(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.
Educators from the Clark County School District speak at the Summit on Nevada Education, held December 4 in Las Vegas. (Photo: UNLV College of Education)
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.
AACTE members and President/CEO Lynn M. Gangone enjoy a moment at the 2017 AACTE Day on the Hill. Focus group respondents cited the Association’s advocacy work and convenings among the top member benefits.
As members of the AACTE Committee on Membership Development and Capacity Building, we are eager to learn from the results of the AACTE survey currently under way – and we thank all of you who have participated! In the meantime, we would like to highlight some insights from a recent online focus group of 26 teacher educators from colleges and universities that are current, former, or prospective members of AACTE.
This group, convened on behalf of AACTE by Marketing General Incorporated (the same agency managing the current broad-market survey), reported an almost universally positive image of AACTE’s brand and belief in its mission. But what the current members of AACTE say they value most is the organization’s advocacy work, high-quality resources, and networking connections with other professionals in the field.
Today, the Education Commission of the States (ECS), a national organization of state education policy leaders, released a report that reviews state policies related to teacher license reciprocity. While states are facing educator pipeline challenges, the report finds that teacher licensure systems are intended to ensure educator quality, but have the potential of limiting cross-state mobility that could cause harm teacher attrition and retention.
The report explores teacher license reciprocity – in which a candidate who possesses an out-of-state license can earn a license in a new state based on state requirements. At the national level, the report references the National Association of State Directors of Teacher Education and Certification (NASDTEC) Interstate Agreement, which collects agreements between NASDTEC member states to understand which licenses are transferable and what additional requirements might be needed. At the state level, the report finds that since last year, 11 states have enacted new laws or regulations that facilitate teacher license reciprocity. Two states – Arizona and Nevada – became full reciprocity states by enacting new laws that remove barriers for licensure. Two additional states – Oklahoma and Delaware – passed new laws that waive certain assessment requirements for out-of-state candidates.
This week, the Council of Chief State School Officers (CCSSO) released Transforming Educator Preparation: Lessons Learned From Leading States, a playbook for how states can improve educator preparation based on the experience of the Network for Transforming Educator Preparation (NTEP).
States that participated in NTEP – a multiyear effort to identify policies that effectively support the preparation of profession-ready teachers – were California, Connecticut, Delaware, Georgia, Idaho, Kentucky, Louisiana, Massachusetts, Missouri, New Hampshire, Oklahoma, South Carolina, Tennessee, Utah, and Washington.