AACTE is committed to high-quality educator preparation and works continually to assist member institutions in understanding what is necessary to engage in quality assurance processes. A recent decision by the AACTE Board of Directors, described in this blog by AACTE Board Chair Renée A. Middleton, reaffirms the importance of a unified national accreditation system that assures our nation’s teacher candidates are of the highest caliber, and clarifies AACTE’s role in the quality assurance environment. The Board and the AACTE national office team are dedicated to listening to and serving our members, and Dean Middleton’s blog reflects that commitment to member value.
One of the primary roles of educators is to prepare learners to become engaged citizens in a 21st-century democratic society. Today’s educators enter highly diverse schools that reflect the breadth of our nation, and AACTE members are committed to ensuring that their candidates are ready and able to be successful with all of their students. National accreditation requires educator preparation providers to address profession-wide standards of excellence and supplies metrics that support high quality by promoting programmatic reflection and continuous improvement. AACTE members embrace accountability measures that demonstrate their programs’ effectiveness and contribute to program improvement.
A member of the North Carolina A&T State University team shares its work during the May event at Morgan State University.
Abiodun Fasoro of Central State University discusses his campus’ minority male STEM program during the Verizon Innovative Learning Showcase.
Last month, I had the privilege of participating in the Building a Networked Improvement Community Around Engaging Minority Males in STEM Workshop at Morgan State University. The workshop focused on advancing the work of the Early STEM Engagement for Minority Males (eSEM) Initiative, a network of 16 minority-serving institutions (MSIs).
Led by Morgan State and in partnership with Verizon Innovative Learning Programs, SRI Education, the National CARES Mentoring Network, and local school districts, eSEM is a growing collaborative seeking to address STEM achievement challenges and improve outcomes for middle school minority male students through the development of a Networked Improvement Community (NIC). The initiative is supported through grants from the National Science Foundation and includes the following universities:
Are you a new dean or department chair – or simply looking to advance your career as an academic administrator? Get off to a strong start with AACTE’s Leadership Academy this June in Providence, Rhode Island.
The annual Leadership Academy, a popular professional development event for new administrators, has been reimagined for 2017 to provide even more of what you need. Our experienced faculty will guide your learning and provide beneficial information and strategies around allocating resources, managing conflict, and promoting your programs and institutions. To learn more about this year’s content, be sure to visit the detailed 2017 Leadership Academy schedule online.
On the last day of the 69th AACTE Annual Meeting in Tampa, Florida, the AACTE Clinical Practice Commission (CPC) held a major forum to unveil and discuss the 10 “Essential Proclamations and Tenets for Highly Effective Clinical Educator Preparation” identified in the CPC’s work. These proclamations and tenets, which undergird a forthcoming white paper, were released during the forum as part of a draft executive summary of the paper.
The event started with a panel presentation and discussion moderated by CPC member Jennifer Robinson, executive director of the Center of Pedagogy and associate professor at Montclair State University (NJ). Panelists included Michael Alfano, Central Connecticut State University; Diane Fogarty, Loyola Marymount University (CA); John Henning, Monmouth University (NJ); Rene Roselle, University of Connecticut; Jennifer Roth, Poudre School District (Fort Collins, CO); and Christine Smith, University at Albany, State University of New York.
In conjunction with the 69th Annual Meeting, AACTE hosted a daylong workshop March 1 titled “Strengthening Leadership Through Communities of Professional Learning Educational Leadership Preconference,” sponsored by The Wallace Foundation. The event was attended by higher education leaders from across the nation, who shared model strategies and identified priorities and actions needed to strengthen principal preparation across local contexts.
The agenda featured two interactive segments, both of which explored ways to renew principal preparation programs through collaborative action.
As you plan conferences, retreats, and other meetings of AACTE state chapters, please keep in mind that AACTE staff are available to serve as speakers and presenters on a wide array of topics. Just complete a simple form on our website to request the content you need.
To align with AACTE’s latest initiatives and programs, we recently updated the request form to include the following session topics:
Is your educator preparation program doing enough to equip students to manage their finances when they enter the workforce? Money concerns often influence students’ career choices as well as whether a new employee will stay in the profession. As the country grapples with ongoing teacher shortages and declining teacher preparation enrollments, an important part of the solution is helping prospective educators address the particular financial challenges they’ll face.
To assist programs in meeting this goal, AACTE is partnering with The Horace Mann Companies on a series of webinars for teacher educators. The first webinar, “New Educator Financial Wellness: Challenges and Solutions,” will be held Thursday, December 8, at 11:00 a.m. EST.
On October 28-30, we had the privilege of taking part in the National Convening on Success in Teacher Education at Minority-Serving Institutions (MSIs), held at the University of Pennsylvania. Hosted by the Penn Center for Minority Serving Institutions, the convening was focused around the release of the Center’s new report, A Rich Source for Teachers of Color and Learning: Minority Serving Institutions.
MSIs, which include Hispanic-serving institutions, tribal colleges and universities, historically Black colleges and universities, and Asian American and Native American/Pacific Islander-serving institutions, educate 20% of college and university students, many of whom are low-income and first-generation college students as well as students of color. Because of their focus and scope, MSIs play a key role in teacher preparation and efforts to diversify the nation’s teaching workforce.
In a new report issued August 10, the National Commission on Teaching and America’s Future (NCTAF) calls for reorganizing schools to better cultivate deep learning for all students. The report, What Matters Now: A New Compact for Teaching and Learning, lays out an ambitious vision for educator-driven improvements buttressed by a coordinated system of policy and community supports.
AACTE is excited to announce a call for new submissions to the Innovations Inventory! Online submissions will be accepted now through September 23.
The Innovations Inventory is an online repository of successful programs and initiatives that are improving educator preparation at AACTE member institutions. By documenting successful innovations, the inventory aims to inspire and support advances in educator preparation based on proven approaches that will benefit the field broadly. Members and their PK-12 partners are invited to submit examples of unique or new approaches to educator preparation programs or initiatives that address critical issues in educator preparation and show evidence of positive impact.
In this year’s call for submissions, we are pleased to offer two pathways through which faculty and partners can share their innovative programs: