Congratulations to the newest members of AACTE’s Board of Directors! In a recent online special election, AACTE members chose colleagues to fill seats representing the Teacher Education Council of State Colleges and Universities (TECSCU) and the Hispanic Association of Colleges and Universities (HACU):
Alberto Ruiz, Texas A&M University-Kingsville (HACU)
Elaine Chin, San Jose State University (TECSCU)
The new directors will join the Board at its fall meeting in Tampa, Florida.
Carol Smith, 1949–2016
Carol E. Smith, longtime AACTE staffer who deftly guided the Association through the early standards movement and years of accreditation reforms, died June 6 in Falls Church, Virginia. She was 66.
A native of Johnson City, Tennessee, Smith gave 23 years of devoted service to AACTE. After an early career in the banking and legal fields, she joined the AACTE staff as an administrative assistant in 1985 and worked up to senior leadership as vice president for professional issues before leaving in 2008.
Her portfolio of responsibilities was vast, including orchestrating the Association’s liaison with the National Council for Accreditation of Teacher Education, contributing to the design of the Interstate New Teacher Assessment and Support Consortium, and convening the Task Force on Teacher Education as a Moral Community, among others.
Time is running out to apply for service on one of AACTE’s standing committees or run for a seat on the Board of Directors! Submit your application (or nominate a colleague) for a 3-year term by Monday, May 9.
Board of Directors
As noted by current Board Chair Jane Bray (Old Dominion University, VA), now is an exciting time to lead AACTE. “Our profession is truly at a tipping point, and the Board of Directors at AACTE is at the forefront of our profession,” she said. The Board’s agenda includes deliberations on the Association’s overall direction, its role in the changing accreditation system, strategic leveraging of resources, and much more. The current roster can be found here.
I am so fortunate to have an opportunity to share my experiences in advocacy leadership at AACTE as chair of the Committee on Government Relations and Advocacy. It is my goal as chair to facilitate educator preparation advocacy at the state and national levels. The upcoming AACTE Day on the Hill, to be held June 7-8 as part of AACTE’s 2016 Washington Week, is an excellent opportunity for us all to develop and practice our advocacy skills together.
This 2-day event includes time to learn an effective advocacy strategy and then apply the strategy in scheduled visits with elected officials from our home states. Before the culminating congressional visits, participants will engage in a day of professional development focused on the knowledge and skills needed in advocacy efforts. We will hear from AACTE experts on what’s happening in Washington related to teacher preparation and discuss key issues that need the profession’s voice on the Hill.
Members of the AACTE Executive Committee held a Town Hall Meeting February 24 at the AACTE 68th Annual Meeting in Las Vegas, providing updates to the membership on key work of the Association and answering questions submitted by the audience on various programmatic and professional issues.
AACTE President/CEO Sharon P. Robinson opened the session with her annual “state of the Association” report. She announced that membership numbers are up to 823 institutional and 32 affiliate members and that several exciting new initiatives are under way—replacing or updating others to be more responsive to member needs. The long-operating Professional Education Data System (PEDS), for example, is now suspended in favor of a new data initiative that will aggregate and report on existing data sets, create benchmarking potential for programs, and more.
Last week, the AACTE Board of Directors subcommittee formed to engage with the Council for the Accreditation of Educator Preparation (CAEP) reported back to the Board on its two primary charges. First, we shared results from our survey of AACTE members, and second, we offered guidelines and operating principles for the person selected to be the AACTE representative to the CAEP board.
Chris Koch, current president of CAEP, was in attendance at the meeting and listened to the survey results. He expressed appreciation for the engagement of the AACTE membership and said he planned to share the findings with the CAEP staff. He noted that a collaborative, mutually beneficial outcome is his goal for the information that was shared. His recognition of the efforts of the AACTE membership has set a tone for partnership as our organizations move forward.
During their meeting February 22, members of AACTE’s Board of Directors chose officers for the coming year to serve with new Board Chair Jane Bray (see press release).
Effective today through next February, the Executive Committee includes the following leaders:
Are you ready to step up your service to the national educator preparation community? Or do you know someone whose professional experience would bring value to an AACTE committee or the Board of Directors? Now is the time to nominate yourself or a colleague by May 9 to serve an important role in the governance of AACTE.
AACTE is currently seeking nominations for the AACTE Board of Directors and the following standing committees:
- Global Diversity
- Government Relations and Advocacy
- Innovation and Technology
- Meetings and Professional Development
- Membership Development and Capacity Building
- Professional Preparation and Accountability
- Research and Dissemination
As you join the nationwide conversation on the future of educator preparation at the AACTE 68th Annual Meeting next week, don’t miss your chance to interact with the Association’s leadership during the Town Hall Meeting. Members of the AACTE Executive Committee will take the stage to discuss topics of interest to the field and answer your questions on Wednesday, February 24, at 11:45 a.m. PST.
“The vision for having a town hall meeting was to get the members actively involved in the issues we are facing,” said Fayneese Miller, who served as chair of the AACTE Board of Directors during 2013-14 and is now president of Hamline University (MN). “How can we as a community begin to solve some of the questions? How do we work collaboratively? How do we ensure that a variety of different voices are heard?”
Take advantage of the opportunity to ask tough questions and receive candid answers from these current AACTE leaders on how the Association is working to support members in meeting the demands of the profession:
The AACTE Board of Directors subcommittee formed to engage in conversation with the Council for the Accreditation of Educator Preparation (CAEP) has concluded surveying AACTE members regarding their perspectives related to CAEP, standards, and accreditation in general. Thanks to all who responded to our survey!
The survey, which invited feedback last fall, received responses from 176 respondents in 46 states. Members of the subcommittee met with AACTE President/CEO Sharon Robinson on January 21 to begin an initial review of the responses. This month, we will finalize our review of the data and present our findings and recommendations to the AACTE Board of Directors, which commissioned the work last spring. At this point, we can report that the standards that garnered the most desire for continued dialogue and attention were Standards 3 and 4. Following the February Board meeting, we will share more specific themes from the survey.
Last month, the U.S. Department of Education Office of Educational Technology released the 2016 National Educational Technology Plan, titled Future Ready Learning: Reimagining the Role of Technology in Education. Billed as the nation’s “flagship educational technology policy document,” the plan contains specific recommendations for teacher preparation programs relative to its “vision of equity, active use, and collaborative leadership to make everywhere-all-the-time learning possible.” For this article, AACTE asked two of our field’s leaders on the topic to reflect on the plan and its relevance for educator preparation providers.
Since 2000, the AACTE Committee on Innovation and Technology has hosted an annual leadership summit for the presidents of a dozen teacher educator associations and editors of educational technology journals, who together comprise the National Technology Leadership Coalition. This summit in Washington, DC, provides a unique forum for interdisciplinary planning focused on technology and teacher preparation. Sharon Robinson, president and CEO of AACTE, recently wrote of the coalition, “Rather than reacting to new technologies, members of [the coalition] sought to shape them by partnering with developers to include discipline-specific pedagogical considerations.”
The U.S. Department of Education announced Monday that Acting Secretary John King will start an “Opportunity Across America Tour” January 14. The tour will focus on King’s stated priorities for 2016:
- Promoting equity and excellence at every level of education to ensure that every child has the opportunity to succeed
- Supporting and lifting up the teaching profession
- Continuing the Department’s focus on returning America to the top of the rankings in college completion by ensuring more students earn an affordable degree with real value
In the coming week, King will be visiting Texas; Washington, DC; Delaware; and Pennsylvania. If any of the locations are in your community, you might want to attend to connect with King in person. The full announcement and schedule appear below.
Congratulations to the future members of AACTE’s Board of Directors! In a recent online election, AACTE members chose several of their colleagues to serve a 3-year term beginning March 1:
Wanda Blanchett, Rutgers University – New Brunswick (CADREI)
M. Christopher Brown II, Southern University System (NAFEO)
Kim Metcalf, University of Nevada, Las Vegas (At-Large)
Beth Quick, University of Alabama Huntsville (At-Large)
Monika Shealey , Rowan University (At-Large)
AACTE’s Committee on Innovation and Technology seeks participants to pilot a recently developed formative diagnostic tool designed for self-reflection and guidance for educational leaders as they develop technology-rich models for teacher candidates to successfully become 21st-century educators. The diagnostic tool serves as an opportunity to examine current practices and help develop realistic goals for program development. Participation in this study will consist of a telephone interview that should take no more than one hour.
The tool utilizes the Technological Pedagogical Content Knowledge (TPACK) framework to further the development of TPACK-proficient teacher candidates. Leaders can use the diagnostic tool as a means to gather assessment and curriculum development data and to make decisions as to where to further emphasize selected steps in the process. By engaging in self-assessment throughout the change process, deans, chairs, or department heads can record progress, determine necessary recalibrations, and keep their vision in mind as they continue their evolution towards the goal of preparing TPACK-ready teacher candidates.
Early in my academic career as a faculty member, the Indiana Association of Colleges for Teacher Education (IACTE) was referred to as "the deans group." Its meetings were attended primarily by those holding administrative positions, which did not include me. Still, I got to work with IACTE during this time: I had been appointed by the governor to the Indiana Professional Standards Board (IPSB) for teacher education and licensure, which worked collaboratively with IACTE on developing new standards-based licensure and assessments. At a time when teacher education was truly valued in the state, our joint efforts placed Indiana as one of the front runners in best practices in teacher preparation and the use of performance-based assessments.