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(January 30, 2018, Washington, D.C.) – Today, the American Association of Colleges for Teacher Education (AACTE) publicly released a statement by its Board of Directors regarding its recent vote on national accreditation:
AACTE champions high-quality preparation that assures educators are profession-ready as they enter the classroom. National accreditation serves a critical function in assuring this quality by requiring providers to address profession-wide standards of excellence. To uphold AACTE’s commitment to supporting high quality, the AACTE Board of Directors held an extensive discussion about national accreditation at a special meeting in Washington, DC, on January 18, 2018, devoted solely to this topic. After much deliberation on behalf of the membership, the AACTE Board approved by the overwhelming majority the following statement:
The Board of Directors of the American Association of Colleges for Teacher Education (AACTE) reaffirms the importance of a unified national professional accreditation system that aligns with AACTE’s Principles for National Accreditation in Educator Preparation.
AACTE is committed to high-quality educator preparation and works continually to assist member institutions in understanding what is necessary to engage in quality assurance processes. A recent decision by the AACTE Board of Directors, described in this blog by AACTE Board Chair Renée A. Middleton, reaffirms the importance of a unified national accreditation system that assures our nation’s teacher candidates are of the highest caliber, and clarifies AACTE’s role in the quality assurance environment. The Board and the AACTE national office team are dedicated to listening to and serving our members, and Dean Middleton’s blog reflects that commitment to member value.
One of the primary roles of educators is to prepare learners to become engaged citizens in a 21st-century democratic society. Today’s educators enter highly diverse schools that reflect the breadth of our nation, and AACTE members are committed to ensuring that their candidates are ready and able to be successful with all of their students. National accreditation requires educator preparation providers to address profession-wide standards of excellence and supplies metrics that support high quality by promoting programmatic reflection and continuous improvement. AACTE members embrace accountability measures that demonstrate their programs’ effectiveness and contribute to program improvement.
As AACTE Board Chair, I am most appreciative of the diligent work the AACTE Board of Directors has conducted over the past few years to address the important issue of national accreditation for educator preparation. From the liaison work and member conversations led by the Board’s special subcommittee and AACTE leaders starting in 2015 to our most recent Board meeting on January 18, 2018, we have dedicated much attention to this important topic. AACTE published a statement today about this month’s Board vote reaffirming our support for national professional accreditation.
National accreditation assures the public of the highest quality preparation of educators who serve all levels of the PK-20 continuum. A unified national accreditation system brings together partners and stakeholders across the entire education profession to support profession-wide standards of excellence. I use the term “system” to convey an assemblage of related stakeholders forming an interconnecting network around a set of standards, principles, practices, and processes as a unitary whole. In our recent vote, the AACTE Board reaffirmed the importance of a unified national professional accreditation system that aligns with AACTE’s “Principles for National Accreditation in Educator Preparation,” which we approved in 2016, as critical to advancing our profession.
How do you know your graduates are any good?
What should an institutional assessment system include – and what should it not?
How do you establish faculty buy-in for quality assurance?
These aren’t rhetorical questions, or even cruel riddles! They are real questions to be answered at a half-day preconference workshop on quality assurance, to be held Wednesday, February 28, 8:00 a.m. – 12:00 p.m., in conjunction with the AACTE 70th Annual Meeting in Baltimore, Maryland.
Two new videos are available this week in AACTE’s Research-to-Practice Spotlight Series highlighting clinical preparation and partnerships of the University of Nevada, Las Vegas (UNLV) College of Education. The latest videos focus on the culture of continuous improvement and the program elements that set graduates up for success in the field.
The educator preparation programs at the University of Nevada, Las Vegas (UNLV), set candidates up for success through a variety of supports and forward-looking practices.
Students from Clark County School District at the Rebel Science Camp in March. The district’s diversity makes it a "living laboratory” for developing educational practices the entire country will eventually adopt.
This article was originally published in the UNLV News Center and is reposted with permission. The views expressed here do not necessarily reflect the views of AACTE.
From the earliest days of our republic, we have believed that education was critical to our democracy. Our founders knew that the health of our country, the wellbeing of the citizenry – and particularly the strength of the democracy – would be built on a well-educated population. Though disagreements have been fierce regarding who is to be educated, how much education they need, and whether to measure its value in economic growth, individual growth, or societal growth, fundamentally, we have always agreed that educating our citizens is important.
The AACTE Quality Support Workshop this month was an inspirational model of improvement in action. During my 3 days in Minneapolis, I witnessed a profound commitment among participants to ensure high levels of quality in their programs. Understanding standards and evidence more deeply, using data more strategically, and creating more effective quality assurance systems were some of the topics covered.
Dedication to continuous improvement is shared by AACTE’s members and the Association itself. To that end, the AACTE team is focusing the first part of this new academic year on an extensive review of the organization’s operations and programs, facilitated by an experienced consulting firm with assistance from a staff steering committee (see this recent article by Vice President Rod Lucero). In addition, an Association-wide member survey launches in September, and we’re counting on your participation to inform our work going forward. AACTE is always looking to improve and meet the changing needs of the membership.
Next month, AACTE’s Quality Support Workshop in Minneapolis will help participants take their programs and practices to the next level with 2 days of hands-on, expert-facilitated sessions. Attendees will interact with leaders from educator preparation programs (EPPs) as well as with researchers, program administrators, and other professionals who will be on hand to guide their progress at the Hyatt Regency Minneapolis, August 10-12.
Participants can work on assessment data, quality assurance plans, standards and evidence for accreditation, and much more in their choice of over two dozen sessions led by these facilitators:
Do you have a comprehensive quality assurance system in your school, college, or department of education?
How do you know whether the assessments you use are valid and reliable?
Have you ever wondered what it takes to develop a teacher education program that prepares teachers to teach for global competence? Or how your own educator preparation unit is progressing in its efforts to internationalize?
If you are a dean/director of teacher education, you can take a survey this summer to find out. AACTE’s Internationalizing Teacher Education Topical Action Group (TAG), Global Teacher Education Inc. (GTEI), and the Longview Foundation have combined resources to create a self-reflection tool that will help teacher education deans and directors assess their own colleges’ internationalization efforts.