How are you telling your story in the media? Although teacher educators may feel perpetually short on time given their duties across colleges and partner schools, it can be well worth the effort to establish yourself as a respected resource to local newspaper reporters, radio stations, and other media outlets. A prime time to reach out is when you take on a new leadership role, giving you a window of opportunity to introduce yourself to the community while presenting the outlet an expert connection to call on in the future.
Take Donald Easton-Brooks, former professor and dean of the Colleges of Business and Education at Eastern Oregon University, who recently became dean of the University of South Dakota (USD) School of Education. To mark his new appointment, Easton-Brooks sat for a recorded interview with a local news outlet, introducing himself to the local audience and promoting his vision for the school. Here are some of the points he shared in his 15-minute interview.
In an apparent attempt to expand its reach beyond that provided by the partnership with U.S. News & World Report, the National Council on Teacher Quality (NCTQ) today unveiled a new interactive web site aimed at helping prospective teachers select a preparation program based on the ratings developed in NCTQ’s Teacher Prep Review.
The new web site, Path to Teach, translates the standards used in NCTQ’s Review into an at-a-glance scorecard for programs throughout the country.
The 2015 Fall CAEP Conference in partnership with AACTE was held September 17-19 in Washington, DC, drawing a crowd of more than 1,300 education professionals to talk process, progress, and partnerships in quality educator preparation and accreditation. And it’s already time to submit session proposals for both of next year’s CAEPCons—they are due this Sunday, October 4, by midnight EDT.
Very little is known about education deans’ perceptions of what they think is important for their actual, effective performance on the job. To address this knowledge gap, we invite deans to participate in a national survey, which we are conducting with AACTE’s support, that will tap education deans’ beliefs about their essential ways of thinking, being, and acting.
But first, here is some more background. In short, effective leadership of a school, college, or department of education (SCDE) is vital in light of both internal and external forces that provide significant challenges for these academic units. For instance, in the realm of teacher preparation, education deans and directors must articulate their role as leaders of change in the field. This charge includes determining ways to provide concrete evidence of how their programs broaden and deepen the learning and mastery of their teacher and leadership candidates, and also the learning that takes place in the classrooms of their graduates.
New data illuminate the growing problem of the lack of diversity in the teacher workforce and reframe teacher diversity as an “educational civil right” for students. The Albert Shanker Institute’s recent report on The State of Teacher Diversity in American Education names teacher diversity as a crisis in the educator workforce—the very topic being addressed by the 10 institutions participating in a Networked Improvement Community (NIC) sponsored by AACTE. Specifically, AACTE’s effort seeks to identify strategies to boost the number of Latino and Black men in the education profession.
The authors of the Shanker report studied research and data on teacher diversity from 1987 to 2012 in nine cities in the United States. The report shows that for the period of 1987-2012, the percentage of the students of color changed from 23% to 37% (a 14 percentage point increase). For the same period, the percentage of teachers of color rose from 12% to 17%—a mere 5 percentage point increase. This shows that the rate of increase of students of color is far (almost three times) greater than the increase in the percentage of teachers of color. Therefore, this is a crisis not only in the decline of numbers of young people seeking education careers, but the absence of young people of color choosing the profession at the same rates as the number of students of color enrolled in the nation’s schools.
Have you tried AACTE’s Online Professional Seminars (OPSs) yet? Trish Parrish, assistant vice president of academic affairs and professor of education at Saint Leo University (FL), has completed three already! Here’s what she had to say when I recently asked her about the experience with AACTE’s Quality Support Initiative.
When Parrish started working on her first OPS, her husband was confused to see her in the student’s role. “He said, ‘But you’ve already prepared all your classes for tomorrow!’ And I replied, ‘Well, yes, but now I am taking my class!’ ” In fact, the time commitment on top of her already-full workload had Parrish worried at first, but she decided to give it a try—and now she has completed the first three OPSs in AACTE’s series. “I’ve definitely enjoyed it,” she says.
Editor’s Note: This blog is based on a July 22 article in Teachers College Record (TCR). The full version is available here. The original article was written in response to a previously published TCR piece about edTPA.
We have been immersed in edTPA implementation for several years as the lead administrators for implementation support in Illinois and as scorers and scoring trainers. We have been committed to moving beyond compliance with state policy to using edTPA as a positive support for critical inquiry by faculty into teaching and learning.
Just 2 weeks remain before the application deadline for AACTE’s 2016 Best Practice Awards and Professional Achievement Awards. To illustrate the honor of receiving such recognition from your peers, we asked one recent recipient to tell us about her experience.
In 2014, AACTE recognized the School of Leadership and Education Sciences (SOLES) at the University of San Diego with the AACTE Best Practice Award in Support of Global Diversity. Heather Lattimer, associate professor and associate dean of SOLES, said this about the honor.
Teacher educators and teacher candidates have new resources in two high-level summaries of the research on learning. By distilling and organizing the existing research on cognitive science and educational psychology, the reports offer teacher candidates concise summaries of high-impact practices grounded in scientific evidence and professional consensus around PK-12 learning. Teacher preparation programs might find them valuable as resources to tie together learning science concepts that are integrated across multiple courses.
Now through October 15, the Association of Independent Liberal Arts Colleges for Teacher Education (AILACTE) is accepting session proposals for the 2016 AILACTE Annual Meeting and Conference to be held in Las Vegas, Nevada, February 22-23, 2016.
The conference theme is “Collaboration as a Cornerstone of Teacher Education.” We seek proposals—60-minute workshops and 30-minute presentations (to be coupled with similar themed presentations)—that help us deliberate on collaboration—big and small—in teacher education.