Posts Tagged ‘reform’
UPDATE: Video recording is now available! Visit the AACTE Learning Center to watch.
At the March 3 closing session of AACTE’s 70th Annual Meeting, Diane Ravitch delivered a rousing defense of public schools and an unsparing critique of those who seek to privatize education in America.
She opened with a declaration of admiration for the bravery and articulate activism of students from Marjory Stoneman Douglas High School in Parkland, Florida, following the recent tragic shooting there. Ravitch noted their engagement has been enabled by a well-rounded education—including drama, speech, and other subjects that have been eclipsed in many places by the focus on raising test scores.
The authors are 2019 editors of the Review of Research in Education. The views expressed in this post do not necessarily reflect the views of AACTE.
The schools in Chicago have a lot of initiatives going on. The three of us live and work here, so we are very engaged with the public and parochial schools across the city and suburbs. We see a dizzying array of efforts to improve teaching and learning: Professional Learning Communities, the International Baccalaureate, Multi-Tiered Systems of Support, culturally responsive teaching practices, one-to-one computing, and many, many more efforts.
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.
This opinion article originally appeared in The News & Observer. The views expressed in this post do not necessarily reflect the views of AACTE.
In pursuing testing and accountability as the route to school improvement, North Carolina has overlooked the benefits of collaboration and innovation. The following two examples of innovation illustrate both the challenge and the opportunity.
During the recession, when funds were cut for after-school transportation, a high school had to change its after-school tutoring program. It adopted a new program, Smart Lunch, which provided additional time for tutoring to occur in the middle of the day. This change brought several advantages: Tutoring was no longer an add-on at the end of the day; it did not have to compete with after-school programs or students who had jobs or family responsibilities; and it was not dependent on transportation.
The American Association of State Colleges and Universities (AASCU) invites applications by April 21 for the 2017 Christa McAuliffe Excellence in Teacher Education Award. Only public colleges and universities that are members of AASCU are eligible to apply for the award, which honors exemplary teacher preparation and professional development programs.
To win this award, teacher education and professional development programs must –
I was honored to attend AACTE’s Clinical Practice Summit earlier this month, where the common theme was creating a unified profession to improve teacher preparation programs. It was wonderful to see so many passionate educators working to make improvements for future educators like me.
During the summit, I was able to sit in on the conversations of various groups and heard about roadblocks facing education policy. One that was mentioned repeatedly is the fact that many policy makers have no experience in education to inform policies that are truly helpful. There is also a persistent disconnect between higher education institutions and PK-12 schools. One participant noted that many principals still do not know what edTPA is, for example, making it hard to implement. This is just one of the many examples that show the necessity of better communicating and operating as a unified profession.
Carol E. Smith, longtime AACTE staffer who deftly guided the Association through the early standards movement and years of accreditation reforms, died June 6 in Falls Church, Virginia. She was 66.
A native of Johnson City, Tennessee, Smith gave 23 years of devoted service to AACTE. After an early career in the banking and legal fields, she joined the AACTE staff as an administrative assistant in 1985 and worked up to senior leadership as vice president for professional issues before leaving in 2008.
Her portfolio of responsibilities was vast, including orchestrating the Association’s liaison with the National Council for Accreditation of Teacher Education, contributing to the design of the Interstate New Teacher Assessment and Support Consortium, and convening the Task Force on Teacher Education as a Moral Community, among others.
This post also appears on the University of Nevada, Las Vegas web site and is reposted with permission. Ed Prep Matters is featuring “Stories of Impact” to showcase AACTE member institutions with educator preparation programs that are making a positive impact in their communities and beyond through innovative practices. We are committed to sharing members’ success stories and encourage you to do the same.
Improving education in the Silver State and beyond was the focus of more than 250 educators, policy makers, and community leaders who gathered December 7 for the University of Nevada, Las Vegas (UNLV) inaugural “Summit on Nevada Education.”
The daylong conference, hosted by the UNLV College of Education (COE), drew decision makers from the local, state, and national levels to discuss policy opportunities in the wake of a landmark 2015 Nevada Legislative Session for education. Also front and center were Nevada’s role and impact on the national education conversation and the importance of partnerships to ensure quality education at all levels.
It’s sad but true: In October, a veteran teacher in Florida resigned because the conditions under which she was required to work did not support best practice. Despite her love of teaching and her “highly effective” ratings in evaluations, Wendy Bradshaw was trapped in an untenable position because she was required to deploy practices that were developmentally inappropriate for her young students.
Based on her extensive training in human growth and development, this highly credentialed professional with bachelor’s, master’s, and doctoral degrees would not persist in activities that she knew to be harmful to her students. “Developmentally appropriate practice is the bedrock upon which early childhood education best practices are based, and has decades of empirical support behind it,” she writes in her resignation letter. “However, the new reforms not only disregard this research, they are actively forcing teachers to engage in practices which are not only ineffective but actively harmful to child development and the learning process.”
A set of nine laudable principles to advance the teaching profession undergird an ambitious campaign organized by the Center for American Progress (CAP) that launches today. The new initiative, TeachStrong, targets improvements at every stage of the educator pipeline, from recruitment and preparation through licensure and career pathways, calling for a much-needed shift in focus in education policy away from test-and-punish accountability and toward strengthening the teaching profession.
TeachStrong attempts to elicit a common tune from the cacophony of voices across the education sector—from AACTE and the National Board for Professional Teaching Standards to the National Council on Teacher Quality and Teach for America—with a “Path to Modernizing and Elevating Teaching” comprising nine goals: