Take a Deep Dive at #AACTE23

Competency-Based Teacher Education: Engaging New Students, Broadening Access to the Field

Dr. Ann Elisabeth Larson, Dean, College of Education and Human Studies, Commonwealth University of Pennsylvania

Toward a Healthy Racial Climate: Systemically Centering the Well-being of Teacher Candidates of Color

Valerie Hill Jackson, TAMU; Cheryl Craig, TAMU; Rita Kohli, Univeristy of California Riverside; Alison Dover, California State University Fullerton

Join the co-editors of the Journal of Teacher Education (JTE) and authors of the award-winning JTE article of the year to learn about their conceptual article that interrogates racism in teacher education and identifies best practices and policies for teacher education programs to attract, prepare and retain diverse candidates.

Technology Pledge into Practice: How the Digital Equity & Transformation Pledge Creates Digital Efficacy at EPPs

Members of the AACTE Innovation & Technology Committee & Carolyn Sykora (ISTE)

AACTE’s Innovation & Technology Committee will dive into the Digital Equity & Transformation Pledge, exploring its 5 pillars and providing research and support for practical application at EPPs. Participants will learn how the Pledge encourages EPPs to create digital efficacy in its students and how the Pledge informs the work of the field to expand tech literacy and competencies for the future of education.

Growing the Profession through Registered Apprenticeships:  Models and Standards to Guide Program Development

“Dr. Prentice Chandler & Dr. Lisa Barron, Austin Peay State University (CONFIRMED)
David Donaldson, Nat’l Center for Grow Your Own (Confirmed)
Patrick Steck, Deans for Impact (confirmed)”
Dr. Willis Walter, Virginia Sate University (confirmed)

Apprenticeships provide a new method and source of funding to grow the profession. This deeper dive session will provide important information for educator preparation leaders considering creating their own apprenticeship program. It will feature leaders of the nation’s first registered apprenticeship in teaching and the co-chairs of a national working group that is creating guidelines for federal apprenticeship applicants.

Understanding the Landscape of Alternative Preparation

“Jacqueline King, AACTE
Dr. Stephanie Knight, Southern Methodist University (CONFIRMED)
Dr. Tommy Hodges, University of South Carolina (CONFIRMED)
Dr. Robert Lee, National University (CONFIRMED)
Dr. Suzanne Arnold, Aspire to Teach, CU Denver (CONFIRMED)”

The alternative preparation landscape is complex, featuring colleges and universities, school districts, national and local non-profits, and for-profit companies. At their best, these programs provide an important avenue into the profession. Learn about the landscape of alternative preparation and its impact on comprehensive educator preparation and on PK-12 schools and hear from leaders of university-based alternative programs.

Whose Character? Whose Virtue? Whose Values?: Integrating a focus on character development in teacher preparation at a public university

Moderator:
Cristy Guleserian, Director, Principled Innovation, ASU Mary Lou Fulton Teachers College
Panel Participants:
Carole Basile, Dean ASU Mary Lou Fulton Teachers College
Nicole Thompson, Vice Dean, Teacher Preparation,  ASU Mary Lou Fulton Teachers College
Carlyn Ludlow, Associate Director Teacher Preparation & Clinical Associate Professor, ASU Mary Lou Fulton Teachers College

Teaching is a profession with a moral imperative to not only educate students academically, but also to care for the wellbeing of the students, educators and communities as a whole. For this to occur effectively, educators themselves are called to model the knowledge, skills, and dispositions necessary to make the types of decisions that will affect the lives and learning of the entire learning community. 
 
Colleges of education also have a moral imperative to cultivate educators who can make wise decisions and have long attempted to incorporate a focus on what we refer to as teacher dispositions in educator preparation as they are asked to both identify and assess these qualities within their programs. While these dispositions are often practical in nature, many of them require character-specific dispositions to drive the kind of decision making that ensures systemic equity in education that meets the needs of all students, educators, and communities.
 
Many challenges and questions arise when the topic of character is broached at a public university. Join us to hear how Mary Lou Fulton Teachers College at Arizona State University has approached the integration of character development in their teacher preparation program, and how they have navigated the challenges and opportunities they have encountered along the way.