Greetings to my AACTE colleagues around the country!
As your AACTE Board of Directors chair and as a recent recipient of an AACTE Best Practice Award (on behalf of my institution), I encourage you to apply or nominate worthy individuals and programs for the 2019 AACTE awards. The call for entries is open through October 10, 2018.
AACTE members are committed to high research standards and to producing scholarship that contributes to educational practice. Although the complexity of educator preparation presents a vast spectrum of subjects for scholarly inquiry, I’d like to highlight the importance and timeliness of studying those related to one particular domain: clinical practice. In fact, the new report of AACTE’s Clinical Practice Commission (CPC) unearths a fertile field of opportunities for research that is both rigorous and relevant.
Last month, the CPC hosted a briefing at the National Press Club in Washington, DC, where it offered a thorough conceptual framework and explanation of clinical practice, along with recommendations for implementation. The report released at the event, A Pivot Toward Clinical Practice, Its Lexicon, and the Renewal of Educator Preparation, sets forth 10 proclamations for effective clinical preparation, thus signaling that AACTE is “intentionally committed to a bold voice” in teacher education.
One of AACTE’s most important goals is to support members in preparing educators for highly diverse schools. Teachers must work with students from different racial, cultural, and socioeconomic backgrounds, as well as students with varying abilities – and varying command of the English language. The notion that educators will only teach one type of student from one type of background is as antiquated as reruns of Leave It to Beaver. Thus, AACTE members are committed to ensuring that teacher candidates will be successful with all of their students.
Teachers, however, cannot do this alone. They need our help, and they need the help of policy makers and key stakeholders within their states, cities, and school districts.
As AACTE Board Chair, I am most appreciative of the diligent work the AACTE Board of Directors has conducted over the past few years to address the important issue of national accreditation for educator preparation. From the liaison work and member conversations led by the Board’s special subcommittee and AACTE leaders starting in 2015 to our most recent Board meeting on January 18, 2018, we have dedicated much attention to this important topic. AACTE published a statement today about this month’s Board vote reaffirming our support for national professional accreditation.
National accreditation assures the public of the highest quality preparation of educators who serve all levels of the PK-20 continuum. A unified national accreditation system brings together partners and stakeholders across the entire education profession to support profession-wide standards of excellence. I use the term “system” to convey an assemblage of related stakeholders forming an interconnecting network around a set of standards, principles, practices, and processes as a unitary whole. In our recent vote, the AACTE Board reaffirmed the importance of a unified national professional accreditation system that aligns with AACTE’s “Principles for National Accreditation in Educator Preparation,” which we approved in 2016, as critical to advancing our profession.
As AACTE Board Chair, I have shared and reflected monthly on several of our AACTE core values. This month, I would like to focus on one of our most important core values: professionalism.
This value calls for AACTE members to prepare teacher candidates to be not only successful educators, but also members of the larger professional community. Candidates should graduate from their programs with a clear understanding of the ethical responsibilities of being an educator and be equipped to contribute to the greater good in communities, school districts, and society.
The evolution of a teacher candidate into a professional educator does not occur overnight. Rather, it is a slow, steady, empowering journey that unfolds over several years, with teacher candidates receiving support and encouragement from mentor teachers and university faculty alike. Through it all, teacher candidates learn just as many lessons as they teach, ideally with one overarching principle repeatedly impressed upon them: that they must serve all learners.
This is no small task, as today’s educators enter increasingly diverse schools. This diversity creates wonderful learning opportunities for all, but it also presents its fair share of challenges. Teachers will encounter students with disabilities. They will encounter students who are gifted and talented. They will encounter students from low-income families. They will encounter students from various racial, ethnic, and socioeconomic backgrounds, as well as students who do not speak English as a first language.
Since 2014, AACTE has featured the innovative work of several member institutions, including Ohio University in 2016, in its Research-to-Practice Spotlight Series highlighting clinical teacher preparation and partnerships. The video interviews in this series provide advice and examples for other schools of education looking to adopt a more clinically based model to advance high-quality learning. A commitment to high-quality learning is a core value of AACTE, both on members’ campuses and in PK-12 classrooms.
Teacher candidates, like everyone else, learn best when they take an active rather than passive role in their education, and clinical preparation empowers them to engage actively. In addition to building candidates’ professional skills and pedagogical content knowledge, many clinical experiences fully embed interns in the host school’s community and cocurricular activities. This practice helps develop confident, engaged teachers who are skilled advocates for effective teaching and learning in their communities.
The views expressed in this post do not necessarily reflect the views of AACTE.
As educators, we are responsible for preparing students for life after graduation. Thus, many of our debates focus on optimizing the student experience: things we should do – or not do – to create a well-rounded individual who is ready to take on his or her next challenge, whether it’s a job, college, or the sixth grade. Far too often, however, we focus entirely on the people who sit in classrooms and neglect the people who stand in front of them. Educational policies must make sense for students, yes, but they must make sense for teachers, too.
The views expressed in this post do not necessarily reflect the views of AACTE.
In certain circles, it is popular to view colleges and universities as the embodiment of an intolerant “education establishment” driven more by liberal ideology than by valued learning experiences. Particularly with the recent leadership transition in Washington, DC, espousers of this view have grown bolder in their accusations of brainwashing and progressive elitism in higher education. These claims are frustrating in that they betray a lack of familiarity with the mission of our institutions, but they are also dangerous: if used to erode public support for higher education, they will further impede access by those most in need.
While we welcome constructive criticism of our work, statements that delegitimize higher education are counterproductive and must be challenged. When officials suggest that professors are deviously indoctrinating students with a limited, biased, and distorted set of beliefs, such intimation is demeaning to faculty and students alike. And after 35 years in higher education, I can attest to the utter falseness of this assumption.
The education budget released by the White House this week would have devastating consequences for public schools and millions of students nationwide. Standing up for these students by advocating for federal funding must be a critical focus for participants in AACTE’s Washington Week in June.
The president wants to cut $9.2 billion of funding for federal education initiatives such as college work-study programs and public-service loan forgiveness. Overall, his budget would cut, gut, or eliminate nearly two dozen programs, including after-school initiatives that help upwards of 1.6 million students, most of whom attend low-resource schools. In addition, this budget does not provide funding for mental-health services, anti-bullying efforts, physical education, or Advanced Placement courses—not to mention Teacher Quality Partnership grants or other key teacher-quality programs.
Dr. Lynn M. Gangone
As chair of the AACTE Board of Directors, I am pleased to announce that effective June 1, the next president and CEO of AACTE will be Dr. Lynn M. Gangone. She was selected by unanimous decision of the Executive Search Committee following an extensive search process that involved the Board, staff, and our soon-to-retire President/CEO Sharon P. Robinson. Please join me in welcoming her to AACTE!
Gangone has exemplary strengths in four core areas important to AACTE:
As we prepare to say goodbye to Sharon Robinson, it is important to recognize her contributions in more than a decade of service to AACTE. Leaders of the Board of Directors will be sharing tributes to Sharon’s vision and leadership over the next few weeks before her successor is named. Today, I am honored to offer my thoughts on where AACTE stands, thanks to her work, and the Association’s future role as a leading voice for educator preparation in America.
For educators and those who prepare them, sleepless nights over recent national events have unfortunately become all too frequent. The most recent public discourse regarding the confirmation of the new U.S. Secretary of Education has certainly contributed to our level of concerns. In a recent op-ed I wrote that was published in The Virginian-Pilot, “Educational Objects in the Mirror,” I asked if perhaps these events are distracting us from our real worries. As dean of the Darden College of Education at Old Dominion University (VA), I realize that what really keeps me up at night is my state and local concerns – especially the growing shortage of teachers.
The need for more teachers is a cry that I hear on a daily basis from local schools. Recently, I was aghast to find out that in my state, the Commonwealth of Virginia, elementary teachers are now included on the shortage list. Those of us in the profession recognize the significance of the state’s shortage of elementary teachers. If that group of new professionals is diminishing, we really do have some sleepless nights ahead of us.
Many of us growing up with siblings remember being told to “keep your eyes on your own plate” when issues arose or squabbles began. Those words come to my mind when reflecting on the current distractions hounding teacher education. Even as we actively promote the need for educators to think and act as one profession and to engage with various external groups, we also must not forget to mind our own business.
In addition to the uncertainty around the outcome of today’s highly contentious national election, many other factors are competing for our attention and causing us anxiety. The teacher preparation program regulations are now official, and so is the Every Student Succeeds Act. The nation is rapidly moving toward a major teacher shortage, and despite our very best efforts, we have not been able to make a significant dent in diversifying the profession. Our many critics continue to share their views on the state of university-based teacher preparation programs, and our national-level accrediting agency is still working to rise to the level it should in order to assist programs in meeting standards and improving their work. To my mind, we all could benefit from Mom’s mantra: Keep your eyes on your own plate.
The recent passing of Muhammad Ali was a sad time for many. Although I was not particularly a boxing fan, I count myself among the millions of individuals around the world who were significantly impacted by Ali’s teachings. As educators and teacher educators, we stand to benefit from discussing and embracing the steadfast resolve shown by this great legend.
My fascination and admiration with Ali began with a personal encounter while I was attending college in Pennsylvania. The champ trained for some of his boxing matches in Deer Lake, PA. Upon a Saturday night whim, a group of friends and I decided to visit his training camp. We arrived there not realizing that there were actually regular visiting hours—and unfortunately, we had missed them.