In an article that originally appeared in Special Ed Connection, author Kara Arundel spotlights AACTE’s collaboration with the CEEDAR Center in launching the Reducing the Shortage of Special Education Teachers Networked Improvement Community (NIC). As part of the NIC initiative, 10 preparation programs in higher education have been selected to participate in this NIC and implement a range of strategies that will positively impact the special education teacher shortage by the Fall of 2022.
Cleveland State University (CSU) is one of the universities featured in the article, along with its Associate Dean for Faculty and External Affairs Tachelle Banks. AACTE’s Caitlin Wilson commented on how CSU and the nine other institutions will help find solutions to the nationwide teacher shortage. “By better understanding what works in particular context and comparing how it is similar or different at another university helps us to learn and share with the filed how that particular strategy or promising practice might be adapted depending on local conditions,” said Wilson, the director of program improvement and practice.
Read the full article, “Network of Universities Collaborate to Solve Special Educator Shortages.“
The School Superintendents Association (AASA) announce the four finalists for the 2020 National Superintendent of the Year,® a distinction that honors school system leaders throughout the country for making a positive difference in the lives of the students they serve. The four finalists for the 2020 National Superintendent of the Year® are:
- Gustavo Balderas, Eugene School District 4J, Eugene, Ore.
- Samantha Fuhrey, Newton County School System, Covington, Ga.
- Michael Nagler, Mineola Public Schools, Mineola, N.Y.
- Jeffery Smith, Hampton City Schools, Hampton, Va.
AACTE kicks off its countdown today to the advance registration deadline for AACTE’s 72nd Annual Meeting in Atlanta, GA. Only 10 days are left to take advantage of discounted rates. As the largest gathering of educator preparation professionals in the nation, AACTE’s Annual Meeting offers you access to essential tools to drive change at your institution, in your community, and for the profession.
Here are 10 reasons to attend #AACTE20:
- Join the conversation and tackle important issues in education today with a diverse set of peers.
- Get motivated by inspiring speakers and gain fresh perspectives.
- Tailor your learning experience by choosing among hundreds of sessions that cover a broad variety of topics.
- Discover new ideas that can make you more effective with your students, colleagues, and partners.
- Engage with attendees, form new relationships and strengthen existing ones. Bring a colleague to share in the learning!
- Build new alliances, business ventures, and partnerships to advance your work.
- Take part in hands on demonstrations of new products, and discuss solutions to your specific needs with exhibitors and sponsors.
- Step outside your comfort zone and open your mind to innovation.
- Achieve greater focus on the problems of practice to help you take your programs to the next level.
- Experience the energy of different perspectives uniting around common goals. Add your voice to the mix!
View the full lineup of the keynote speakers, schedule and preconference events on our website. To see the full list of sessions and create your personal schedule, log in to the Online Event Planner.
The January 24 advance registration deadline is quickly approaching! Act now to get the best rates.
The new Data Quality Campaign (DQC) annual report, Time to Act 2019, underscores that the most effective state efforts to improve student outcomes don’t exist in a silo; they cut across multiple policy priorities to make data work for students. The report, released this week, highlights that state policymakers—state education agency leaders, state boards, legislators, and executive leadership—must prioritize investments in data access and use.
DQC’s policy priorities provide a framework to organize action that supports K-12 student achievement and emphasize that people must have the data they need to answer questions and take action. DQC outlines the following four priorities for states:
- Measure What Matters. Be clear about what students must achieve and have the data to ensure that all students are on track to succeed.
- Make Data Use Possible. Provide teachers and leaders the flexibility, training, and support they need to answer their questions and take action.
- Be Transparent and Earn Trust. Ensure that every community understands how its schools and students are doing, why data is valuable, and how it is protected and used.
- Guarantee Access and Protect Privacy. Provide teachers and parents timely information on their students and make sure it is kept safe.
To show support and help advocate for public schools in the United States, AACTE is inviting members to add your voice to the thousands of others vowing to stand up for students and schools. The Learning First Alliance (LFA) has launched the Pledge for Public Schools in preparation for Public Schools Week 2020, a national celebration for educators and parents to spotlight the successes of their students and local schools in communities across the nation, and to bring attention to the critical issues facing schools, students, and educators.
LFA reports that U.S. public schools educate 50.8 million students (nine of 10), regardless of ability, race, wealth, language, religion or country of origin. During Public Schools Week 2020, to be held February 24-28, 2020, advocates will take the thousands of pledges to Capitol Hill and state capitals across the country to illustrate to lawmakers how many people are supporting America’s public schools.
Once you take the pledge, LFA asks that you share on social media using the hashtag #PublicSchoolProud. More updates and events leading up to Public Schools Week will be announced at learningfirst.org/publicschoolsweek.
To learn more about LFA, visit learningfirst.org.
In an article that originally appeared in The Chronicle of Higher Education, author Julia Piper explores the experiences of Valarie Kinlock as the first black female dean at the University of Pittsburgh. Kinlock, the dean of the School of Education, didn’t realize she was the first when she was hired. Since her appointment, she has gone from being the only black female dean at the university to being one of two. She emphasizes the need for more conversations about racism as more people of color progress to leadership roles.
The article highlights data on the gender of university deans, including the AACTE report published last year: Colleges of Education: A National Portrait. According to the AACTE research, the “average” dean of a college of education is a white woman.
AACTE recently released its 2020-2023 Strategic Plan, which includes a new vision statement: AACTE, its members, and partners collaborate to revolutionize education for all learners. Aligned with the new strategic plan, Ed Prep Matters is launching a new column called Revolutionizing Education to showcase the many ways the Association and member institutions are moving beyond traditional perspectives and are pioneering positive change in educator preparation.
The Revolutionizing Education column is an opportunity for member institutions and partners to share the leading-edge research, models, strategies, programs, and initiatives that focus on the three core values outlined in the new AACTE strategic plan:
- Diversity, Equity, and Inclusion
- Quality and impact
- Inquiry and Innovation
The recent release of the 2019 Nation’s Report Cards for mathematics and reading in grades 4 and 8 illustrates a growing disparity in achievement between the highest and lowest achieving students. The results show the divergence is happening across the nation, across states, and for student groups by race/ethnicity and socioeconomic status.
The National Assessment of Educational Progress (NAEP), widely known as the Nation’s Report Card, provides data from the nation, states/jurisdictions, and urban school districts that volunteer to participate in the Trial Urban District Assessment (TUDA). Approximately 296,900 fourth- and eighth-grade students across the nation participated in the 2019 mathematics assessment and nearly 294,000 fourth- and eighth-grade students across the nation participated in the 2019 reading assessment. Results are available for the 50 states, the District of Columbia, and Department of Defense schools, as well as for the 27 participating large urban districts.
The Outstanding Journal of Teacher Education Article Award is presented annually by AACTE to recognize exemplary scholarship published in the Journal of Teacher Education (JTE) during the last volume year. The journal’s editors, based at Michigan State University, nominate several top articles for consideration, and the AACTE Committee on Research and Dissemination selects the winning paper to receive the award. This award represents one of the nine categories of the annual AACTE Award Program that recognizes excellence in educator preparation.
In the video below, JTE Co-Editor Robert Floden highlights the 2018 AACTE Outstanding Journal of Teacher Education Article Award winner, “Capturing the Complex, Situated, and Active Nature of Teaching Through Inquiry-Oriented Standards for Teaching.” In this article, the authors, Claire Sinnema, Frauke Meyer, and Graeme Aitken of the University of Auckland, identify problems in the design and implementation of teaching standards that widen the divide between theory and practice, and propose an alternative model dubbed Teaching for Better Learning.
The annual Best Practice Award in Support of Multicultural Education and Diversity honors members for their outstanding work infusing diversity throughout all components of a school, college, or department of education (SCDE) as critical to quality teacher preparation and professional development. This award, sponsored by the Committee on Global Diversity, represents one of the nine categories of the annual AACTE Award Program that recognizes excellence in educator preparation.
This video features the 2018 Best Practice Award in Support of Multicultural Education and Diversity recipient, University of Colorado (UC) Denver School of Education and Human Development (SEHD). The Committee selected this program for it outstanding efforts in preparing teacher candidates from diverse, multicultural backgrounds to gain the foundational knowledge and experiences necessary to advocate for the educational equity for all children.