Posts Tagged ‘data’
AACTE’s enhanced online professional seminars, offered through the Quality Support Center on the FutureLearn social-learning platform, are well under way! More than 5,000 registrants signed up for the first run of our introductory assessment course, which just concluded, and the second course, Using Data to Improve Student Outcomes, opens March 20. (Please note this start date is a change from the original schedule.)
In this free 3-week course, you will discover how to apply data science to deliver better outcomes for students. Led by Linda McKee, AACTE’s senior director for quality support initiatives, you’ll learn to identify a range of data sources, analyze the data, and present your findings, then select indicators and establish actions to achieve continuous improvement.
Are you looking for assistance in preparing your programs for accreditation or state review? Or maybe you’re in need of guidance on refining your internal quality assurance system, or using performance assessments with your teacher candidates, or just making sense of all the data and other evidence you’re collecting?
AACTE is ready to help you with these and other needs. In fact, you have several options to choose from just this semester, with more being rolled out later in 2017. Whether you prefer to take a convenient online course, hire a trained consultant, or bring your colleagues together for hand-on, facilitated planning, we aim to provide the support you need.
A preliminary schedule of sessions is now available for AACTE’s regional Quality Support Workshop in Texas. From April 24 through 26, you can engage in your choice of facilitated workshop sessions, plan with your team, take part in roundtable discussions, and connect with peers at the Sheraton Fort Worth Downtown Hotel.
Whether you are an accreditation or assessment coordinator, clinical faculty member, dean or department chair, or even a state agency official, this workshop will offer you valuable resources and custom support for your quality assurance challenges. During the four 90-minute main session blocks, you’ll choose from topics covering both broad and specific aspects of performance measurement, approaches to preparing for accreditation, diversity and equity concerns, program improvement, and more.
The demographic diversity of the teachers in America’s classrooms does not reflect that of the students they are teaching. In light of this persistent gap, many teacher preparation programs have bolstered their efforts – or developed new strategies – to recruit, admit, and support teacher candidates from underrepresented groups. Several AACTE member institutions are participating in a Networked Improvement Community (NIC) to boost the number of Black and Latino men in their teacher preparation programs, for example, and many others are at work in other national efforts and local partnerships.
Earlier this month, I was interested to learn of a related research project under way at Educational Testing Service (ETS) to explore efforts to diversify the teacher pipeline. As one part of this research, ETS hopes to identify successful strategies in postsecondary educator preparation programs and to help disseminate information to others. (AACTE is partnering with ETS to help support our members using performance assessments, but this research is not related to our partnership.)
AACTE is partnering with the American Association for Employment in Education (AAEE) to increase input from educator preparation providers in the organization’s annual teacher supply and demand survey. The views expressed in this post do not necessarily reflect the views of AACTE.
The annual American Association for Employment in Education (AAEE) Educator Supply and Demand Report needs your input! If you have not already done so, please complete this year’s survey by January 27.
How do you do continuous improvement? Are you looking to make better use of data to move your program forward? Is your institution working toward accreditation or other quality assurance targets?
AACTE’s new Quality Support Workshops provide a forum for educators to address these questions and develop viable solutions with guidance from expert facilitators. These regional events were developed in response to the needs of the field and offer opportunities to share resources and build actionable strategies for program assessment, accreditation, and continuous improvement goals.
This year, AACTE will bring these workshops to three regions: Fort Worth, Texas, April 24-26; Minneapolis, Minnesota, August 10-12; and Seattle, Washington, November 9-11.
I am excited to announce AACTE’s plans to enhance the online professional seminars offered through our Quality Support Center. Thanks to a new partnership with FutureLearn, a global leader in online learning, our short courses on quality assurance topics will relaunch in 2017 with clearer presentations, better graphics, and a broader peer community.
AACTE originally developed the series of six courses in 2015 in response to your request for affordable and widely accessible training on how to use data wisely, build evidence for state and national program reviews, and address other quality concerns. Hundreds of you have already taken at least one of these courses, and your enthusiasm and valuable feedback informed our decision to ramp up the offerings. In short, we are engaging in our own continuous improvement!
AACTE is partnering with the American Association for Employment in Education (AAEE) to increase input from educator preparation providers in the organization’s annual teacher supply and demand survey.
If you haven’t already done so, could you please take 10-15 minutes to complete the 2016-17 AAEE Supply and Demand Survey? You do not need to be a member of AAEE to participate in the survey, and all respondents will receive an executive summary of the results. The survey is open through January 16.
To expand the Data Dive blog series on Ed Prep Matters, AACTE invites members to submit brief articles presenting and discussing data related to educator preparation.
Like all blog submissions, Data Dive articles should be approximately 500 words and contain news or commentary relevant to AACTE or to educator preparation generally. Please include tables, charts, or other illustrations of the data and your analysis. Advertising-related posts are not permitted, and the content – including any graphics – must not infringe on any copyright agreements or laws.
The views expressed in this article do not necessarily reflect the views of AACTE.
For future teachers, the job outlook is bright. For school hiring personnel, the challenge of finding enough qualified educators for their vacancies is daunting.
The growing mismatch between teacher supply and demand was documented strongly in a comprehensive report published by the Learning Policy Institute last month. One of the key data sources cited in the study is the American Association for Employment in Education (AAEE) “Educator Supply and Demand Report 2014-15,” which now has a new edition available—and the shortage situation has not improved.