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    Clinical Practice Builds Profession-Ready Candidates, Engaged Community

    Five new videos are available this week in AACTE’s Research-to-Practice Spotlight Series highlighting clinical preparation and partnerships of the Butler University (IN) College of Education. In these final videos of the series, Butler faculty, students, and partners reflect on the network of relationships that support their work, the contributions of community businesses and mentors, the benefits gained by mentor teachers, and the profession-readiness of Butler graduates.


    The clinical practice programs of Butler University’s College of Education leverage connections among several partners to support their common vision. Both the college and its PK-12 partners extol the benefits of their symbiotic relationship.

    Butler Partnerships Open Doors, Renew Practice

    Five new videos are available this week in AACTE’s Research-to-Practice Spotlight Series highlighting clinical preparation and partnerships of the Butler University (IN) College of Education. In the latest videos, educators discuss how their partnerships provide growth opportunities for all involved, thanks to a shared vision and sense of ownership supported by intentional communications.


    Butler University Featured in Clinical Practice Spotlight Videos

    AACTE is pleased to introduce a new feature in the Research-to-Practice Spotlight Series focused on the clinical practice and partnerships of the Butler University (IN) College of Education.

    Butler University offers clinical experiences for teacher candidates through a variety of partner sites within the Indianapolis Public School (IPS) system as well as district partnerships with Pike, Lawrence, and Washington Townships. The IPS-Butler partnership contains three laboratory schools: IPS/Butler Lab School 60, IPS/Butler Lab School 55 (to open in fall 2018), and Shortridge High School: An IB World School. Butler also leverages community/business partnerships to further early childhood programs, such as the PNC Bank partnership and the “Grow Up Great” program. The IPS/Butler Lab School 60, for example, was awarded a second $150,000 grant over several years to continue funding the early childhood programs implemented from a previous grant.

    Action, Mentoring, Dialogue Keys to Advancing Diversity in Education Programs

    The views expressed in this post do not necessarily reflect the views of AACTE.

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    Facilitators Candace Burns, William Paterson University, and Dana Dunwoody, Boston University, address Holmes students (seated, L-R) Yanfang Wang, SUNY Oswego; Aylie Moya, University of Texas Rio Grande Valley; and Alex Caston, University of Nevada, Las Vegas; standing (L-R) are NIC leaders Ernest Black, California State University, Fullerton, team; Nanette Missaghi, University of St. Thomas team; and Michael Dennehy, Boston University team

    During the 2018 AACTE Annual Meeting, a Deeper Dive session pursued insights into effective strategies for improving the recruitment and retention of teachers of color. In this interactive session, “Promising Practice and Lessons Learned: Pathways for Recruiting, Retaining, and Supporting a Diverse Educator Workforce,” discussants included members of the AACTE Holmes Program joined by representatives from the AACTE Black & Hispanic/Latino Male Teachers Initiative Networked Improvement Community (NIC).

    Culture of Continuous Improvement Supports Candidates at UNLV

    Two new videos are available this week in AACTE’s Research-to-Practice Spotlight Series highlighting clinical preparation and partnerships of the University of Nevada, Las Vegas (UNLV) College of Education. The latest videos focus on the culture of continuous improvement and the program elements that set graduates up for success in the field.

    thumbnail of preparing unlv grads for success video thumbnail of culture of continuous improvement video

    The educator preparation programs at the University of Nevada, Las Vegas (UNLV), set candidates up for success through a variety of supports and forward-looking practices.

    Clinical Partners Overcome Obstacles, Aspire to Future Successes

    Three new videos are available this week in AACTE’s Research-to-Practice Spotlight Series highlighting clinical preparation and partnerships of the University of Nevada, Las Vegas (UNLV) College of Education. The latest videos focus on the importance of building clinical partnerships around “natural connections” with the community, the key challenges to keep programs going, and aspirations for the future of the UNLV-Clark County School District partnership.

    The University of Las Vegas (UNLV) and its clinical partners, including the Clark County School District (CCSD) and the on-campus CSUN Preschool, have cultivated strong relationships that allow them to weather obstacles together and share hopes for the future.

    Shared Vision Advances Teaching, Learning for District-University Partners

    Three new videos are available this week in AACTE’s Research-to-Practice Spotlight Series highlighting clinical preparation and partnerships of the University of Nevada, Las Vegas (UNLV) College of Education. The latest videos focus on creative approaches to addressing teacher shortages, the importance of a shared strategic vision, and the simultaneous renewal that benefits all parties in the clinical partnership.

    A shared vision is the cornerstone of the multifaceted partnership between the College of Education at the University of Nevada, Las Vegas (UNLV), and the neighboring Clark County School District. Thanks to the strength and clarity of this vision, the partners have been able to take risks and innovate in ways that advance the work of all involved.

    Priority on Building Relationships Yields Partnerships That Serve Whole Community

    Three new videos are available this week on AACTE’s Research-to-Practice Spotlight Series highlighting clinical preparation and partnerships of the University of Nevada, Las Vegas (UNLV) College of Education. The latest videos focus on building relationships and meeting real needs throughout the community, including the need for a move diverse and culturally competent teaching workforce.

    The University of Nevada, Las Vegas (UNLV) College of Education has carefully cultivated relationships that generate support not only for its teacher candidates but for the needs of the Clark County School District (CCSD) and the broader surrounding community. The continuously evolving partnerships thrive thanks to a culture of collaboration around solving authentic problems in the community.

    Innovative Programs, Partnerships at UNLV Featured in AACTE Spotlight on Clinical Practice

    It is my pleasure to introduce a new feature in the AACTE Research-to-Practice Spotlight Series focused on clinical preparation at the University of Nevada, Las Vegas (UNLV) College of Education.

    UNLV offers clinical experiences for educator candidates through a variety of partnerships and programs with the Clark County School District (CCSD), which College of Education Dean Kim Metcalf describes as a “natural laboratory” environment. Their thriving collaboration continues to evolve, with the latest outgrowth being a new initiative for research and clinical experience in Paradise Elementary School. The college also has a long-standing partnership with the inclusive preschool on campus, which serves the wider community and provides learning opportunities for both students and researchers across the university.

    Advancing High-Quality Learning Through Clinical Teacher Preparation

    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.

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