Editor’s note: As AACTE moves from collecting information through the Professional Education Data System (PEDS) to tapping other nationally available data sources on educator preparation, we will be providing periodic data snapshots from these sources. The following article presents data from the latest available (2014) federal collection mandated by Title II of the Higher Education Act, which includes 1,497 providers of “traditional” programs based in institutions of higher education (IHEs), 472 providers of IHE-based alternative programs, and 201 providers of non-IHE-based alternative programs.
This is the first of six blog articles that will explore the Title II data on educator preparation program admission and completion requirements. Teacher quality is an ongoing concern, and the field of teacher preparation plays an important role as the profession’s entry point. Contrary to some beliefs that preparation programs have few or no requirements for entry and exit, the data show that most providers have many and varied criteria for prospective educators at the beginning and end of their preparation programs. This blog series aims to help affirm the common criteria and explore others that are not as well-known.
Lisa LaDonna Cooper and Linda Mitchell of State Farm present funds to the ACI Center to support Project LEAD during the spring summit in Chicago.
In April, faculty and teacher candidate “ambassadors” representing institutions in the Associated Colleges of Illinois (ACI) convened in Chicago to take part in the Project LEAD (Leaders in Education Advocating for Diversity) Spring Summit. The summit, conducted by the ACI Center for Success in High-Need Schools, followed up on the inaugural Project LEAD meeting that took place last fall. (Read more about that meeting here.)
The day began with a welcome and celebration of the ACI Center and the initial successes of Project LEAD by its sponsor, State Farm. This included a brief talk by Community Relations Specialist Lisa LaDonna Cooper as well as an exciting presentation of funds to support participating institutions.
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.
The clinical practice partnership between Georgia’s Albany State University (ASU) College of Education and nearby Live Oak Elementary is bringing mutual benefit to the elementary students and the ASU teacher candidates. The field-based preparation model they have cultivated around the school’s learning goals promotes growth for all involved.
The hands-on assistance and dedication of the teacher candidates are helping to close literacy achievement gaps for Live Oak second-graders, for example, through the partners’ remedial reading practicum in the early childhood education program.
Chapter leaders listen intently at the 2015 State Leaders Institute
In 2015, I participated for the first time in AACTE’s State Leaders Institute (SLI). In thinking about what I gained from participation, the phrase that comes to mind again and again is a sense of connection.
Psychological research suggests that those who feel consciously connected with others—or with their environment, or with anything that is larger than themselves—tend to be more physically and mentally healthy than others. Perhaps it’s too lofty to suggest that your participation in SLI will improve your overall well-being, but I can testify to several practical benefits!
Members of the IACTE Executive Committee at the chapter’s inaugural Day at the Statehouse in February
Last year, the Indiana Association of Colleges for Teacher Education (IACTE) received an AACTE State Chapter Support Grant to fund the creation of a statewide advocacy consortium. In order to disrupt the dominant discourse that negatively portrays teacher education programs, educators, and schools, IACTE sought to collaborate with “partners in practice” to tell positive stories and create a unified message of the education profession. We held a series of productive conversations and meetings, culminating in the capstone experience of the first IACTE “Day at the Statehouse” event in February.
Our partners in this work included the Indiana Association of Public School Superintendents, the Indiana Association of School Principals, the Indiana State Teachers Association, the Indiana School Boards Association, and the education honorary, Kappa Delta Pi.
The author, assistant principal at Pepperell Elementary School in Lindale, Georgia, is one of several PK-12 educators who presented on their experiences with edTPA and their partnerships with educator preparation providers at last month’s 2016 edTPA National Implementation Conference in Savannah, GA.
Do you want to strengthen relationships between PK-12 administrators and educator preparation faculty? Try going out for lunch.
That’s how the relationship between Pepperell Elementary School, where I’m an assistant principal, and the Shorter University School of Education really took off.
I was at lunch a few years ago with Kristy Brown, who supervises student teaching for Shorter. I told her my staff needed professional development in teaching writing skills to our diverse learners. She said she needed classrooms to host teacher candidates for their clinical experiences.
Congratulations to May Holmes Scholar of the Month DeShawn Sims!
Sims is a third-year doctoral student in the counselor education program at the University of Central Florida. Her research interests include mobile technology, pedagogical and learning influences in urban classrooms, and creating effective urban educators.
Sims’ nomination stated that she demonstrates regular and impeccable service to the community. With her passion for urban education, she is constantly using her voice to advocate on behalf of this platform. Sims serves with the Urban Initiative Special Interest Group, an Orlando partnership that aims to tackle challenges in urban communities. She has presented at several national conferences and continues to build her curriculum vitae with accomplishments.
The National Policy Board for Education Administration (NPBEA) seeks comment by May 22 on new draft standards for leadership preparation programs. Once approved, these preparation standards will replace the Educational Leadership Constituent Council (ELCC) standards and be used to guide the educational leadership program design, accreditation review, and state approval of preparation programs for principals and superintendents.
The proposed National Educational Leadership Preparation (NELP) Standards specify what novice leaders should know and be able to do, at the building and district level, after completing a high-quality educational leadership preparation program. The new draft aligns the standards for preparation programs with the Professional Standards for Educational Leaders (PSEL) approved by NPBEA last fall. Formerly known as the Interstate School Leaders Licensure Consortium (ISLLC) standards, the PSEL standards articulate the knowledge and skills expected of school leaders broadly.
This article originally appeared on the Illinois State University news site. It is reposted here with permission. The views expressed in this article do not necessarily reflect the views of AACTE.
Last fall semester, Blake Slutz ’15 was among Illinois State University’s 47 special education graduates. He and his fellow new alumni all passed the edTPA test during their student teaching semesters. Their success was not isolated. Across the university’s entire education program, the largest in the state, 99% of teacher candidates passed the assessment. Illinois State’s performance far exceeded the national average of 85%.
The author is the administrator for AACTE’s newly formed “Issues in HBCU Education” topical action group (TAG). The views expressed in this post do not necessarily reflect the views of AACTE.
Did you know that 25% of bachelor’s degrees in education conferred upon African Americans are awarded at historically Black colleges and universities (HBCUs)? In addition, HBCUs with educator preparation programs have consistently produced more African-American graduates in the science, technology, engineering, and math (STEM) fields than any other type of institution. The success of HBCUs at educating students for the 21st century workforce could be a signal to educational leaders to seek the HBCU as a source for making large-scale improvements among African American students on the PK-12 level.
AACTE is now accepting nominations for the 2017 Outstanding Book Award. Nominations must be made through our online submission system by June 14.
The Outstanding Book Award recognizes books that make a significant contribution to the knowledge base of educator preparation or of teaching and learning with implications for educator preparation. Last year’s winner was Etta Hollins’ Rethinking Field Experiences in Preservice Teacher Preparation: Meeting New Challenges for Accountability (Routledge), and the 2015 winner was Nel Noddings’ Education and Democracy in the 21st Century (Teachers College Press); check our online honor roll for other great recommendations for your summer reading list!
The Education Commission of the States (ECS), a national state policy organization that partners with education policy leaders including AACTE, has released six reports that provide guidance to state policy makers seeking to address teacher shortages.
An introductory report, Teacher Shortages: What We Know, examines the teacher labor market and highlights recent findings from state task forces that have addressed policies related to teacher shortages.
Five additional reports consider different state strategies to tackle shortages: alternative certification, financial incentives, induction and mentorship, evaluation and feedback, teacher leadership.
I had the honor of attending a half-day conference at the White House last month celebrating the Operation Educate the Educators program, a joint initiative of AACTE and the Military Child Education Coalition (MCEC) to better prepare school personnel to meet the needs of military-connected children.
The April 13 event marked not only the Month of the Military Child but also the 5-year anniversary of Joining Forces, a critical initiative launched by First Lady Michelle Obama and Second Lady Dr. Jill Biden to support military families’ health, education, and employment. Operation Educate the Educators is a key player in the education component, comprising an impressive array of programming at more than 100 AACTE member institutions and others across the country. Biden also spoke on a related panel earlier in the week at the American Educational Research Association conference.
Please join AACTE for a free policy discussion and reception June 6! RSVP here.
Each summer, AACTE’s State Leaders Institute (SLI) brings together leaders of the Association’s state chapters to discuss important trends in state policies and to advocate for the profession. This year, the institute will be held June 5-6 as part of AACTE’s 2016 Washington Week, themed “Diverse Perspectives, Deep Partnerships, One Profession,” at the Crystal Gateway Marriott in Arlington, VA.
Thanks to a grant from the Learning First Alliance’s Get It Right campaign, the 2016 SLI will offer interactive sessions highlighting how state policy for college- and career-ready standards will be affected by the recently passed Every Student Succeeds Act (ESSA) and the implications for educator preparation. Participants will gain a deeper understanding about the uniqueness of individual states, find ways in which they are similar, and discover how those similarities can help frame a common message.
The Arts Education Partnership seeks concurrent session proposals for its 2016 National Forum, to be held October 5-7 in Denver, Colorado. Proposals are due by Friday, June 17, at 5:00 p.m. PDT.
The Arts Education Partnership is a center within the Education Commission of the States, a national state policy organization that partners with education policy leaders, including AACTE. For the 2016 National Forum, partners and leaders from around the nation are invited to share their exemplary work supporting the role and contribution of the arts to prepare all students for the “next America.”