Posts Tagged ‘program improvement’
How can you unleash the power of teacher leaders to connect preservice and in-service educators … to enhance clinical partnerships between educator preparation providers and PK-12 schools … and to inform the quality of programs and practice across the continuum of teacher development? Join with peers from your region at an AACTE Quality Support Workshop to construct solutions collaboratively to these and other compelling issues around performance assessment, quality assurance, and continuous improvement.
These workshops will be offered in three regions this year: Fort Worth, Texas (April 24-26); Minneapolis, Minnesota (August 10-12), and Seattle, Washington (November 9-11). At each event, over two half days and one full day, participants will engage in interactive plenary sessions, select from a variety of topics available in break-out blocks, have dedicated time to work in teams and consult with facilitators, and enjoy networking receptions to wrap up each day. See the chart below for an overview of the draft program for the Fort Worth workshop (and visit our website for specific dates and times).
AACTE’s Committee on Innovation and Technology has selected the Mary Lou Fulton Teachers College at Arizona State University to receive the 2017 AACTE Best Practice Award for the Innovative Use of Technology. The award will be presented during the Speaker Spotlight Session on Saturday, March 4, at the AACTE Annual Meeting in Tampa, Florida.
About 5 years ago, the college eliminated its stand-alone educational technology course and instead began infusing the tech content into methods courses. Because of the college’s large size, this undertaking required massive support and commitment among dozens of faculty and administrators. Their infusion initiative was based on a vision to prepare students to teach and learn with technology, achieved through four components:
The U.S. Department of Education Office of Innovation and Improvement is offering free mentoring services for educator preparation programs to help design, implement, and improve teacher and principal development initiatives. State education agencies, school districts, and other organizations that are actively working to improve teacher and principal preparation or development are also encouraged to participate.
The services will be provided by nonprofit organizations that have received federal Supporting Effective Educator Development (SEED) grants and that are experienced in implementing educator preparation and professional development initiatives.
I am excited to announce AACTE’s plans to enhance the online professional seminars offered through our Quality Support Center. Thanks to a new partnership with FutureLearn, a global leader in online learning, our short courses on quality assurance topics will relaunch in 2017 with clearer presentations, better graphics, and a broader peer community.
AACTE originally developed the series of six courses in 2015 in response to your request for affordable and widely accessible training on how to use data wisely, build evidence for state and national program reviews, and address other quality concerns. Hundreds of you have already taken at least one of these courses, and your enthusiasm and valuable feedback informed our decision to ramp up the offerings. In short, we are engaging in our own continuous improvement!
The 18th convening of the Carnegie Project on the Education Doctorate (CPED) took place October 24-26 on the campus of Augusta University (GA). Faculty members from 80 member colleges and schools of education explored the program theme “Inquiry as Practice: Understanding the Research Knowledge, Skills, and Dispositions Scholarly Practitioners Need to Improve Problems of Practice.”
Rick Mintrop of the University of California-Berkeley challenged the group to consider design-based inquiry as a potential signature pedagogy for preparing professional practitioners. “We should spend design energy only on ‘wicked problems’ for which there is no current conventional solution,” he urged.
Registration is now open for AACTE’s first Quality Support Workshop, to be held April 24-26 in Fort Worth, Texas. Bring your team for 2 days of hands-on, expert-facilitated learning and planning around performance assessment, continuous improvement, and quality assurance.
The event is the first in a new series of regional workshops announced last month, offered through the AACTE Quality Support Center. A core component of AACTE’s mission is to support institutions’ continuous improvement efforts. With learning outcomes focused on topics of national or local interest, these workshops will provide accessible, targeted support for teams of faculty and staff.
AACTE is excited to announce a call for new submissions to the Innovations Inventory! Online submissions will be accepted now through September 23.
The Innovations Inventory is an online repository of successful programs and initiatives that are improving educator preparation at AACTE member institutions. By documenting successful innovations, the inventory aims to inspire and support advances in educator preparation based on proven approaches that will benefit the field broadly. Members and their PK-12 partners are invited to submit examples of unique or new approaches to educator preparation programs or initiatives that address critical issues in educator preparation and show evidence of positive impact.
In this year’s call for submissions, we are pleased to offer two pathways through which faculty and partners can share their innovative programs:
In February, the Louisiana Department of Education hosted representatives from six states in the Council of Chief State School Officers’ Network for Transforming Educator Preparation (NTEP). Formed in 2013, this aligned action network brings together state chiefs and their education agency staff who are committed to activating key policy levers around licensure, program approval, and data as they transform educator preparation in their respective states. As a representative from the Missouri NTEP team, I joined colleagues from five states—Georgia, Massachusetts, New Hampshire, Oklahoma, and Washington—on the visit to Baton Rouge to attend Louisiana’s Believe and Prepare Community Meeting and learn from the work of practitioners, programs, and districts across Louisiana leading efforts to improve educator preparation.
In fall 2014, AACTE formed a networked improvement community (NIC) aimed at increasing the number of Black and Latino male teacher candidates in teacher preparation programs. Our College of Education at William Paterson University was among the 10 member colleges selected to participate. As we’ve worked in this collaborative group toward the goal of boosting enrollment of men of color by 25% across our programs, we’ve enjoyed a local impact that reaches well beyond the anticipated range.
The NIC employs the Carnegie Foundation for the Advancement of Teaching’s “improvement science” methodology to help participants examine our current practices and create new ones that will support the recruitment and retention of more diverse teacher candidates in our programs, and ultimately, their entrance into the teaching workforce.