Have you recently completed a fabulous dissertation? Then AACTE wants to hear from you! Applications for the 2018 Outstanding Dissertation Award are being accepted in our online submission system now through August 18.
The AACTE Outstanding Dissertation 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. Dissertations completed since January 2016 are eligible for consideration, regardless of what institution awarded the doctorate (member or nonmember of AACTE). See the call for entries (PDF) for other requirements.
Everyone likes a great investment, a sure thing, a great return for the money. In education, as in the markets, trying to figure out where to invest for the best results is challenging. Still, solid research can point us in the right direction, which is why I couldn’t wait for the results of the latest study in the “Good to Great” series by the National Network of State Teachers of the Year (NNSTOY): Investing in What It Takes to Move From Good to Great: Exemplary Educators Identify Their Most Important Learning Experiences.
This op-ed was published May 14 in the Virginian-Pilot. The views expressed in this post do not necessarily reflect the views of AACTE.
At a recent alumni award ceremony for Old Dominion University’s Darden College of Education, one of the honorees, author Rodney Sidney II, introduced the guests he had invited. Among them was his fourth-grade special education teacher. The moment was tremendously poignant, as he spoke of the support and encouragement he had received from her. Even more touching was how Sidney described her belief in him and her never-ending guidance.
Last year, AACTE received a record-setting 513 session proposals for its 2017 Annual Meeting in Tampa. Given the limited number of spaces available for presentations, we were able to accept only 44% of the proposals received.
Looking to present at AACTE’s 2018 Annual Meeting in Baltimore? Then you will want to make your proposal stand out from the others. To help increase your chances of being selected in our competitive, peer-review process, here are five tips to help your proposal rise to the top:
Today, the National Council on Teacher Quality (NCTQ) released the second installment of its now-segmented Teacher Prep Review, this time grading undergraduate programs preparing secondary teachers based on a document review of their admission standards, content requirements, and field experiences.
Out of the 717 programs reviewed across the country, the new report says “adequate” content knowledge requirements are in place in approximately 81% of programs for candidates in the sciences and in 65% of social studies programs, while nearly all programs provide adequate preparation for English and math teachers. About three quarters of the evaluated programs require subject-specific methods courses, and less than half of those require student teaching in connection with that course work.
Cynthia B. Dillard
Are you developing, implementing, or evaluating policies or practices that help increase the numbers and improve the experiences of teachers of color? The Department of Teacher Education at Northern Kentucky University (NKU) wants to hear from you! Paper proposals are due May 15 for a September event, “Teacher Diversity Matters: A National Symposium on Preparing, Recruiting, and Retaining Teachers of Color.”
The symposium, to be held September 15 at NKU, will feature a keynote address from Cynthia B. Dillard of the University of Georgia titled “You Are Because I Am: The Necessity of Identity, Mutuality, and Equity in Teacher Education.” Other sessions will highlight accepted papers from researchers, practitioners, and students based in PK-12 and higher education.
Holmes Scholar Whitney Watkins, past president of the Holmes Scholars Council, reflects on her participation in last year’s Holmes Summer Policy Institute. This year’s institute will be held June 5. The views expressed in this post do not necessarily reflect the views of AACTE.
Such an awesome and fulfilling time was had at the 2016 Holmes Summer Policy Institute during AACTE’s Washington Week! From the connections I made with other Holmes participants to the relationships I built with professionals in the education field, the experience was one to remember.
Are you planning to attend the 2017 AACTE Washington Week next month? Be sure to book your hotel, the Renaissance Arlington Capital View Hotel in Arlington, VA, by May 12 to take advantage of AACTE’s group rate, which includes complimentary high-speed Internet in guest rooms and meeting spaces.
Conveniently located near Reagan National Airport, the hotel offers stunning views of the Potomac River and the Washington skyline – an inspirational setting to convene with other teacher educators from across the country under the event’s theme “Diverse Perspectives, Deep Partnerships, One Profession.” The hotel will host all of our Washington Week events before we head to Capitol Hill Wednesday morning.
AACTE is pleased to offer the State Chapter Support Grant Program for the 2017-2018 academic year, directing member dues toward supporting the development of AACTE state chapter initiatives and relationships. Applications for the grants are now being accepted through AACTE’s online submission site.
For the current funding cycle, the AACTE Board of Directors has allocated a total of $50,000 for the grant program, of which $40,000 is for “Chapter Activities” and $10,000 is for “Chapter Development.”
Have you seen the JTE Insider blog managed by the Journal of Teacher Education (JTE) editorial team? Check out the following interview with an author of a recent article.
In the interview below, Francesca A. López of the University of Arizona provides some insight behind her research for the article, “Altering the Trajectory of the Self-Fulfilling Prophecy: Asset-Based Pedagogy and Classroom Dynamics.” The article, published in the March/April issue of the journal, is summarized in the following abstract:
Registration is now open for AACTE’s Leadership Academy, June 25-29 in Providence, Rhode Island. One of this year’s faculty members is René Roselle, who attended as a participant just 4 years ago. The views expressed in this post do not necessarily reflect the views of AACTE.
In spring 2013, I was given the opportunity to become associate director of teacher education at the University of Connecticut’s Neag School of Education. Having been a faculty member for 8 years, I felt ready to expand my knowledge of the university and school by serving in new way. We had hired a new executive director of teacher education, and the role of associate director was newly created to support the director. Although I was familiar with the setting, having been a faculty member and doctoral student at UConn since 2001, I had no real preparation for the new role – until a colleague recommended the AACTE Leadership Academy.
As part of next month’s Washington Week, themed “Diverse Perspectives, Deep Partnerships, One Profession,” AACTE state chapter leaders will hear from several policy leaders in this year’s State Leaders Institute (SLI).
Held June 4-5 at the Renaissance Arlington Capital View Hotel in Arlington, Virginia, this event fosters dialogue pertaining to education policies in each state and develops capacity for state chapters of both AACTE and the Association of Teacher Educators to address major policy and advocacy themes facing educator preparation.
Last week, AACTE’s inaugural Quality Support Workshop drew dozens of faculty, administrators, assessment and accreditation coordinators, and other educators to Fort Worth, Texas, April 24-26 for interactive sessions and hands-on collaboration.
The event – the first in AACTE’s new series of regional workshops – opened Monday afternoon with a facilitated discussion of the topic “Quality Assurance in Education: What Should a Profession Expect?” AACTE’s Mark LaCelle-Peterson and Linda McKee led participants in considering what evidence they need to evaluate their students and programs, how they obtain this evidence, and how different measures combine to build a framework for quality assurance as well as continuous improvement.
I am thrilled to introduce the St. John’s University (NY) School of Education as the next featured institution in the AACTE Research-to-Practice Spotlight series. In this latest focus on exemplary models of clinical practice, we highlight the work of the Residential Internship for St. John’s Educators (RISE) program in Queens, New York. This partnership with surrounding school districts aims to develop the very best teachers for local classrooms, a mission to which both the university and the school district are committed.
The first video in the series is now posted in the Innovation Exchange, introducing the RISE program’s yearlong internships and focusing on the importance of relationship-building and a shared professional community. Over the next few weeks, we’ll be publishing additional videos and blog summaries to highlight what AACTE staff learned during our visit to the St. John’s campus and partner sites.
On Friday, April 28, Congress passed a continuing resolution (CR) for Fiscal Year 2017 (FY17) extending funding through May 5 to avoid a federal government shutdown. Then working through the weekend, lawmakers reached an agreement on an omnibus appropriations bill (see PDF), which now heads to the U.S. House of Representatives and the U.S. Senate for approval to fund the government through September 30.
The omnibus encompasses 11 of the 12 federal appropriations bills, as the remaining one – for Military Construction and Veterans Affairs – was completed last year. Included in the education section, which begins on page 1010 of the omnibus bill, is direction for the U.S. Department of Education to begin the work of offering year-round Pell grants. The Teacher Quality Partnership grants and the Special Education Personnel Preparation program are flat-funded. Title II-A of the Every Student Succeeds Act (ESSA), the School Leader Recruitment and Support Grants, and the overall budget for the Institute of Education Sciences are reduced. Details on these areas can be found here.