Posts Tagged ‘partnerships’
In the College of Community Innovation and Education at the University of Central Florida (UCF), we view partnerships as one of our core values. The UCF Literacy Symposium, an annual conference with a mission to be at the forefront of literacy learning, is one example of a strategic partnership between our college and in-service educators. The event creates a space for bringing together teacher and PK-20 educators to connect, share, advocate for, and learn about literacy.
This year, we celebrated our 20th annual event with the help of 768 educators and other stakeholders who share a common interest in literacy instruction and learning. The symposium is well known across the state of Florida, and every year we attract educators from various Florida universities and school districts as well as from other states. Participants at the 2018 symposium included PK-20 teacher educators, in-service and preservice educators (including school administrators, specialized literacy professionals, school counselors, and other support staff), local superintendents and school district personnel, state Department of Education officials, and others (e.g., legislators, publishers, and representatives from research and educational centers).
The 47 state chapters of AACTE employ a wide variety of membership models, activity calendars, and strategic partnerships to meet the priorities of their members. While all chapters are based on the fundamental value of interinstitutional collaboration, these coalitions are not just about members talking to themselves or circling the wagons. They also provide an effective launching point for their individual and collective members to connect with external groups that lend important new perspectives and advantages.
The Arkansas Association of Colleges for Teacher Education (ArACTE) offers an example of how connections forged outside its membership boost its capacity to focus on advocacy priorities as a group–and on common programmatic concerns at the campus level.
The views expressed in this post do not necessarily reflect the views of AACTE.
In the face of continuing criticism of teacher preparation, the Ohio Association of Colleges for Teacher Education (OACTE) has worked to advocate for sensible teacher preparation policy. Although advocacy was not something many in OACTE envisioned would factor into their higher education careers, we have come to believe that advocacy is not only important, but essential, to the continued health and evolution of teacher education work.
(February 23, 2018, Washington, D.C.) – Lynn M. Gangone, President and CEO of the American Association of Colleges for Teacher Education (AACTE), today issued the following statement regarding the school shooting that took place in Parkland, Florida, a week ago and the nation-wide conversations that have occurred since the incident:
“AACTE would like to express its deepest sympathy for the teachers, students, parents and community of the Marjory Stoneman Douglas High School in Parkland, Florida, who mourn the loss of family and friends victimized by the school shooting on February 14, 2018. Schools are the nuclei of local communities and the preparatory grounds where future leaders are educated and shaped to inform and engage in our democracy. Preserving the safety and sanctity of the classroom is critical for teachers and students to effectively build trust, respect and care in order for all children to learn.
The authors are organizers and moderators of the principal preparation webinar series for AACTE.
On February 21, AACTE will kick off the new interactive webinar series, “Leveraging Community Resources to Strengthen Clinical Practice for New Principals,” supported by The Wallace Foundation. These free webinars are designed to build on the Wallace Foundation’s 2016 report Improving University Principal Preparation Programs: Five Themes From the Field, which highlights the need for realistic clinical experiences in quality preparation programs.
This spring, AACTE will present a new webinar series, “Leveraging Community Resources to Strengthen Clinical Practice for New Principals,” supported by The Wallace Foundation as part of the Association’s ongoing partnership to disseminate the latest research and practice innovations in principal preparation.
As the roles and responsibilities of a principal continuously evolve, this free webinar series will explore how these changes impact principals’ day-to-day work and how to support new principals in navigating challenges successfully. The four webinars in the series build on the Wallace Foundation’s 2016 report Improving University Principal Preparation Programs: Five Themes From the Field, which highlights the need for realistic clinical experiences in quality preparation programs.
The author is a member of AACTE’s Clinical Practice Commission, whose report will be released January 17 at the National Press Club in Washington, DC. The views expressed in this post do not necessarily reflect the views of AACTE.
As a member of the AACTE Clinical Practice Commission, I am excited about the release of the commission’s report later this month in Washington, DC. I have been inspired by the work of this team of PK-12 and higher education leaders over the past few years. Our effort aims to support and advance educator preparation by articulating a common understanding of the critical components and value of clinical practice and partnerships.
Earlier this month, I had the opportunity to attend the third annual Summit on Nevada Education hosted by the College of Education at the University of Nevada, Las Vegas (UNLV). I was invited to attend the gathering by Dean Kim Metcalf, a member of the AACTE Board of Directors, and was delighted to witness the excitement of participants who shared and discussed their work to improve education across the state.
As I entered the student union on the UNLV campus, I followed the laughter and energy to find the ballroom. The excitement and synergy was palpable among attendees as they gathered, grabbed coffee, and greeted one another. The introductions began, and I was impressed with the numerous video greetings from Nevada senators and representatives as well as from Governor Brian Sandoval. These dignitaries were teeming with pride over the collaborative efforts under way to elevate education in Nevada. They recognized the ongoing work and articulated future directions for preparing teachers with the “next, best practices.”
Today, AACTE released the second video segment of the AACTE InTouch mini-documentary series, “How Community Partnerships Can Combat Teacher Shortage." Teacher shortages are a growing concern and while there are many causes, one emerging solution is to create a supportive and collaborative environment through sustainable partnerships.
The new video educates viewers on how university, school, and community partnerships aid in creating a robust pipeline and conditions critical to recruiting and retaining teachers. It addresses three important topics: why partnerships are important to preparing good teachers; what types of partnerships can support teaching; and examples of successful partnerships.
AACTE celebrates National Principals Month this October! The key to student success is a great school, and the key to a great school is a great principal. Please join us in this opportunity to say “thank you” to principals across the nation and to recognize their valuable contributions in your local community.
National Principals Month gives us the chance to honor and reflect on the roles of school leaders and the importance of preparing them well. AACTE members across the country are working to advance principal preparation through a variety of initiatives and partnerships. For example, AACTE member institution Colorado State University will host a 2-day School Leadership Institute this fall to survey new principals about ways to enhance university-based preparation programs and support school leaders in their critical first year on the job. Many other institutions are participating in AACTE’s new Principal Preparation Program Learning Community Topical Action Group, a member-led collaborative exploring issues and promising practice in principal preparation.