The AACTE Board of Directors recently created two new advisory committees to promote diversity in the educator workforce and among future leaders and scholars in educator preparation. These committees will be an integral part of fulfilling the strategic priority of diversity, equity, and inclusion outlined in AACTE’s new strategic plan.
Nominations are open through August 7 for positions on the new Programmatic Advisory Committee on Educator Diversity and the Holmes Program Advisory Committee
Current and former members of the AACTE Committee on Innovation and Technology (I&T) were recognized with the International Society for Technology in Education (ISTE) 2020 Journal of Digital Learning in Teacher Education (JDLTE) Outstanding Research Paper Award for their case study research, “TPACK Leadership Diagnostic Tool: Adoption and Implementation by Teacher Education Leaders” (Clausen, Finsness, Borthwick, Graziano, Carpenter, & Herring, 2019). Recipients of the award include: Jon Clausen, Ball State University; Elizabeth Finsness, Minnesota State University, Mankato; Arlene Borthwick, National Louis University; Kevin Graziano, Nevada State College; Jeffrey Carpenter, Elon University; and Mary Herring, University of Northern Iowa. The research award affirms the long-term work and impact of the AACTE I&T Committee.
The case study examined how the Technological Pedagogical and Content Knowledge (TPACK) leadership diagnostic tool was used by teacher education leaders who established and sustained organizational and learning environments for TPACK-based initiatives at three institutions. Participants indicated all components in the tool were relevant for planning and implementing their TPACK initiatives. Participants “used the diagnostic tool to engage with others about their initiatives, to consider how physical spaces and personnel could be repurposed in support of their initiatives, and to think critically about prioritizing competing political, financial, and contextual demands” (Clausen et al., 2019, p. 64).
The AACTE Board of Directors recently created two new advisory committees to promote diversity in the educator workforce and among future leaders and scholars in educator preparation. These committees will be an integral part of fulfilling the strategic priority of diversity, equity, and inclusion outlined in AACTE’s strategic plan.
Advisory Committee on Educator Diversity
The purpose of this committee is to advise the AACTE staff and Board of Directors on current trends, issues, and programming needs related to advance diversity in educator preparation program faculty and candidates. The committee shall provide recommendations and feedback for program improvement that may pertain to the following:
We are indeed living in profound times. Educators face extraordinary challenges navigating not only the global health crisis, but also the racial and systemic injustices occurring within our country. AACTE and its Board of Directors are taking bold actions to augment our leading role during this time of change. Please take a few minutes to watch the video above and learn more.
Educators must remain committed to teaching and modeling social responsibility now more than ever before. Stay connected with AACTE for the latest resources, tools, and information to address the issues facing our profession today. Visit aacte.org to access these benefits and renew your AACTE membership.
On behalf of the American Association of Colleges for Teacher Education (AACTE) Board of Directors, Chair Ann Larson issued the following statement today on race matters in America:
“AACTE leaders are compelled to voice our dissent of the recent, tragic events that have resulted in the horrendous murders of Black Americans. The unjust deaths of George Floyd, Ahmaud Arbery, Breonna Taylor, and many others represent incendiary racism that has deep, historic roots in our society. This profound moment in time has brought despair not only to the Black American community, but also to innumerable individuals, families, and communities representing legions of cultures and ethnicities throughout the country and the world. In the words of Dr. Martin Luther King Jr., ‘Injustice anywhere is a threat to justice everywhere. We are caught in an inescapable network of mutuality, tied in a single garment of destiny. Whatever affects one directly, affects all indirectly.’
It is imperative that educators embrace their responsibility as front line workers in dismantling structural racism within the American education system. Schools play a critical role in educating students about citizenship and societal values, which have long perpetuated the cycle of racial injustice. Educators must be change agents for reversing the miseducation of white people about black and brown people, and for promoting racial equity. There is a critical need for well-prepared, culturally responsive teachers who can educate and guide learners to value the lives of all human beings and hold others accountable in practicing justice, ensuring equitable access, promoting and assuring diversity, fostering inclusive policies and practices in all aspects of our society, and offering hope and optimism to all children.
COVID-19 has forced educators to say goodbye to their classrooms and embrace adapting their pedagogy to online formats overnight. They have learned new technology, found creative ways to engage students remotely, and most importantly, kept education moving forward. The current public health crisis has placed a well-deserved spotlight on teachers. As parents struggle to balance work, supervise virtual classrooms, and co-educate their children, a new awareness and appreciation for the influence, power, and value of great teachers has emerged.
We have all read headlines about COVID-19’s drastic impact on the education system. We have seen firsthand the pandemic’s sweeping effect on our education institutions and students. And we have all been challenged to find remote learning opportunities that ensure teacher candidates are well-prepared to enter their own classrooms—whether in-person, hybrid, or virtual. While the hurdles we face are multidimensional, overcoming them is essential. To quote Linda Darling-Hammond, “If you don’t have a strong supply of well-prepared teachers, nothing else in education can work.”
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!
AACTE Responds to Coronavirus (COVID-19)
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.
AACTE Responds to COVID-19
Last week, I reported on results of a survey that AACTE conducted in April to better understand and assist members as they respond to the coronavirus pandemic. The survey yielded valuable insights about how the pandemic is affecting educator preparation now and the concerns that leaders anticipate as they look ahead to the 2020-21 academic year.
On May 27 from 4:00 – 5:00 p.m. ET, AACTE is hosting a webinar on the survey results. During this session, you will be able to
- review the survey results
- benchmark your experience against that of your colleagues
- discuss the challenges you are facing—and how you are overcoming them—with your colleagues
Joining me to discuss the survey results will be Cynthia F. Grutzik, dean of the Graduate College of Education at San Francisco State University; John A. Kuykendall III, dean of the School of Education at University of Indianapolis; and Timothy J. Wall, professor and dean of the School of Education at Northwest Missouri State University.
Register today to join this important conversation about the impact of the coronavirus and how AACTE can help you and your students during these challenging times. For those unable to attend on May 27, a recording of the session will be posted to the AACTE website.
AACTE Responds to COVID-19
To better understand and assist members as they respond to the coronavirus pandemic, AACTE invited all chief institutional representatives to complete a short online survey in early April. Nearly 200 members responded, yielding valuable insights about how the pandemic is affecting educator preparation now and the concerns that leaders anticipate as they look ahead to the 2020-21 academic year. The complete set of findings is available online; highlights include the following:
- Virtually all programs have transitioned to fully online instruction, using synchronous and asynchronous methods.
- Faculty have received training in online instruction, and IT support has increased.
- Many institutions are providing devices for students as needed.