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Posts Tagged ‘reports’

Clinical Practice Commission Shares Proclamations, Tenets at AACTE Forum

On the last day of the 69th AACTE Annual Meeting in Tampa, Florida, the AACTE Clinical Practice Commission (CPC) held a major forum to unveil and discuss the 10 “Essential Proclamations and Tenets for Highly Effective Clinical Educator Preparation” identified in the CPC’s work. These proclamations and tenets, which undergird a forthcoming white paper, were released during the forum as part of a draft executive summary of the paper.

The event started with a panel presentation and discussion moderated by CPC member Jennifer Robinson, executive director of the Center of Pedagogy and associate professor at Montclair State University (NJ). Panelists included Michael Alfano, Central Connecticut State University; Diane Fogarty, Loyola Marymount University (CA); John Henning, Monmouth University (NJ); Rene Roselle, University of Connecticut; Jennifer Roth, Poudre School District (Fort Collins, CO); and Christine Smith, University at Albany, State University of New York.

AACTE Members Showcase Initiatives to Advance Social Justice, Diversity

A major forum at last month’s AACTE Annual Meeting highlighted actions under way to diversify the teaching workforce and advance social justice at universities across the country. Titled “Meeting the Needs of All Learners: Advancing Social Justice and Diversity in Teacher Preparation,” the forum featured panelists from four Association initiatives working toward these objectives: the AACTE Black and Hispanic/Latino Male Teacher Initiative Networked Improvement Community (NIC), the Diversified Teaching Workforce: Recruitment and Retention AACTE Topical Action Group, the AACTE Holmes Program, and the AACTE Committee on Global Diversity.

The forum was moderated by Sharon Leathers of William Paterson University (NJ) and included the following panelists, each of whom is a member of one or more of the four initiatives: Lora Bailey of New Mexico Highlands University, Traci Baxley of Florida Atlantic University, Jacob Easley of Eastern Connecticut University, Conra Gist of the University of Arkansas, Fayetteville, and Reyes Quezada of the University of San Diego (CA).

Educational Leadership Preconference Participants Share Promising Practice, Plan Action Steps

In conjunction with the 69th Annual Meeting, AACTE hosted a daylong workshop March 1 titled “Strengthening Leadership Through Communities of Professional Learning Educational Leadership Preconference,” sponsored by The Wallace Foundation. The event was attended by higher education leaders from across the nation, who shared model strategies and identified priorities and actions needed to strengthen principal preparation across local contexts.

The agenda featured two interactive segments, both of which explored ways to renew principal preparation programs through collaborative action.

AASCU Report Maps Challenges, Priorities for Teacher Preparation

A new report from the Teacher Education Task Force of the American Association of State Colleges and Universities (AASCU) makes a compelling case for quality teacher preparation, capturing the key challenges that make the current context complex but also offering recommendations for both university leaders and policy makers to move the field forward.

The task force conducted a survey last year of presidents, provosts, and education deans at state colleges and universities to gauge the current state of educator preparation. (The survey results are included as an appendix to the new report.) The responses informed conversations among task force members to distill the core themes, debate their implications in light of the latest research, and determine consensus recommendations for priority actions by higher education administrators. The results were combined to craft the new report, and the AASCU policy team added a set of priorities for federal and state policy.

Input Still Needed on AAEE Supply-Demand Survey

AACTE is partnering with the American Association for Employment in Education (AAEE) to increase input from educator preparation providers in the organization’s annual teacher supply and demand survey. The views expressed in this post do not necessarily reflect the views of AACTE.

The annual American Association for Employment in Education (AAEE) Educator Supply and Demand Report needs your input! If you have not already done so, please complete this year’s survey by January 27.

NCTQ Teacher Prep Review Assesses ‘Landscape’ of Undergraduate Elementary Preparation

Today, the National Council on Teacher Quality (NCTQ) released its latest installment in the Teacher Prep Review, “Landscape in Teacher Preparation: Undergraduate Elementary.” To those familiar with previous versions of the Review, NCTQ is publishing with a noticeably different approach this time – instead of one all-encompassing review of programs, NCTQ has chosen to release reports in five segments:

Reminder: Complete Supply-Demand Survey by Jan. 16

AACTE is partnering with the American Association for Employment in Education (AAEE) to increase input from educator preparation providers in the organization’s annual teacher supply and demand survey.

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If you haven’t already done so, could you please take 10-15 minutes to complete the 2016-17 AAEE Supply and Demand Survey? You do not need to be a member of AAEE to participate in the survey, and all respondents will receive an executive summary of the results. The survey is open through January 16.

Penn Center for MSIs Convening Highlights New Report

On October 28-30, we had the privilege of taking part in the National Convening on Success in Teacher Education at Minority-Serving Institutions (MSIs), held at the University of Pennsylvania. Hosted by the Penn Center for Minority Serving Institutions, the convening was focused around the release of the Center’s new report, A Rich Source for Teachers of Color and Learning: Minority Serving Institutions.

MSIs, which include Hispanic-serving institutions, tribal colleges and universities, historically Black colleges and universities, and Asian American and Native American/Pacific Islander-serving institutions, educate 20% of college and university students, many of whom are low-income and first-generation college students as well as students of color. Because of their focus and scope, MSIs play a key role in teacher preparation and efforts to diversify the nation’s teaching workforce.

NCTQ Criticizes Admissions Standards for Teacher Prep

A new report released this week by the National Council on Teacher Quality (NCTQ) calls for stronger admissions standards for teacher preparation programs. Casting blame for “a low bar for entry” on states, the Council for the Accreditation of Educator Preparation (CAEP), and individual programs, NCTQ claims that raising admissions requirements (such as minimum GPA and ACT or SAT scores) would increase not only the quality but also the number of candidates entering the profession.

The Demand for Educators: Good News for Candidates, A Daunting Challenge for Hiring Administrators

The views expressed in this article do not necessarily reflect the views of AACTE.

For future teachers, the job outlook is bright. For school hiring personnel, the challenge of finding enough qualified educators for their vacancies is daunting.

The growing mismatch between teacher supply and demand was documented strongly in a comprehensive report published by the Learning Policy Institute last month. One of the key data sources cited in the study is the American Association for Employment in Education (AAEE) “Educator Supply and Demand Report 2014-15,” which now has a new edition available—and the shortage situation has not improved.

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