The Collaboration for Effective Educator Development, Accountability, and Reform Center (CEEDAR Center) has released three new program evaluation tools, called innovation configurations, in partnership with the Center on Great Teachers and Leaders at the American Institutes for Research. The innovation configurations are designed to help evaluate teacher preparation programs and professional development activities for the extent to which they incorporate evidence-based practices in a particular area:
Archive for August, 2014
This summer, Chief Representatives at 400 randomly selected AACTE member institutions are participating in a survey on data use in their teacher preparation programs. If your institution has been invited but has not yet participated, please complete the survey to inform our future technical assistance and other member services around data use.
Each survey respondent receives an Amazon gift card as a token of appreciation. What’s more, some participants report a benefit from the survey itself. One dean said the survey “posed so many great, thoughtful questions and really forced me to think through our programs and how we are/are not using data effectively.
Yesterday, U.S. Secretary of Education Arne Duncan issued a statement responding to widespread concerns about standardized testing—saying that “testing issues today are sucking the oxygen out of the room in a lot of schools” and offering to delay by a year the federal requirement that teacher evaluations include some “significant” influence from students’ performance on state assessments.
Last week, members of the Teacher Leader program at the College of Charleston’s School of Education, Health, and Human Performance (SC) visited Washington, DC, and met with government and nonprofit agencies and associations, including AACTE, as well as leaders from educational think tanks and policy makers.
The views expressed in this post do not necessarily reflect the views of AACTE.
Last month, the Council for the Accreditation of Educator Preparation (CAEP) announced Angela Duckworth as the first keynote speaker for the 2014 Fall CAEP Conference in Washington, DC. We are equally excited to announce that civil rights scholar Christopher Edley will keynote on Day 2 of the conference.
Edley, former dean of the University of California-Berkeley School of Law, is currently faculty director of the Chief Justice Earl Warren Institute on Law and Social Policy, which he cofounded. He also was cofounder of the Civil Rights Project at Harvard University, where he taught law for 23 years.
It’s time to showcase outstanding doctoral dissertation research in educator preparation! Applications for AACTE’s 2015 Outstanding Dissertation Award are due Thursday, August 14.
The award recognizes excellence in doctoral dissertation research (or its equivalent) that contributes to the knowledge base of educator preparation or of teaching and learning with implications for educator preparation. Individuals earning a doctorate in education from January 1, 2013, through June 30, 2014, are eligible for the award. The winner will receive a $1,000 cash prize and special recognition at AACTE’s 67th Annual Meeting in Atlanta, February 27 – March 1, 2015.
Accountability is a core value of AACTE and its membership. Although the current trend toward measuring teacher preparation programs’ outcomes rather than inputs is a clear step in the right direction, it is often difficult to produce meaningful evidence of program impact amid the wide-ranging ideas of what such evidence might be. Still, our profession is ahead of the game in dealing with the performance expectations and reporting demands that now face higher education in general.
This coming school year, a majority of states will implement the Common Core State Standards and corresponding assessments from either the Partnership for Assessment of Readiness for College and Careers (PARCC) or the Smarter Balanced Assessment Consortium. To prepare for the new assessments, both consortia field-tested thousands of test items this spring. AACTE asked each consortium to provide our members with an update on its progress. This post addresses Smarter Balanced; find the PARCC update here. The views in this post do not necessarily reflect the views of AACTE.
As K-12 schools across the country work on implementing the Common Core State Standards, a major body of work has been preparation of new assessments built to assess student mastery of the standards. In June, the 22-state Smarter Balanced Assessment Consortium marked a significant milestone as its field test came to a close. The scale and scope of this “practice run” of new assessments aligned to the Common Core State Standards was truly unprecedented; 4.2 million students participated, making this field test the largest online assessment in the nation’s history.
This coming school year, a majority of states will implement the Common Core State Standards and corresponding assessments from either the Partnership for Assessment of Readiness for College and Careers or the Smarter Balanced Assessment Consortium. To prepare for the new assessments, both consortia field-tested thousands of test items this spring. AACTE asked each consortium to provide our members with an update on its progress. This post addresses PARCC; find the Smarter Balanced update here. The views in this post do not necessarily reflect the views of AACTE.
In June, the Partnership for Assessment of Readiness for College and Careers (PARCC)—which includes 14 states and the District of Columbia—accomplished a major milestone: the completion of a field test of new, Common Core-aligned assessments that were developed for the states by the states. Almost 4 years in the making, these K-12 assessment systems came online this spring as states started to “test the test” to ensure that assumptions made about content alignment, use of technology, and ease of use for both students and teachers alike were on target.