02 Sep2021
By AACTE
Join AACTE for the second session in its virtual
Leadership Academy Series, “
When Thinking Wrong is Right: Purposeful Disruption of the Status Quo,” on Wednesday, October 20, from 2:00-3:30 p.m. ET. This session, facilitated by Patty Alvarez McHatton, senior vice president at Branch Alliance for Educator Diversity, and Kandi Hill-Clarke, dean of the College of Education at Memphis University, will cover:
- How do you find time to reflect, explore and innovate when work has become more intense and overwhelming?
- How do you challenge the status quo by applying lessons learned from this past year of working, teaching, and learning remotely?
- How do you disrupt the ordinary to consider when thinking wrong is the right thing to do?
Get ready to flex your “thinking wrong” muscles in this engaging, reflective, and fun session. Attendees will participate in open discussion, followed by small group interactive exercises, to put into practice thinking wrong to do right.
Register today at
aacte.org. AACTE members can attend this session, the third session in January 2022, and even access the recording of the first session, at one low registration rate of $99. Space is limited so secure your spot now!
02 Sep2021
By Brian P. Yusko
Brian P. Yusko, president of the Ohio Association of Colleges for Teacher Education, provides insight into the impact the State Leaders Institute has on state leaders and affiliate members in the Q&A article.
Why do you believe it is important for AACTE members to actively advocate for education?
In our current political climate, educational policy is highly contested, with strong advocates for multiple competing goals of schooling. Many lawmakers feel comfortable proposing changes in P-12 educational policy without necessarily understanding all the implications for teacher preparation. If teacher educators are not at the table, policymakers are liable to make decisions that run counter to what we know about quality teacher education.
01 Sep2021
By Kristien Zenkov
The Teacher Educators’ Journal, is the journal of the newly formed Virginia Association of Colleges and Teacher Educators (from the merging of ATE-Virginia and the Virginia Association of Colleges for Teacher Education). The journal is published once per year, in electronic form. Please review the call for proposals as we continue to expand the reach—research shared and readership—of the journal beyond Virginia.
The Call
The Teacher Educators’ Journal (TTEJ) is published by the Virginia Association of Colleges and Teacher Educators (VACTE), a state unit of the Association of Teacher Educators (ATE) and the American Association of Colleges for Teacher Education (AACTE). The journal aims to stimulate discussion and reflection about issues related to teacher education. Manuscripts submitted for consideration may be research/empirical reports and analyses, position papers, book reviews, or conceptual essays.
01 Sep2021
By Ward Cummings
AACTE recently joined the Learning Policy Institute to announce the formation of the Teacher Licensure Collaborative (TLC), a partnership of interested states building on the work of the Whole Child Policy Table, to advance revisions of state licensure and certification standards to incorporate whole child practices and ensure alignment with the science of learning and development.
Led by the Learning Policy Institute, with support of AACTE, the TLC will help advance revisions of state licensure and certification standards, incorporate whole child practices—including social and emotional learning (SEL)—and ensure alignment with the science of learning and development.
01 Sep2021
By Ward Cummings
The Ohio Department of Education recently announced the Diversifying the Education Profession Grant Awardees, 20 school districts that will work over two and a half years to implement strategies to address the diversity needs within their faculty and staff.
According to the Ohio Department of Education, the state has significantly more minority students than minority teachers in its public schools. Ample research shows that teachers of color help students of color perform better academically, socially, and emotionally, and the benefits translate into higher test scores, increased likeliness of staying in school, and lower likeliness of chronic absences and discipline incidents.
30 Aug2021
By Nichole Spalding
The Practice-Based Learning Opportunities Affinity Group will host its first meeting on September 29, 2021, 2:00-3:00 p.m. ET. This Affinity Group (AG) will explore practice-based learning opportunities (PLOs) as a model for supporting teacher educators’ use of high-leverage practices (HLPs) and evidence-based practices (EBPs). PLOs afford educators opportunities to apply content knowledge and pedagogy in coursework, professional development workshops, and authentic classroom situations. During interactive meetings, the AG will explore topics such as practice and the role it plays in teacher learning; practice-based learning opportunities, such as structured video analysis, simulated interactions, microteaching; strategies for connecting simulated practice opportunities with authentic practice opportunities; and strategies for developing prerequisite knowledge for candidates and teachers.
30 Aug2021
By Jacqueline Rodriguez
In the past year, Congress set aside billions for the Elementary and Secondary School Emergency Relief (ESSER) Fund.
To help educator preparation programs effectively allocate those funds, GoReact and AACTE put together a panel of national, state, and university teacher prep professionals. They’ll dig into one state—Tennessee—that has used ESSER funds to support a statewide Grow Your Own Program to address teacher shortages and diversify the profession.
In this free workshop, our panelists will
- Analyze one particular state’s strategy for ESSER funds
- Share how ALL teacher prep programs can effectively use emergency relief funds
- Provide a resource AACTE has developed to support EPPs and Local Education Agencies to create a pathway into teaching
- Answer participant questions
27 Aug2021
By Linda Minor
Have you or do you know someone who recently completed a prize-worthy doctoral dissertation related to educator preparation? Help spread the word that AACTE has extended the deadline to Wednesday, September 15 to offer more time to submit an application for the AACTE Outstanding Dissertation Award.
This award recognizes excellence in research (or its equivalent) that contributes to the knowledge base of educator preparation or of teaching and learning with implications for educator preparation. The Outstanding Dissertation Award includes a $1,000 cash prize, as well as special recognition at AACTE’s 74th Annual Meeting in New Orleans, LA, March 4-6, 2022.
27 Aug2021
By Michael Rose
AACTE’s annual Day on the Hill, the association’s premiere advocacy event, is scheduled for September 21-23. It is a unique opportunity to engage with your Members of Congress about the critical work you do. But some may wonder, “What do I get out of participating?”
First and foremost, you can explain to policymakers the importance of the teaching profession and why it is important to invest in teacher preparation programs to help address the teacher shortage and diversify the profession. Even before the pandemic, the teacher shortage was a critical issue for our nation. Studies and news reports indicate that COVID will make the problem more acute. Fortunately, President Biden has proposed historic funding increases for programs AACTE has long supported, like the Teacher Quality Partnerships, and doubling of the TEACH Grants, which are critical to training student to teach in high needs schools or fields. Your voice is critical to helping this legislation pass.
27 Aug2021
By Lynn M. Gangone
This article originally appeared in The Hechinger Report.
Long before the pandemic, school districts across the nation struggled to staff classrooms with skilled teachers. The crisis did not create the teacher shortage, but it accelerated teacher retirements and other departures while contributing to declining enrollments in educator preparation programs.
Our nation’s education system spans national, state, district, classroom and community levels. Many rightly wonder if this ecosystem’s demand for qualified teachers can be met in the post-pandemic era.
To do so, we need deeper—and more active—collaborations to address the multiple layers of challenges inside the teaching profession so that we can effectively recruit, train and retain more teachers.
27 Aug2021
By Meghan Grenda
Have you accessed Connect360, the JTE webpage, or the AACTE Resource Library lately? If so, you have probably noticed a few changes, including a single sign on system.
AACTE has completed its database migration and with that you will find
- A Seamless way to transition between your AACTE profile and Connect360
- An Improved AACTE Resource Library
- An Uninterrupted link to access the Journal of Teacher Education (JTE)
26 Aug2021
By AACTE
Hear from outstanding speakers regarding advancing educational equity and policy and promoting culturally sustaining practices in education:
26 Aug2021
By Bryan Zugelder
We are currently seeking contributing authors for a book with IGI Global, for release in 2022, titled The Educator Continuum and Development for Teachers. This peer-reviewed, edited book is designed to expand upon the body of research related to the educator continuum with a holistic view of teacher development. The theoretical paradigm of the book posits that educators grow in stages and thrive when provided with support at early stages of recruitment into the profession to innovation in teacher education through continued growth in teacher leadership and demonstration of extraordinary leadership as influencers of the profession. This book combines theory, concepts, and research studies that pinpoint facets of the educator continuum, providing researchers with scholarly contributions that advance the profession.
Education researchers and practitioners are invited to submit a 1,000 to 2,000 word chapter proposal by September 29, 2021.
26 Aug2021
By Kendall E. Miller
Please welcome our new Board of Directors for 2021 – 22. The Maryland Association of Colleges of Teacher Education (MACTE) serves as the state-level affiliate for the American Association for Colleges of Teacher Education (AACTE) and represent the institutions of higher education that prepare educators within Maryland. Chapters provide a vehicle for teacher educators to take a unified position on state-specific issues and to meet as partners or as responsible adversaries with the state departments, teachers’ organizations, and other stakeholder groups.
25 Aug2021
By Robert Floden
As chair of the AACTE Board of Directors, I am delighted to introduce AACTE’s newest platform to explore and discuss the latest in educator preparation, Connect360. This resource enables you to network with colleagues, discuss topics of interest, and broaden your community. You can access the online community, along with AACTE’s other member resources, through a single sign-on.
