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.
AACTE’s Advisory Council of State Representatives (ACSR) will sponsor a major forum at AACTE’s 2014 Annual Meeting focused on “Clinical Preparation, From Policy to Research to Practice: Strengthening the Programs.”
Research and practice have demonstrated for decades that sustained and high-quality clinical experiences positively contribute to the effectiveness of new teachers and to the likelihood that they will stay in the classroom longer. Unfortunately, preparation providers encounter myriad constraints in developing clinical programming, particularly stemming from challenges facing their PK-12 partners. Today’s school systems are being pressured to implement new teacher evaluation systems amidst new standards, new assessments, and changes to tenure laws—all within the context of significant economic hardships. Despite these challenges, many preparation providers are exploring multiple partnerships and intensive clinical programs, such as a full-year internship or residency, with local districts to ensure that their candidates have high-quality experiences.
As AACTE’s Mary Harrill-McClellan alerted members last week, the National Council on Teacher Quality (NCTQ) released its latest critique of university-based teacher preparation today, Training Our Future Teachers: Classroom Management.
The report follows the standard NCTQ model of using a review of course materials from a small sample of programs to support the broad claim that the teacher preparation profession is not getting the job done.
AACTE issued a statement citing specific concerns with the report, including mainly that the report does not actually tell us whether programs are adequately preparing teacher candidates to manage classrooms. Other concerns noted in the statement are that the report contains no evidence to support the sweeping claims about “the field” of teacher preparation and that the assertions that edTPA does not focus on classroom management skills are incorrect.
On December 10, the National Council on Teacher Quality (NCTQ) will release a report on how well educator preparation programs prepare teachers to effectively manage classrooms. The report will include an analysis of 122 programs, judging them based on what NCTQ has identified as the five most important classroom management strategies:
- “Rules: Establish and teach classroom rules to communicate expectations for behavior.
- Routines: Build structure and establish routines to help guide students in a wide variety of situations.
- Praise: Reinforce positive behavior, using praise and other means.
- Misbehavior: Consistently impose consequences for misbehavior.
- Engagement: Foster and maintain student engagement by teaching interesting lessons that include opportunities for active student participation.”
AACTE has no further information about the report at this time, but we’ll keep you posted as we learn more. Information on past NCTQ reviews is available here.