18 Apr2019
By Matthew Wales
AACTE’s Leadership Academy is the perfect professional development opportunity for you to discover who you are as a leader. Designed for new and aspiring deans, department chairs, and anyone looking to develop or enhance their skills as an academic administrator, the academy covers the essentials of leadership while helping attendees cultivate a supportive network of peers. Here’s what the newest member of AACTE’s Academy Faculty, John Kuykendall had to say about his experience, including being a previous Academy participant:
What do you feel is the most valuable reason for attending the Leadership Academy?
For new administrators, it is essential to know that you are not alone in your role. I consider it necessary to develop a support group around your new leadership position and to have colleagues to call upon for guidance and assistance. The sessions at AACTE’s Leadership Academy provided me with key awareness in the decision-making process and leadership practices and strategies. My experience with the Academy was essential in developing a confident start in my new role as a dean for a school of education.
18 Apr2019
By Meghan Grenda
Help AACTE keep you informed on developments that impact educator preparation. Update your member profile! Our online process makes it easy and fast—just visit aacte.org to access the AACTE Profile Manager.
The AACTE Profile Manager allows us retrieve the most accurate member information to deliver the content and communications you’ll find most valuable. The Profile Manager allows you to edit your contact information, select your research areas of expertise, view any outstanding orders, and manage your subscriptions. An updated profile also provides us the opportunity to customize information specific to your member needs.
18 Apr2019
By Kim Metcalf
How often have you said (or thought to yourself), “I can’t possibly take on any more responsibilities! I can barely keep my head above water now?”
As I write to encourage you to serve on the AACTE Board of Directors and standing committees, I’m acutely aware that concerns about time and commitments exist for each of you. Given that we all struggle to balance our professional and personal lives, why should we commit time for service to AACTE? As someone who manages to serve on the Board of Directors—and who is now the chair—let me offer a few reasons why I find service to AACTE worth the investment of time and talent.
- It is important. Our institutions prepare students for the most important profession in the world. Yet, we are regularly reminded that policy makers and political leaders, the members of our communities, and sometimes even our colleagues in the academy don’t fully value the breadth or impact of our work. AACTE, through our collective voice, is both a vehicle and a resource for highlighting the value and importance of high-quality, university-based educator preparation. Being actively engaged in the work of AACTE has provide me with opportunities to influence the national conversation about educator preparation, helped me be better aware of developments beyond my institution, and provided tools and materials by which to more effectively communicate to my own regional and state audiences.
25 Mar2019
By Jacqueline E. King, Ph.D.
Your association wants you! Are you ready to become a leader in the national educator preparation community, or do you know someone who is? Nominate yourself or a colleague by May 10 to serve in an AACTE governance role.
AACTE is currently seeking applications from volunteers to serve on the AACTE Board of Directors and the following standing committees:
- Global Diversity
- Government Relations and Advocacy
- Innovation and Technology
- Meetings and Professional Development
- Membership Development and Capacity Building
- Professional Preparation and Accountability
- Research and Dissemination
24 Mar2019
By Matthew Wales
Now through May 29, AACTE is accepting session proposals for the 72nd Annual Meeting, to be held in Atlanta, GA, February 28 – March 1, 2020. We also invite applications by May 15 for AACTE member faculty to review proposals.
The conference theme is “Disrupting Inequities: Educating for Change,” conceptualized as follows in the call for proposals:
Over the last year, we have witnessed a rapidly changing society. These changes are driven by policy and policymakers with limited knowledge of best practices for working with dynamic and diverse school communities. In turn, this politically-motivated process has produced a grand narrative, while claiming to be colorblind and neutral, that tends to represent a small, privileged portion of the U.S. population.
19 Mar2019
By Michael Dantley
Greetings! It has been several months since the last update on AACTE’s strategic planning process, and there is plenty to report. First, if you have been following these blogs you will note that I am not writing with my friend and colleague, Kim Metcalf. Kim is now the chair of the AACTE Board of Directors, and he has asked me to assume the solo chairmanship of the Strategic Planning Task Force since he will have a lot on his plate. I know he will stay close to the work and will be a huge help as we work to complete he plan.
Along with Kim’s departure from the Task Force, there have been additional changes. We have bid a fond farewell to Dean Alberto Ruiz of Texas A & M University Kingsville, who has rotated off the AACTE Board of Directors, and have welcomed Chair-elect of the Board Ann Larson, dean of the College of Education and Human Development at the University of Louisville and new board member Dale-Elizabeth Pehrsson, who is president of Clarion University of Pennsylvania and a former college of education dean. These new Task Force members join Laurie Mullen, dean of the College of Education at Towson University, and members of the National Office staff (see the full Task Force roster).
18 Mar2019
By Jerrica Thurman
Front Row (left to right): Amber Haley, Azaria Cunningham; Middle Row (left to right): Ke-La Harris, Sacha Cartagena; Reena Patel-Viswanath, Lydia Carsenale, Valentina Contesse, Timara Davis; Back Row (left to right): Adegoke Adetunji, Marquess Vela; Absent: Carla Roberson
AACTE welcomes the 2019-2020 Holmes Scholars Council, elected during the preconference events at the Annual Meeting last month. The council will work closely with AACTE liaison, Brandon Frost, to plan activities and communicate with Holmes participants throughout the year.
01 Mar2019
By Meghan Grenda
Kathryn Hildebrand, AACTE member and dean of Idaho State University (ISU) College of Education, passed away on Monday, February 25 after a battle with cancer.
As a vital advocate for the educator preparation community, Kathy targeted her efforts toward creating strong partnerships with school districts in the region, which included promoting dual enrollment courses high school students could take to earn credits at the College of Education. Kathy pushed the agenda within the education community, with a focus on priorities that included course offerings through innovative technology, distance learning, and online models.
Kathy earned an undergraduate degree in psychology and a master’s degree in education from Stanford University where she was a track athlete. She holds a doctorate in physical education and curriculum and instruction from Florida State University. She served as dean of the College of Education at ISU since March 2018, having previously served in the same capacity at Troy University. She also served as the AACTE chief representative for the ISU College of Education.
26 Feb2019
By AACTE
(February 26, 2019, Washington, D.C.) – Education Students and Diversity: A Review of New Evidence, an issue brief released today by the American Association of Colleges for Teacher Education (AACTE), provides new information on student diversity in U.S. colleges of education. As a supplement to AACTE’s signature report, Colleges of Education: A National Portrait, the new issue brief draws from a recently released U.S. Department of Education survey—The National Postsecondary Student Aid Study. It examines the characteristics of students working toward bachelor’s and master’s degrees in education, compares these students to the general student population, and identifies key differences by race/ethnicity.
The issue brief presents newly available data on the following topics for education students in bachelor’s and master’s degree programs:
- Personal characteristics
- Family circumstances
- Parental education
- Financial status
- Employment
- Attendance patterns
17 Feb2019
By Jerrica Thurman
Robert H. Koff, a former dean of the College of Education at the State of University of New York (SUNY) at Albany, died December 10 in St. Louis. He was 80. Dr. Koff began his career as a faculty member at Stanford University before moving to Chicago in 1972 to become the first dean of education at Roosevelt University. In 1980, he became dean of the College of Education at SUNY. He moved to St. Louis to join the Danforth Foundation in 1988, where he served as senior vice president. In 2003, Dr. Koff returned to higher education and joined Washington University in St. Louis, from which he retired.
Dr. Koff founded the National Superintendents Roundtable and its predecessor, the Danforth Forum for the American School Superintendent. He authored or co-authored many scholarly articles and books, including The Superintendent’s Fieldbook. He received his undergraduate degree from the University of Michigan at Ann Arbor in 1961 and his doctorate in clinical psychology from the University of Chicago in 1966.
He is survived by his wife, Linda Riekes, his brother, his brother-in-law, four children, eight grandchildren, and a host of colleagues, friends, and admirers.
12 Feb2019
By Jacqueline E. King, Ph.D.
One of the most striking findings of AACTE’s signature report, Colleges of Education: A National Portrait, is the lack of diversity among education students, particularly at the bachelor’s and master’s degree levels. Education Students and Diversity: A Review of New Evidence draws from a recently released U.S. Department of Education survey to examine the characteristics of students working toward bachelor’s and master’s degrees in education, to compare these students to the general student population, and to identify key differences by race/ethnicity.
The issue brief, which will be available for free download as an exclusive AACTE member benefit later this month, presents newly available data on the following topics for education students in bachelor’s and master’s degree programs:
- Personal characteristics
- Family circumstances
- Parental education
- Financial status
- Employment
- Attendance patterns
12 Feb2019
By Terrance McNeil
The AACTE HBCU (Historically Black Colleges and Universities) Teacher Education topical action group (TAG) will convene a business meeting on February 21 from 10:00 a.m. – 12:00 p.m. a day before the 2019 Annual Meeting in Louisville, KY. The convening, which will take place in the Louisville Marriott Downtown Hotel, will also include a special award ceremony to honor an exceptional educator who has advanced HBCU issues in teacher education.
The purpose of the TAG is to promote dialogue, collaboration, research, and the advancement of the HBCU voice in the teacher education discussion. Since its inception in 2016, more than 20 teacher educators have joined the TAG. This special group will develop plans and a research agenda during the HBCU TAG business meeting in Louisville.
As the administrator of the HBCU Teacher Education TAG, I envision a robust discussion at this year’s annual meeting as we work to build a presence within the AACTE community. HBCUs are responsible for the production of half of the nation’s African American teachers, and I believe that a forum to promote the unique perspective of those who teach or were trained in these institutions is extremely valuable.
12 Feb2019
By Linda Minor
The AACTE Gallery will be offered again this year at the 2019 Annual Meeting in Louisville. It will feature mini presentations and a dedicated coffee and conversation space where Annual Meeting participants can chat with representatives from AACTE member and partner initiatives, as well as AACTE staff, to learn more about programs and opportunities of interest. The AACTE membership booth will also be located nearby, and staff will be on hand to share information and answer questions.
Come learn more about what’s been happening at AACTE this year! You can receive the latest updates on the AACTE Strategic Planning initiative, gain access to AACTE’s new research publication, Education Students and Diversity: A Review of New Evidence, and connect with AACTE members and partners for information about their innovative projects. For all of this and more, be sure to add the AACTE Gallery time blocks to your personalized 2019 Annual Meeting Online Event Planner schedule. The Gallery will offer opportunities to network while learning about promising innovations in educator preparation.
06 Feb2019
By Conra D. Gist
On February 21, the Third Annual Diversified Teaching Workforce Institute (DTW) will convene teacher educators, aspiring teachers, school leaders and deans from across the nation to address one of the most pressing teacher education issues—diversifying the teacher workforce. Over 200 people, including the AACTE Holmes and Networked Improvement Community Members, have joined DTW Topical Action Group (TAG) members in Tampa, FL and Baltimore, MD at the first two Institutes. The Third Annual DTW Institute, part of the 2019 AACTE Annual Meeting Preconference, is organized by leaders of the DTW TAG, with the support of AACTE’s Member Engagement and Support team.
The Institute will take place from 8:00 a.m. to 5:00 p.m. The morning activities will begin with opening comments by Marvin Lynn, College of Education Dean at Portland State University and be followed by an opening plenary, “Examining Teacher Diversity Across U.S. Policy Contexts,” to explore current teacher diversity initiatives and policies taking place in various states committed to addressing the recruitment and retention of teachers of color in the profession. Following the opening panel, the morning will offer four concurrent breakouts sessions by teacher diversity experts in growing your own initiatives, culturally responsive pedagogy, and program development focused on strategies and approaches that they are utilizing at their home institutions.
24 Jan2019
By Jacqueline Rodriguez
The Global Lens to Educator Preparation: Shared Knowledge and Advocacy for Diverse and Multicultural Perspective preconference will explore opportunities for a global focus in educator preparation that includes diverse perspectives and multicultural experiences, beginning in the university classroom and moving to infused clinical practice. Selected AACTE award recipients will share best practices, as well as innovative experiences and partnerships that prepare mindful teacher candidates who advocate for and insist on multicultural education and diverse global perspectives within the classroom
Sessions will take place 8:00 a.m. – 5:00 p.m. on February 21, and will include a focus on the internationalization of teacher preparation. The first presentation and panel discussion, “Identifying and assessing unique indicators of global competency in pre- and in-service teachers and programs, and how to measure the benefits and impact of internationalization on teacher education programs,” ensures participants will walk away with tools and criteria for evaluating their programs on effectiveness on internationalization, as well as framework for positioning themselves for international engagement.
