As the Common Core State Standards (CCSS) and their kindred iterations continue to gain traction in schools around the country, staff development efforts have been bringing in-service educators up to speed, and colleges of education have been adjusting their curricula to ensure that the field’s newest professionals are also ready for the new standards. Nowhere has this shift seen greater success than in Kentucky, which was the first state to adopt and implement CCSS. A recent AACTE webinar sponsored by the Learning First Alliance’s “Get It Right” campaign highlighted the remarkable progress made by institutions in the state.
Posts Tagged ‘partnerships’
Meaningful and purposeful collaboration among multiple agency heads is something that many states aspire to do. Georgia is among those that have been successful in forming such alliances, which provides a supportive environment for the work of the Georgia Association of Colleges for Teacher Education (GACTE).
The collaborative culture is well established in the Georgia Alliance of Education Agency Heads, which over the past decade has been successfully fulfilling its mission to collaborate, innovate, and achieve while addressing three strategic goals: (1) increase the percentage of students reading at grade level by completion of third grade; (2) increase the percentage of graduates from high school and postsecondary institutions prepared for the demands of college, workplace, a global economy, and responsible citizenship; and (3) increase the percentage of effective teachers and educational leaders. The alliance includes the state’s universities and technical colleges, the governor’s office, the Georgia Professional Standards Commission, and other education agencies.
Now through October 15, the Association of Independent Liberal Arts Colleges for Teacher Education (AILACTE) is accepting session proposals for the 2016 AILACTE Annual Meeting and Conference to be held in Las Vegas, Nevada, February 22-23, 2016.
The conference theme is “Collaboration as a Cornerstone of Teacher Education.” We seek proposals—60-minute workshops and 30-minute presentations (to be coupled with similar themed presentations)—that help us deliberate on collaboration—big and small—in teacher education.
As your state chapters plan fall and spring conferences, executive retreats, and other meetings, please keep in mind that AACTE staff are available to serve as speakers and presenters at meetings around the country.
As the first cohort of leaders embarks on their course of study with the new AASA Urban Superintendents Academy at Howard University and the University of Southern California, we are thrilled to see this promising work come to life. Urban districts desperately need forward-thinking leaders, particularly those from underrepresented demographic groups, prepared to be barrier-busting champions for every student in their care.
Following an intensive kick-off conference later this month, participants in the Academy—predominantly from underrepresented racial/ethnic groups—will spend the academic year undertaking internships in the field, focusing on problems of practice under the guidance of experienced mentors, and taking graduate courses at the university before completing culminating projects. These participants, in-service administrators who want to enrich their field experience and training for urban settings or prospective superintendents, will be prepared for certification through the program.
What is so promising about the Academy?
AACTE issued a press release June 24 announcing a new Clinical Practice Commission, which has already begun working on an ambitious agenda to better define what constitutes high-quality clinical teacher preparation. Read on to learn more, or contact Vice President Rodrick Lucero, who chairs the commission, for more information.
A new partnership between the Woodrow Wilson Foundation and the Massachusetts Institute of Technology (MIT) launched last week to “transform policy and practice” in educator preparation. Announced June 16, the new Woodrow Wilson Academy of Teaching and Learning will be a graduate school of education based at MIT that conducts research and offers competency-based master’s programs in teaching and school leadership.
Foundation President Arthur Levine, former president of Teachers College at Columbia University (NY), touted the academy’s plan to “throw out the clock”—focusing on its students’ mastery of competencies rather than on credit hours—and to produce open-source course modules for ease of replication nationwide.
The U.S. Department of Education invites applications for Skills for Success grants to support local education agencies and their partners, including colleges and universities, in developing the noncognitive skills of middle-grades students.
According to the Department’s web site, up to $2 million is available to fund “the implementation, evaluation, and refinement of existing tools and approaches (e.g., digital games, growth mindset classroom activities, experiential learning opportunities) that integrate the development of students’ noncognitive skills into classroom-level activities and existing strategies designed to improve schools.”
AACTE’s Washington Week kicked off with diverse perspectives, enlightening anecdotes, and compelling conversations at the special conference “Progress and Factors That Contribute to Closing the STEM Achievement Gap,” sponsored by the National Science Foundation. Five presenters joined AACTE leaders on two panels discussing ways to improve learning outcomes of underrepresented populations in the STEM fields.
The conference began with presenters Armando Sanchez-Martinez, manager of Editorial Santillana in Mexico, and Vasanta Akondy, co-manager of the Verizon Innovative Learning Program (VILP), who together provided a global perspective on innovative solutions to increase access to STEM education in Mexico and India.
Sanchez-Martinez presented a comprehensive look into Mexico’s educational landscape, including a detailed explanation of sociocultural factors that contribute to local achievement gaps and of the current educational movements and solutions to closing the gap. Akondy highlighted the importance of VILP and its efforts to recruit more girls in India into the STEM fields. The aim of this program is to provide a community network of support while focusing on student engagement and providing technological resources to underfunded schools.
Throughout AACTE’s Washington Week, June 9-11, the theme “Diverse Perspectives, Deep Partnerships, One Profession” permeated each event, motivating attendees to forge and nurture bonds that will strengthen the profession. From the emerging leaders attending the Holmes Scholars Summer Policy Institute to the chapter executives at the State Leaders Institute, and from the STEM conference through Day on the Hill, participants connected with peers, policy makers, and partners around common goals and interests.