This event is cancelled until further notice.
When I decided to attend the AACTE Quality Support Workshop last summer, I was a faculty member and assessment coordinator in a college of education. Armed with an already solid understanding of the principles and practices of assessment, I was not sure how much I would get out of attending the workshop, but as the sole representative from my institution, I registered anyway and made the trip to Minnesota. Over the next 3 days, my expectations were shattered, in a very good way!
The workshop was well organized and provided the opportunity to learn from engaging plenary session speakers and included multiple sessions covering a variety of topics related to assessment and accreditation. There was time and planned activities that allowed for ample opportunity to engage in dialogue and collaborate with others who share similar responsibilities at their institutions. It was through these opportunities that I found like-minded people who were tackling the same kind of work for educator preparation providers (EPPs) around the country.
Four new videos are available this week in AACTE’s Research-to-Practice Spotlight Series highlighting the urban residencies of the State University of New York (SUNY) Oswego School of Education. In these final videos of the series, educators discuss the significance of getting to know students well and how the yearlong clinical experience helps TESOL candidates prepare for edTPA–and beyond.
Participants in the clinical partnerships of the SUNY Oswego School of Education say one of the significant benefits of a yearlong residency is that teachers get to know their students well and engage deeply in their community.
When you attend AACTE’s Quality Support Workshop, you don’t just sit back and observe–you roll up your sleeves and work! See who’s coming to Columbus, Ohio, August 2-4, to help you develop action plans for your own program and dig deeper into the issues that matter most to you.
During the first half of the event, everyone will work on their quality assurance plans in a series of three 90-minute sessions. You’ll follow one of two tracks–choose Track A if you’re just getting started with a quality assurance plan, or Track B if you want to revisit or refine your approach. Track A will be led by Carol Ryan of Northern Kentucky University and Joe Lubig of Northern Michigan University. Track B will be led by Kathy Bohan, Cynthia Conn, and Suzanne Pieper of Northern Arizona University.
Dean Renée A. Middleton of Ohio University
Superintendent Paolo DeMaria of Ohio Dept. of Education
AACTE is pleased to announce two keynote speakers for the Quality Support Workshop in Columbus, Ohio, August 2-4: Renée A. Middleton of Ohio University and Paolo DeMaria of the Ohio Department of Education.
The heart of the Quality Support Workshop is a series of hands-on sessions focused on quality assurance, continuous improvement, and performance assessment. Participants work with expert facilitators to develop their own quality assurance plans and other program-specific solutions to problems of practice. At the Ohio event, attendees will have a choice of concurrent workshop sessions in six time slots spread across 3 days, interspersed with group work time, a gallery walk, and office hours with facilitators.
Are you ready to get ahead this summer?
Make progress on your program’s quality assurance plan, get advice on interpreting your assessment data, and develop your understanding of evidence for accreditation–all at the AACTE Quality Support Workshop! Please join us for this interactive event in Columbus, Ohio, August 2-4.
Do you ever find that you have to leave your office to make progress on important work? At your desk, the urgent can often crowd out the important so that, at the end of the day, you know you were incredibly busy but can’t say that you made progress on any of your real priorities. Leaving the office can be a great way to set aside the day-to-day tumult and really focus.
When you need to tackle the important work of measuring, improving, and assuring the quality of your educator preparation programs, AACTE is ready to help. The 2018 Quality Support Workshop, August 2–4 in Columbus, Ohio, will help you make rapid progress on your quality assurance plan.
Is establishing or revisiting your quality assurance plan one of those “important but not urgent” tasks that you can’t seem to get around to tackling? Do you need advice to ensure that your plan is robust and can point the way to improved outcomes for your graduates? AACTE is here to help! Join us for the 2018 Quality Support Workshop, August 2-4 in Columbus, Ohio.
Building on two successful workshops held in 2017, this year’s event will provide a focused opportunity for you to design or refine an action plan for assuring and improving the quality of your program. And not just conceptually either—you will actually work on your own quality assurance plan!
AACTE is excited to announce the dates for our 2018 summer events, offering a variety of targeted professional development for teacher educators. You can join your colleagues from around the country in Washington, DC, to learn to advocate for the profession; meet with fellow new deans and administrators in Milwaukee, Wisconsin, for intensive leadership development and networking; and discover best practices for quality assurance in Columbus, Ohio, to help enhance your programs. Group discounts are available for each of these three events, so plan now to bring your friends and colleagues to these popular summer conferences.
WASHINGTON WEEK: JUNE 3-6
The views expressed in this post do not necessarily reflect the views of AACTE.
The Stanford Center for Assessment, Learning, and Equity (SCALE) partnered with AACTE to invite practitioners and administrators from PK-12 schools and educator preparation programs (EPPs) to provide a retrospective look at the influence of edTPA since consequential use began in fall 2013. The panel participants presented their views of the benefits and challenges of educative edTPA implementation in different policy contexts; how actionable evidence from edTPA has informed their programs, teaching, and scholarship; and connections across the full continuum of professional learning and development for teachers. The March 2 panel at the 2018 AACTE Annual Meeting in Baltimore featured two new teachers who have completed edTPA over the past 5 years, a PK-12 administrator, EPP and state leaders, and two faculty scholars.
The views expressed in this post do not necessarily reflect the views of AACTE.
The Stanford Center for Assessment, Learning, and Equity (SCALE) partnered with the University of North Carolina (UNC) System to present at the 2018 AACTE Annual Meeting in Baltimore a unique model of using edTPA rubric constructs. The team showcased how edTPA’s critical dimensions of teaching (planning, instruction, and assessment) apply to the instructional coaching of novice teachers during teacher induction, with a trajectory for growth through teacher leadership and beyond. The March 1 presentation included a brief overview of the professional growth plan used in preservice preparation and how it can be used after teacher candidates graduate.
The author presents at the AACTE preconference workshop on quality assurance in Baltimore, Maryland.
The AACTE Committee on Professional Preparation and Accountability (CPPA) is charged with providing leadership in the development of professional consensus on standards, assessment, and practice in educator preparation. Our work is most effective when it is driven by the AACTE membership. The 70th Annual Meeting preconference workshop conducted by CPPA, “Quality Assurance: Moving Beyond Data Collection Towards Assuring Quality,” reinforced the collective wisdom of our profession and the level of care we put into our programs, candidates, and clinical partners.
Those in attendance at the February 28 session repeatedly raised the need for leadership at educator preparation institutions to foster a collaborative culture that constantly questions our practice. We all recognized that there is a delicate balance between the critique of our work and assuring that we are celebrating and advancing those parts of our systems that are working well. The tension most outstanding in our conversations was that of turnover of leadership or faculty in institutions. These observations led to thoughtful discussion by those in attendance to assist colleagues in planning quality assurance processes with an emphasis on program goals and outcomes and how we all could use those goals and outcomes specific to our institutions to keep drawing our faculty, candidates, and clinical partners back to our established priorities and purpose.
AACTE’s Committee on Professional Preparation and Accountability has selected Stacy K. Duffield, professor in the College of Human Development and Education at North Dakota State University, to receive the 2018 AACTE Edward C. Pomeroy Award for Outstanding Contributions to Teacher Education. The award will be presented at the 70th AACTE Annual Meeting Closing Keynote session, March 3 in Baltimore, Maryland.
The Pomeroy Award, named for longtime AACTE Executive Director Edward C. Pomeroy, is one of the Association’s highest honors, recognizing distinguished service either to the educator preparation community or to the development and promotion of outstanding practices in educator preparation at the collegiate, state, or national level. Duffield stands out in all of these categories.
AACTE is committed to high-quality educator preparation and works continually to assist member institutions in understanding what is necessary to engage in quality assurance processes. A recent decision by the AACTE Board of Directors, described in this blog by AACTE Board Chair Renée A. Middleton, reaffirms the importance of a unified national accreditation system that assures our nation’s teacher candidates are of the highest caliber, and clarifies AACTE’s role in the quality assurance environment. The Board and the AACTE national office team are dedicated to listening to and serving our members, and Dean Middleton’s blog reflects that commitment to member value.
One of the primary roles of educators is to prepare learners to become engaged citizens in a 21st-century democratic society. Today’s educators enter highly diverse schools that reflect the breadth of our nation, and AACTE members are committed to ensuring that their candidates are ready and able to be successful with all of their students. National accreditation requires educator preparation providers to address profession-wide standards of excellence and supplies metrics that support high quality by promoting programmatic reflection and continuous improvement. AACTE members embrace accountability measures that demonstrate their programs’ effectiveness and contribute to program improvement.
How do you know your graduates are any good?
What should an institutional assessment system include – and what should it not?
How do you establish faculty buy-in for quality assurance?
These aren’t rhetorical questions, or even cruel riddles! They are real questions to be answered at a half-day preconference workshop on quality assurance, to be held Wednesday, February 28, 8:00 a.m. – 12:00 p.m., in conjunction with the AACTE 70th Annual Meeting in Baltimore, Maryland.
Have you seen the JTE Insider blog managed by the Journal of Teacher Education (JTE) editorial team? Check out the following interview with the author of a recent article. This blog is available to the public, and AACTE members have free access to the articles themselves in the full JTE archives online—just log in with your AACTE profile here.
This interview features insights from the article "Predictive Validity and Impact of CAEP Standard 3.2: Results From One Master’s-Level Teacher Preparation Program," written by Carla Evans of the University of New Hampshire. The article, which appears in the September/October issue of JTE, is summarized in the following abstract: