The following text is reposted with permission from the Council for the Accreditation of Educator Preparation (CAEP). The views expressed in this post do not necessarily reflect the views of AACTE.
My colleagues and I were pleased to attend the AACTE Annual Meeting. It was an opportunity to meet with, and listen to, many of you. Thank you for sharing your support, questions, and guidance with us.
We compiled answers to recurring questions we received during those conversations. We encourage you to share these answers with your teams and colleagues.
It’s not just AACTE that needs your expertise as a volunteer (and we do – see our current call for volunteers!). The Council for the Accreditation of Educator Preparation (CAEP) is also looking for volunteers for various roles in the agency’s work. The CAEP applications are open now through April 1.
Please note that the CAEP call for service seeks a diverse population of educators, not only faculty from accredited programs; read more about the varied perspectives sought here. You can help represent the voice of educator preparation by applying for one of the following roles (links will open a PDF position description):
Congratulations to March Holmes Scholar of the Month Frank Conic!
Conic is a doctoral candidate in higher education administration at the University of Florida (UF), where his research and professional concentration is focused on developmental mathematics education, policy, and reform. His other research interests include the achievement gap for minority students and the “school-to-prison” pipeline.
Conic, who has been a Holmes Scholar since 2011, exemplifies the tenets of scholarship, research, leadership, and mentoring both in his studies and professionally. He is a graduate assistant for the UF/Santa Fe College Faculty Development Project, serving as an adjunct instructor in the mathematics department at Santa Fe College. He is also assistant program director for the Community College Futures Assembly, an independent policy forum in the Institute of Higher Education at UF. Additionally, Conic serves as a mathematics coach for the National Achievers Society at the Santa Fe College Center of Excellence, a multifaceted program to motivate elementary and secondary students to prepare for and ultimately enter college.
The American Association of State Colleges and Universities (AASCU) invites applications by April 21 for the 2017 Christa McAuliffe Excellence in Teacher Education Award. Only public colleges and universities that are members of AASCU are eligible to apply for the award, which honors exemplary teacher preparation and professional development programs.
To win this award, teacher education and professional development programs must –
AACTE is collaborating with Project Tomorrow to support that organization’s survey of preservice teachers, “Tomorrow’s Teachers Speak Up.” The views expressed in this post do not necessarily reflect the views of AACTE.
Tomorrow’s Teachers Speak Up is a unique opportunity for America’s next generation of teachers to share their ideas about how to leverage technology within learning, how they are being trained, and what they expect when they enter the classroom. The national data findings will be used to inform national policies on technology use in education, and to inform K-12 school and district leaders on the aspirations of tomorrow’s teachers.
Colleges, universities, and programs that register and promote the surveys to their students will receive the national data findings as well as their own institution’s results in June – for free.
A new report from the Teacher Education Task Force of the American Association of State Colleges and Universities (AASCU) makes a compelling case for quality teacher preparation, capturing the key challenges that make the current context complex but also offering recommendations for both university leaders and policy makers to move the field forward.
The task force conducted a survey last year of presidents, provosts, and education deans at state colleges and universities to gauge the current state of educator preparation. (The survey results are included as an appendix to the new report.) The responses informed conversations among task force members to distill the core themes, debate their implications in light of the latest research, and determine consensus recommendations for priority actions by higher education administrators. The results were combined to craft the new report, and the AASCU policy team added a set of priorities for federal and state policy.
Congratulations to February Holmes Scholar of the Month Desmond Hodge!
Hodge is a 4th-year educational leadership doctoral candidate at Florida A&M University (FAMU). He also serves as clinical services coordinator at the FAMU Center for Disability Access and Resources, where he conducts educational evaluations to identify factors that contribute to students’ learning difficulties.
Hodge’s dedication to scholarship is evident within the Holmes Program and his university. His passion for research permeates all aspects of his professional and educational experiences. He embodies the “growth mindset” that frames his research and serves as a source of support and advocacy for K-12 students as well as for undergraduate students at FAMU.
AACTE’s Research-to-Practice Spotlight Series featuring the George Mason University (VA) College of Education and Human Development continues this week with two new videos exploring the effects of the college’s clinical practice model. These videos highlight the mutual benefits enjoyed by participants at both George Mason and its partner elementary schools as well as changes that teacher candidates and their mentors are seeing in their classrooms and in their teaching styles.
The strong partnership between the College of Education and Human Development at George Mason University (GMU) and its professional development schools (PDSs) brings benefits to all involved. Teacher candidates enjoy the yearlong clinical placement in a local school where they are immersed with the staff and community from the beginning and gain a real-world teaching experience. On the school side, teacher mentors who provide their expertise to help prepare candidates end up learning from their interns as well. Add in the benefit to schools of having many extra adults working toward common goals and the fresh perspectives gained by participating GMU faculty, and it’s easy to see why the PDS model is worth the effort to run.
As part of the Quality Support Center, AACTE is partnering with Educational Testing Service (ETS) to support members’ use of teacher performance assessments. The new NOTE assessment developed by ETS in collaboration with TeachingWorks (see this video interview with Deborah Ball) is now in a pilot phase. AACTE members in eligible states may wish to participate in the pilot with their students and/or recent alumni, as noted in the following announcement from ETS.
Elementary education teacher candidates can earn $750 by participating in a multistate pilot of the ETS® NOTE Assessment Series, a new simulation-based licensure test. Qualified teachers are encouraged to apply for the pilot study in selected states.
Congratulations to January Holmes Scholar of the Month Shalander Samuels of the University of Central Florida!
With her passion for education, Samuels consistently advocates for student success and achievement, especially in the areas of reading and language arts. Her research interests include reading achievement gaps and teaching motivation methods in Title I schools.
With over 8 years of experience in a formal teaching capacity, Samuels has a reputation for the exciting and motivating atmosphere she created in her middle school classroom. She continues to bring this positivity to her graduate studies, building and maintaining relationships and empowering her colleagues and fellow scholars with unmatched encouragement. Samuels’ dynamic presence and passion indicate that her legacy in the field of education is likely to endure.