective teaching.
AACTE’s Committee on Professional Preparation and Accountability has selected Jolanda M. Westerhof, associate vice president and director of teacher education for the American Association of State Colleges and Universities (AASCU), to receive the 2018 AACTE David G. Imig Award for Distinguished Achievement in Teacher Education. The award will be presented at the 70th AACTE Annual Meeting Opening Keynote session, March 1 in Baltimore, Maryland.
The Imig Award, named for AACTE President and CEO Emeritus David G. Imig, recognizes distinguished achievement in the formulation, implementation, or analysis of teacher education policy, or in the performance of distinguished scholarship in educator preparation.
AACTE is delighted to announce the selection of Cultivating Racial and Linguistic Diversity in Literacy Teacher Education: Teachers Like Me, by Marcelle Haddix of Syracuse University (NY), to receive the 2018 AACTE Outstanding Book Award. The award will be presented at the 70th AACTE Annual Meeting Closing Keynote session, March 3 in Baltimore, Maryland.
Reviewers praised this book for its clear and engaging writing and its well-sourced, thoughtful scholarship – as well as its timely and critical focus on diversifying the teaching workforce. The book’s copublishers, Routledge and the National Council of Teachers of English, articulate this focus in the following abstract:
Congratulations to the Rutgers University Graduate School of Education (New Brunswick, NJ) on its selection to receive the 2018 AACTE Best Practice Award in Support of Global and International Perspectives! The award will be presented March 1 at the Opening Keynote of the AACTE 70th Annual Meeting in Baltimore, Maryland.
The Rutgers Graduate School of Education (GSE) offers learning opportunities that link the local and global to connect future educators, leaders, and researchers to the reciprocal influences of local communities and global society. Teacher candidates may participate in several global opportunities, including education-study abroad programs, PK-12 mentoring, and a new linguistically diverse program, “The Conversation Tree: Community-Based Language Partnerships.”
Today, the Council of Chief State School Officers announced four teachers from New Jersey, Ohio, Washington, and the Department of Defense Education Activity (DoDEA) as finalists for the 2018 National Teacher of the Year:
Amy T. Anderson, 2018 New Jersey Teacher of the Year
A high school American Sign Language teacher at Ocean City Public Schools, Anderson received her bachelor’s degree from Indiana University and a master’s degree from Western Maryland College. Learn more
AACTE’s Diversified Teaching Workforce (DTW) Topical Action Group invites you to register for a free institute and to nominate individuals – by December 15 – for the 2018 DTW Teacher Diversity Research Award.
The second annual Diversified Teaching Workforce Institute will convene February 28, 2018, at the AACTE 70th Annual Meeting in Baltimore, MD. The institute will unite a group of national leaders at colleges and universities across the United States to spotlight and explore innovative efforts for addressing racial/ethnic teacher diversity across five key areas: recruitment and retention, teacher preparation, mentorship, induction and professional development, and advocacy.
The deadline to apply for a 2018 AACTE Best Practice Award or Professional Achievement Award has been extended to Friday, October 20. Act now to win recognition for your program or colleagues and to contribute to “Celebrating Our Professional Identity” at the 2018 Annual Meeting when the awards are given in Baltimore, Maryland!
Award winners are honored during the general sessions at the opening and closing of the conference, providing inspiring bookends to the experience with examples of outstanding achievement and best practice.