By Jon Clausen, Guy Trainin and Arlene Borthwick
Members of AACTE’s Committee on Innovation and Technology at the 2017 National Technology Leadership Summit in Washington, DC
AACTE and its Committee on Innovation and Technology (I&T) are committed to being a leading voice in the preparation of educators to integrate technology within teaching and learning. The latest examples of this commitment include active participation in the 2017 National Technology Leadership Summit (NTLS) and plans for a preconference symposium at the 2018 AACTE Annual Meeting.
AACTE hosted the 18th annual NTLS September 28-29 at the Association’s headquarters building in Washington, DC. AACTE President/CEO Lynn M. Gangone welcomed NTLS attendees, acknowledging the importance of the work to be done during the summit. Six members of the I&T committee attended the event, including Chair Arlene Borthwick (National Louis University, IL), Jon Clausen (Ball State University, IN), Elizabeth Finsness (Minnesota State University-Mankato), Charles Hodges (Georgia Southern University), Lara Luetkehans (Indiana University of Pennsylvania), and Guy Trainin (University of Nebraska-Lincoln).
By Donna Cooner and Wendy Fothergill
On Thursday, December 14, AACTE will host a free webinar, supported by The Wallace Foundation, on principal leadership. Please join us from 3:00-4:00 p.m. EST for “Principals as Transformation Leaders: Support for New Leaders.”
Although university support for new school leaders often ends with graduation, novice principals need ongoing professional development and can benefit from continued connections with their preservice preparation programs. The new leaders serving as panelists on this webinar will offer perspectives on their preservice principal preparation and ideas for creating ongoing systems of support. Each panelist is a recent participant in a new leadership institute at Colorado State University, developed in partnership with AACTE and the Wallace Foundation, that convened early-career principals to identify practices and support structures needed for graduates beyond university-based preparation programs. Outcomes from these institute discussions will help guide curriculum reform to better prepare school principals and will also inform universities on how to keep the connection with alumni vibrant and relevant.
By Sarah Verneret
On November 14, the Learning Policy Institute (LPI) held a briefing to share research-based findings and recommendations on investing in community schools as a means to school improvement. The briefing was based on a study LPI recently conducted with the National Education Policy Center and highlighted community schools – that is, schools that partner with local agencies to provide integrated academic, health, and social services to the community – as a school improvement approach that meets the Every Student Succeeds Act (ESSA) requirement for “evidence-based” interventions.
At the briefing, panelists included representatives from community schools and other supporters. Community School Director Shanelle England described her work at Baltimore’s Forest Park High School, which consists of supporting her students, their families, and the school staff, as well as developing relationships with community agencies. The panelists all advocated for continued funding for the integrated models.
By Deborah Koolbeck
On the same day that Chairwoman Virginia Foxx (R-NC) released her Higher Education Act (HEA) reauthorization bill in the U.S. House of Representatives, the Trump Administration released a set of principles for HEA reauthorization.
The White House document (see PDF here) reveals five broad goals and eight policy principles for consideration as the reauthorization process begins in the U.S. House of Representatives. The House Education and the Workforce committee is expected to move the bill forward starting the week of December 4. On the U.S. Senate side, Chairman Lamar Alexander (R-TN) has stated that HEA reauthorization will be a priority for the Health, Education, Labor, and Pensions committee next year.
By Deborah Koolbeck
On December 1, the Republicans of the U.S. House of Representatives Committee on Education and the Workforce released their bill to reauthorize the Higher Education Act. H.R. 4508, the “Promoting Real Opportunity, Success, and Prosperity though Education Reform (PROSPER) Act,” would change or repeal aspects of the current law.
While we are still analyzing the bill, here are few key provisions that would affect educator preparation:
By Aaron Goldstein
Congratulations to the future members of AACTE’s Board of Directors! In a recent online election, AACTE members and state chapter leaders chose the following colleagues to serve on the Board beginning March 1, 2018:
Michael Maher, North Carolina State University
Advisory Council of State Representatives Chair-Elect
By Jemima Cabedo
Faculty from three AACTE-member universities were featured guests in an Education Talk Radio show last month to discuss their experiences as Teacher Quality Partnership (TQP) grantees. Joining host Larry Jacobs were the following teacher educators:
- Christina K. O’Connor, Director, Professional Educator Preparation, Policy, and Accountability, and Co-Chair, Collaborative for Educator Preparation, University of North Carolina at Greensboro; Regional Director, North Carolina New Teacher Support Program
- DaShaunda Patterson, Clinical Assistant Professor, Educational Psychology, Special Education, and Communication Disorders, Georgia State University
- Jennifer Robinson, Director of the Center of Pedagogy, Montclair State University (NJ)
By JTE Insider
Have you seen the JTE Insider blog managed by the Journal of Teacher Education (JTE) editorial team? Check out the following interview with the authors of a recent article. This blog is available to the public, and AACTE members have free access to the articles themselves in the full JTE archives online – justlog in with your AACTE profile here.
This interview features insights from the article “An Examination of Preservice Teachers’ Capacity to Create Mathematical Modeling Problems for Children,” by Catherine Paolucci of the State University of New York at New Paltz and Helena Wessels of Stellenbosch University (South Africa). The article, which appears in the May/June issue of JTE, is summarized in the following abstract:
By Sarah Verneret
Three new videos are available this week in AACTE’s Research-to-Practice Spotlight Series highlighting clinical preparation and partnerships of the University of Nevada, Las Vegas (UNLV) College of Education. The latest videos focus on creative approaches to addressing teacher shortages, the importance of a shared strategic vision, and the simultaneous renewal that benefits all parties in the clinical partnership.
A shared vision is the cornerstone of the multifaceted partnership between the College of Education at the University of Nevada, Las Vegas (UNLV), and the neighboring Clark County School District. Thanks to the strength and clarity of this vision, the partners have been able to take risks and innovate in ways that advance the work of all involved.
By Renée A. Middleton
As AACTE Board Chair, I have shared and reflected monthly on several of our AACTE core values. This month, I would like to focus on one of our most important core values: professionalism.
This value calls for AACTE members to prepare teacher candidates to be not only successful educators, but also members of the larger professional community. Candidates should graduate from their programs with a clear understanding of the ethical responsibilities of being an educator and be equipped to contribute to the greater good in communities, school districts, and society.
By Conra D. Gist
AACTE’s Diversified Teaching Workforce (DTW) Topical Action Group invites you to register for a free institute and to nominate individuals – by December 15 – for the 2018 DTW Teacher Diversity Research Award.
The second annual Diversified Teaching Workforce Institute will convene February 28, 2018, at the AACTE 70th Annual Meeting in Baltimore, MD. The institute will unite a group of national leaders at colleges and universities across the United States to spotlight and explore innovative efforts for addressing racial/ethnic teacher diversity across five key areas: recruitment and retention, teacher preparation, mentorship, induction and professional development, and advocacy.
By Sharon Lovell, Shelley B. Wepner, Robin Anderson and William Henk
UPDATE: Please sign up for a focus group by December 21.
What factors contribute most to the longevity of education deans in their positions? Are there optimal lengths of time for education deans to stay in their roles, and if so, how long and why? What are the personal and professional benefits of remaining in the role as education dean for an extended period?
We invite currently serving education deans who have at least 7 years of experience in this role to participate in one of several focus groups. These focus group sessions, supported by AACTE, will last 45 to 60 minutes and will be conducted during the weeks of January 8 and January 15, 2018, using electronic conferencing technology.
By Brianna Joseph
Congratulations to Monique E. Matute, Holmes Scholar of the Month for November 2017!
Matute is currently pursuing a Ph.D. in special education at the University of Nevada, Las Vegas (UNLV). This is her second year in the doctoral program, and she is also a graduate assistant.
Matute is a determined doctoral student who exemplifies hard work and dedication to the field of special education. Her research interests are the disproportionality of African American males in special education and applied behavioral analysis. She strives to present critical issues and implications on overrepresentation and underrepresentation of students from culturally linguistic and diverse backgrounds in special education.
By Donna Cooner and Wendy Fothergill
On Thursday, November 30, AACTE will host a free webinar on preparing principals for effective leadership, with support from The Wallace Foundation. Please join us from 3:00-4:00 p.m. EST for Principals as Transformation Leaders: High-Quality Preservice Preparation.
Considering the impact of school leaders on student achievement, principal preparation programs have a huge responsibility to best prepare individuals to lead our nation’s schools. Yet a recent report by the Wallace Foundation, Improving University Principal Preparation Programs: Five Themes From the Field, indicates there is concern that many university-based programs need curricular redesign and stronger connections to school districts. The panelists on this webinar will discuss the need for reform in principal preparation and examples of quality innovations.
By Jerrica Thurman
Check out the full lineup of sessions and presenters at the 2018 Annual Meeting now available through AACTE’s Event Planner at http://planner.aacte.org. View session titles and descriptions, presenters’ names, and locations all at your fingertips through mobile or online access to the Event Planner.
In recent years, AACTE has offered enhanced technology to foster robust interaction with event participants by providing the Event Planner as the go-to-resource for the Annual Meeting.