• AACTE 70th Annual Meeting, Baltimore, MD

Posts Tagged ‘pedagogy’

Innovation at Lesley University: Assessment System to Support Continuous Improvement

The Innovations Inventory of AACTE’s Innovation Exchange is an online database highlighting members’ pioneering practices in educator preparation that have shown a positive impact on issues of student learning, preparation program advancement, or educator workforce needs. This blog post is one in a series highlighting entries from the inventory. To request inclusion of your institution’s innovations, contact Kristin McCabe at kmccabe@aacte.org.

Faculty in the Graduate School of Education at Lesley University (MA) have built a comprehensive e-portfolio and assessment system to provide data on candidate performance and support continuous improvement processes. The assessment system aligns key formative assignments in initial, professional license, and advanced professional development programs to standards-based program outcomes. Candidates submit all assignments to an e-portfolio system, where faculty score them based on valid and reliable rubrics. The assessment system also contains data on candidate performance on state exams and summative performances from clinical experiences.

Innovation at CSU Fullerton: Partnering With Schools to Improve Science and Content Literacy

The Innovations Inventory of AACTE’s Innovation Exchange is an online database highlighting members’ pioneering practices in educator preparation that have shown a positive impact on issues of student learning, preparation program advancement, or educator workforce needs. This blog post is one in a series highlighting entries from the inventory. To request inclusion of your institution’s innovations, contact Jessica Milton at jmilton@aacte.org.

Beginning in 2009, California State University (CSU) Fullerton has enjoyed a partnership with neighboring Placentia Yorba Linda Unified School District to support science instruction in the classroom. The partnership has served not only to improve the practice of teacher candidates in science instruction, but also to improve K-5 student achievement in science and content literacy. Throughout their time in the classroom, candidates jointly plan, teach, and reflect on their lessons.

Since the partnership began, student achievement scores have experienced double-digit gains, and teacher candidates report greater confidence in their science pedagogy. Proficiency levels in one school increased from 25% to 44% in just 1 year of partnership work. Candidates’ confidence to engage students in science increased from 77.5% to 97.5%, and the percentage reporting confidence in their content knowledge in science increased from 57.5% to 90.0%.

Innovation at Arizona State University: iTeachAZ

The Innovations Inventory of AACTE’s Innovation Exchange is an online database highlighting members’ pioneering practices in educator preparation that have shown a positive impact on issues of student learning, preparation program advancement, or educator workforce needs. This blog post is one in a series highlighting entries from the inventory. To request inclusion of your institution’s innovations, contact Jessica Milton at jmilton@aacte.org.

In response to the call for increased rigor and effectiveness in teacher preparation, one of the largest teacher preparation programs in the country, Mary Lou Fulton Teachers College at Arizona State University (ASU), implemented iTeachAZ. The program includes changes in teacher preparation that focus on improvements in candidates’ content knowledge mastery, classroom readiness, and assessment literacy. The program provides a senior-year residency experience that extends student teaching from a single semester to a full school year, enabling students to live the “full life” of a teacher. ASU has also integrated performance assessments throughout the teacher preparation program.

AACTE ‘Research-to-Practice Spotlight’ Looks at Impact of Clinical Practice

Clinically based educator preparation is the focus of the first installment of AACTE’s new Research-to-Practice Spotlight Series, now available on the Innovation Exchange web site.

This series, part of AACTE’s Innovation Exchange, connects research on educator preparation with practice in the field. Each installment in the series contains videos of interviews with researchers, teacher educators, and practitioners on relevant topics in educator preparation, as well as a set of accompanying resources such as research articles and studies and examples of related innovative practices in the field.

Webinar Series to Offer Resources, Tools on Common Core

AACTE has partnered with Achieve Inc. to provide a series of webinars on the Common Core State Standards (CCSS) this spring for teacher preparation programs.

In the summer and fall of 2013, AACTE surveyed its members about the activities programs have undertaken relative to CCSS and what resources AACTE might provide to support members’ understanding and capacity to address the standards. A majority of respondents cited access to CCSS-aligned lesson plans and rubrics as the number-one resource they needed.

AACTE Launches ‘Innovation Exchange’ to Speed Pace of Change in Educator Preparation

AACTE today announced the official launch of an initiative to support innovation in the professional community and speed the pace of change in university-based educator preparation. The Innovation Exchange will serve as a forum for AACTE members, partners, and other constituents to share experiences and findings as they work together to address the most urgent issues of student achievement, curriculum reform, and educator preparation program advancement.

Through this national initiative, AACTE will seek to strengthen educator preparation, demonstrate the necessity and effectiveness of educator preparation, and enhance members’ opportunities to collaborate on key issues.

Commentary: A Response to NCTQ’s Classroom Management Report

The authors are members of AACTE’s topical action group on Teacher Education as a Moral Community. The views expressed in this post do not necessarily reflect the views of AACTE.

A recent National Council on Teacher Quality (NCTQ) report evaluates teacher preparation programs for their attention to an important element of preparation: classroom management. Unfortunately, the report’s few helpful suggestions get lost in the slough of misguided assumptions and questionable claims by the report’s authors.

Forming a System of Clinical Preparation: Lessons from CAEP State Alliance Meeting

Earlier this month, I participated in a workshop of the Council for the Accreditation of Educator Preparation’s State Alliance for Clinical Preparation and Partnerships in Louisville, Kentucky. The 11 states in the alliance (Alabama, Colorado, Kansas, Kentucky, Louisiana, Maryland, Missouri, New York, Ohio, Oklahoma, and Oregon) have formed a network to improve the systemic infrastructure supporting high-quality clinical experiences for teacher candidates. Mark LaCelle-Peterson, senior vice president for Engagement, Research, and Development at CAEP, framed the discussions over the 3 days with the following quote: “We have a system of education, but we do not have a system of clinical preparation.”

Major Forum Preview: Preparing Teacher Candidates for the Math Common Core

A major forum at AACTE’s 2014 Annual Meeting will examine current efforts to redesign secondary mathematics teacher preparation programs so that they correspond to the pedagogical shifts demanded by the Common Core State Standards.

As states and districts across the country are transitioning to the Common Core, understanding the distinct pedagogical and content-specific shifts is a critical element to implementation and teaching practices—which holds significant implications for educator preparation programs. The Common Core math standards, for example, call for significant deep focus in the early grades and eliminate the vast majority of topics covered in current state standards. The secondary grades are restructured in grade bands rather than in content-specific subjects, requiring secondary math courses to be completely redesigned.

Annual Meeting Strand: Creating Culturally Competent Candidates

This post also appears on the AACTE Annual Meeting site.

There are about 300 sessions at each Annual Meeting and only one of you. AACTE will be recording all the general sessions and major forums for you to access later through the Learning Center, but how should you choose from the many concurrent sessions?

One way to filter your choices is by conference strand. For example, here are some sessions from Strand II: Creating Innovative and Culturally Relevant Pedagogy to get you started.

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