U.S. Department of Ed Call for Peer Reviewers: May 29 Deadline

The U.S. Department of Education has released a call for peer reviewers for the Office of Elementary and Secondary Education, Effective Educator Development (EED) Division for upcoming Fiscal Year 2020 grant cycles. The following programs grant competitions are seeking reviewers:

  • Teacher Quality Partnership Grant Program (TQP)
  • Supporting Effective Educator Development (SEED)
  • Teacher and School Leader Incentive Program (TSL)

The Department is looking for reviewers from various professions and background, preferably with education background and experience in various areas including (but not limited to)  PK-12 teaching, preparing teachers, teacher residency programs, social and emotional learning, and preparing STEM teachers. Please see the Department’s 2020 Call for Peer Reviewers for all areas of experience and other requirements including availability, tools, and expected quality of review.

Deadlines Extended for AACTE’s Call to Serve

AACTE's Call to Serve

Will you answer the call to serve the profession? AACTE needs you and has extended the deadlines to volunteer. Be sure to mark your calendar and click on the links below for more information:

  • Submission Deadline: May 22, 2020 – If you are a chief representative, please take a few minutes to cast your vote on the recent revisions to the AACTE Articles of Incorporation and Bylaws.
  • Submission Deadline Extended: May 27, 2020 – The Call for Reviewers seeks qualified individuals (from AACTE member institutions) interested in reviewing proposals this coming June and July for the 2021 Annual Meeting.
  • Submission Deadline: May 29, 2020 – The Call for Standing Committee Nominations invites applications from members with broad and deep experience in educator preparation to serve on an AACTE standing committee for a 3-year term starting March 1, 2021.
  • Submission Deadline Extended: June 10, 2020 – The Call for Proposals (open to both members and nonmembers) invites proposals for sessions at the 2021 AACTE Annual Meeting. Acceptance notifications will be sent in late August, and individuals with accepted proposals will be expected to register and attend AACTE’s 73rd Annual Meeting in Seattle, February 26-28, 2021.
  • Submission Deadline: June 15, 2020 (for 2021 Outstanding Book Award) – The 2021 AACTE Awards Call for Entries (open to both members and nonmembers) is now open. Applications for the 2021 Outstanding Book Award are currently being accepted.

Simply log in to AACTE’s online submissions site to get started!

JTE Author Interview: Understanding the Work of Mentor Teachers

Check out a recent JTE Insider blog interview by the Journal of Teacher Education (JTE) editorial team. This blog is available to the public, and AACTE members have free access to the articles in the JTE online archives—just log in with your AACTE profile.

This interview features insights from Rachel Roegman and Joni S. Kolman, co-authors of the JTE article “Cascading, Colliding, and Mediating: How Teacher Preparation and K-12 Education Contexts Influence Mentor Teachers’ Work.” You may read the full article in the January/February 2020 issue of JTE.

Article Abstract: In this conceptual article, we present a theoretical framework designed to illustrate the many contexts and factors that interact and shape the work of mentor teachers. Drawing on the literature on K-12 teaching and on teacher preparation, we argue for greater acknowledgment of the complex work of mentor teachers as they navigate multiple contexts. We conclude by considering how this framework helps us to better understand the work of mentor teachers and by offering suggestions for teacher preparation programs and K-12 schools to better support mentor teachers and best prepare teacher candidates.

JTE Author Interview: Analyzing edTPA implementation

This interview features insights on the article, “Sense Making and Professional Identity in the Implementation of edTPA,” by Julie Cohen, Ethan Hutt, Rebekah L. Berlin, Hannah M. Mathews, Jillian P. McGraw, and Jessica Gottlieb. The article was published in the January/February 2020 issue of the Journal of Teacher Education.

Article Abstract

edTPA is designed to strengthen teacher professionalization and provide a framework for program redesign. However, using a national assessment to shift the content of local programs is challenging because of their inherent organizational complexity. In this article, we focus on this complexity, using a systems lens to analyze edTPA implementation at a large, public university. Employing a mixed-methods case study design, we survey 250 teacher educators and candidates to understand how they interpret the demands of edTPA and how their varied perspectives impact each other. We interview a stratified, purposive subset of participants to explore mechanisms underlying quantitative findings. We find substantial internal variation in edTPA implementation that translates into differential support for candidates. This variation could not be explained by duration of implementation of edTPA. Varied perspectives may stem from distinct perceptions of teacher educators’ professional roles and the role they see edTPA playing in teacher professionalization.

How the Center for Urban Education in Denver is Reimagining Teacher Preparation Programs

Revolutionizing Education

Earlier this year, Colorado lawmakers proposed a bill that would task their state’s Department of Education and Department of Higher Education with devising strategies for recruiting more teachers of color. Almost half of Colorado students are students of color, while teachers of color comprise about 10 % of all teachers. This mismatch is even wider in Denver Public Schools, the largest district in the state, where 75 % of students are students of color but the share of teachers of color is a mere 27%.

Worse still, enrollment data from Colorado’s teacher preparation programs suggests these numbers are unlikely to inch up anytime soon: The state has not seen growth in the number of Black candidates enrolling in teacher programs in almost a decade, and its seen only a modest increase in the number of Latinx candidates. In the 2017–18 school year, only about 28 % of those enrolled in teacher preparation programs identified as people of color.

Research shows that teachers of color can boost the achievement of students of color—a needed skill in a state where these students face wide gaps in academic performance. However, it is increasingly clear that preparation programs will need to be more forward-thinking if they are going to usher more aspiring teachers of color into the profession.

AACTE Board Chair Ann Larson Discusses Leading in Difficult Times

AACTE Responds to Coronavirus (COVID-19)

Ann Larson

AACTE is spotlighting interviews with its member leaders on effective ways for educator preparation programs to navigate through COVID-19. AACTE Board Chair Ann Larson took time to share important tips in this video on leading in difficult times. She also discusses the leadership role all educators have during the coronavirus crisis.

New Title IX Regulations Released

U.S. Department of Education logo

On May 6, 2020, the U.S Department of Education, under the leadership of Secretary Betsy DeVos, released the final rule for the Title IX regulations—also known as the final regulation. Built from the law that prohibits sexual discrimination at federally funded institutions, this update to the Code of Federal Regulations (CFR) has been contentious since the process started in November 2018. AACTE joined nearly 60 organizations on a letter led by the American Council on Education pointing out challenges and questions with the proposal during the public comment period in January 2019. Overall, the Department received over 124,000 public comments that were reviewed prior to the determination of the final rule.

The review and update of the regulations were initiated due to a response to guidance issued by the Obama Administration in 2011 leading to an increase in civil lawsuits, mostly from men who were accused of sexual misconduct alleging their rights were violated under the Title IX procedures. The updated regulations are purported to be fair to both the accuser and the accused.

Get Discounts on Washington Week Events

2020 Washington Week

Registration is open for AACTE’s 2020 Washington Week, to be held September 8-11 at the Renaissance Arlington Capital View Hotel in Arlington, VA. Please note the discounted registration rates based on the following:

  • Register for the State Leaders Institute and you will receive a 12% discount on the Day on the Hill rate.
  • Register for the Holmes Institute and you will receive a complimentary registration for Day on the Hill.
  • Register to attend Day on the Hill and receive a 12% discount on State Leaders Institute.

The Top 5 Tips to Writing a Successful AACTE Annual Meeting Proposal

Top TipsThe reviews are in, and AACTE’s 2020 Annual Meeting was its most successful and engaging learning opportunity yet! Under the theme “Disrupting Inequities: Educating for Change,” attendees explored and developed methods and strategies to infuse equity and inclusivity into preparation and practice. And looking to the 2021 Annual Meeting, attendees will continue to revolutionize the profession by “Resisting Hate, Restoring Hope: Engaging in Courageous Actions.”

Want to feature your work during AACTE’s 2021 Annual Meeting in Seattle? Each year, AACTE receives many more proposals for consideration than can be accommodated, and only the “best of the best” content makes its way into the programming for the conference. So take note, because you will want to follow these tips to submit a competitive proposal:

Introducing AACTE’s COVID-19 Educator Preparation Policy Tracker Map

Due to the effects of COVID-19, many states have issued guidance or directives to assist educator preparation programs (EPPs) and teacher candidates in their response to the associated academic challenges and interruptions. In an effort to track relevant changes in state policies and practices, AACTE has developed a new interactive map designed to highlight and present such changes, with a focus on four key categories: 

  1. initial licensure and certification
  2. clinical experiences
  3. hiring and induction
  4. state standards and other program requirements

AACTE Tools

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