Posts Tagged ‘Innovation Exchange’
Since 2014, AACTE has featured the innovative work of several member institutions, including Ohio University in 2016, in its Research-to-Practice Spotlight Series highlighting clinical teacher preparation and partnerships. The video interviews in this series provide advice and examples for other schools of education looking to adopt a more clinically based model to advance high-quality learning. A commitment to high-quality learning is a core value of AACTE, both on members’ campuses and in PK-12 classrooms.
Teacher candidates, like everyone else, learn best when they take an active rather than passive role in their education, and clinical preparation empowers them to engage actively. In addition to building candidates’ professional skills and pedagogical content knowledge, many clinical experiences fully embed interns in the host school’s community and cocurricular activities. This practice helps develop confident, engaged teachers who are skilled advocates for effective teaching and learning in their communities.
The author is a member of AACTE’s Clinical Practice Commission. The views expressed in this post do not necessarily reflect the views of AACTE.
During the recent accreditation visit on my campus, my colleagues and I encountered the comprehensiveness of the new Council for the Accreditation of Educator Preparation (CAEP) standards and how difficult it is to reach those standards entirely, especially in a state that does not share PK-12 data of students and graduates. In one area, however, we thrived: Standard 2, which focuses on clinical partnerships and practice.
On July 27, AACTE will host the final installment of a four-part webinar series highlighting the experiences and findings of each of the 10 institutions in the AACTE Black and Hispanic/Latino Male Teachers Initiative Networked Improvement Community (NIC). The webinar, “Diversifying the Teacher Pipeline at CSU-Fullerton and Northeastern Illinois University: Lessons From AACTE’s NIC,” will be held on Thursday, July 27, 2:00-3:00 p.m. EDT.
In this webinar, presenters from California State University, Fullerton, and Northeastern Illinois University will discuss the how their teams applied improvement science in the context of the NIC, as well as at their own institutions. The discussion will feature specific initiatives and strategies developed by both institutions’ teams and will demonstrate how NIC-developed approaches can be adapted locally to advance a common goal – in this case, to increase the percentage of Black and Hispanic/Latino men receiving initial teaching certification through educator preparation programs.
Two final videos are available this week on AACTE’s Research-to-Practice Spotlight Series highlighting the St. John’s University (NY) School of Education clinical preparation program known as RISE. These videos focus on building successful collaborations among professors, future teachers, and schools, and on important themes such as flexibility, humility, and remembering the “bottom line” goal of helping children learn.
Two new videos are available this week on AACTE’s Research-to-Practice Spotlight Series highlighting the St. John’s University (NY) School of Education clinical preparation program known as RISE, or the Residential Internship for St. John’s Educators. This week’s video interviews present faculty and administrators discussing various challenges they’ve had to overcome in setting up and sustaining the RISE Program – and why the results are worth the effort.
The School of Education at St. John’s University (SJU) and its Residential Internship for St. John’s Educators (RISE) have hit a stride with their clinical partnerships to prepare new teachers – but it wasn’t always easy. To get to this point, all parties have worked to overcome hurdles and cultivate strong relationships that set them up for successful navigation of future bumps in the road.
Two new videos are available this week on AACTE’s Research-to-Practice Spotlight Series highlighting the St. John’s University (NY) School of Education clinical preparation program known as RISE. This week’s videos discuss the benefits of having an extra teacher in the classroom and of the methods class taught by SJU professors in the partner schools.
Two new videos are available this week in AACTE’s Research-to-Practice Spotlight Series highlighting the St. John’s University (NY) School of Education clinical preparation program known as RISE. This week’s videos show how the experience teacher candidates have in the classroom contributes to their teaching style and to their readiness to teach after completing their 1-year internships. See this introduction to the series for more information about RISE.
The School of Education at St. John’s University (SJU) and its Residential Internship for St. John’s Educators (RISE) in partnership with Queens school districts develop high-quality teachers by exposing candidates intensively to classrooms during their collegiate career. SJU students develop their teaching style and voice and enter the profession feeling confident and prepared, thanks to their residential internship experiences and prolonged mentorship by veteran teachers.
I am thrilled to introduce the St. John’s University (NY) School of Education as the next featured institution in the AACTE Research-to-Practice Spotlight series. In this latest focus on exemplary models of clinical practice, we highlight the work of the Residential Internship for St. John’s Educators (RISE) program in Queens, New York. This partnership with surrounding school districts aims to develop the very best teachers for local classrooms, a mission to which both the university and the school district are committed.
The first video in the series is now posted in the Innovation Exchange, introducing the RISE program’s yearlong internships and focusing on the importance of relationship-building and a shared professional community. Over the next few weeks, we’ll be publishing additional videos and blog summaries to highlight what AACTE staff learned during our visit to the St. John’s campus and partner sites.
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.
A major forum at last month’s AACTE Annual Meeting highlighted actions under way to diversify the teaching workforce and advance social justice at universities across the country. Titled “Meeting the Needs of All Learners: Advancing Social Justice and Diversity in Teacher Preparation,” the forum featured panelists from four Association initiatives working toward these objectives: the AACTE Black and Hispanic/Latino Male Teacher Initiative Networked Improvement Community (NIC), the Diversified Teaching Workforce: Recruitment and Retention AACTE Topical Action Group, the AACTE Holmes Program, and the AACTE Committee on Global Diversity.
The forum was moderated by Sharon Leathers of William Paterson University (NJ) and included the following panelists, each of whom is a member of one or more of the four initiatives: Lora Bailey of New Mexico Highlands University, Traci Baxley of Florida Atlantic University, Jacob Easley of Eastern Connecticut University, Conra Gist of the University of Arkansas, Fayetteville, and Reyes Quezada of the University of San Diego (CA).