05 Apr2016
By Sharon Robinson
It’s axiomatic that experts in a field are better equipped than outsiders to design interventions that will work. Yet in education, we face a constant barrage of external reform efforts that fail to incorporate professional knowledge and expertise—and they just don’t work.
This point is reinforced in recent research out of the National Education Policy Center. In this study, Marilyn Cochran-Smith and her colleagues at Boston College (MA) examine the evidentiary base underlying four national initiatives for teacher preparation program accountability and improvement. They find that only one of the initiatives—the beginning-teacher performance assessment edTPA, designed and managed by the profession—is founded on claims supported by research. With a measure that is valid, scoring that is reliable, and therefore results that are accurate, we have a serious tool for program improvement.
28 Mar2016
By Sungti Hsu and Yupin Bae
Editor’s note: As AACTE moves from collecting information through the Professional Education Data System (PEDS) to tapping other nationally available data sources on educator preparation, we will be providing periodic data reports on Ed Prep Matters based on PEDS, federal collections such as Title II and SASS, and other sources.
The U.S. Department of Education collects data annually from states on teacher certification/licensure programs of all kinds, as mandated by Sections 205 through 208 of the Title II of the Higher Education Act. Assembling information on programs that are “traditional” and “alternative,” based both inside and outside of institutions of higher education (IHEs), the Title II data collection aims to provide a comprehensive view of the field of teacher preparation.
22 Mar2016
By Mark LaCelle-Peterson
Navigating the opportunities and challenges that new data sources and reporting requirements present was a frequent theme at this year’s AACTE Annual Meeting. In one well-attended session, representatives of the group Deans for Impact (DFI) released their latest policy paper, From Chaos to Coherence: A Policy Agenda for Accessing and Using Outcomes Data in Educator Preparation, also described here on the DFI blog. (You may recall that DFI, started in 2015 by Benjamin Riley when he left the New Schools Venture Fund, shares AACTE’s commitment to using outcomes-focused data to inform and improve educator preparation. Its 22 member deans include 15 from current AACTE member institutions, many of whom serve or have served on AACTE committees and in other leadership roles.)
The brief calls on policy makers to make better data on graduates’ performance in the field available to programs—an important priority that resonates across the educator preparation profession. As the report notes, despite widespread calls for connecting evidence of new teachers’ effectiveness back to their preparation programs, “there has been no coordinated effort to provide these programs with valid, reliable, timely, and comparable data about the [educators] they prepare” (p. 2). Individual institutions, state university systems, AACTE state chapters and their leadership group, and our accreditor have all called attention to this persistent problem.
08 Mar2016
By Sharon Robinson
As performance assessment of teacher candidates becomes more widespread and as more video evidence is collected in classrooms, we have to make sure that everyone involved with these videos—and other artifacts assembled for assessment purposes—understands how they may and may not be used. I’m pleased to report that a broad base of educators, convened by AACTE to bring various stakeholders’ perspectives to the discussion, is making promising strides to help safeguard the personal information of both teacher candidates and the students in their classes.
I wrote about the importance of this topic last year (see “Safeguarding Student Data Is Everyone’s Business”), celebrating the White House’s call for heightened attention to protecting students’ digital privacy. The whole education field must engage in this campaign, and AACTE takes its role seriously. Since last fall, we have been convening an Information Privacy Task Force to develop principles regarding the secure and ethical use of classroom video and associated materials collected in performance assessments of newly prepared teachers.
26 Jan2016
By Darlene Hunter
Continuous Improvement Cycle — Ministry of the Environment, Tokyo
From OPS #2: Using Data for Improvement
One of the special features of AACTE’s Online Professional Seminars (OPSs) is their attention to assessment internationally. Looking to other countries for examples of assessment processes helps us to appreciate commonalities and, as this diagram accomplishes, reminds us of the power of graphics—even if we don’t understand the text.
As you will learn in the introductory OPS short courses, assessment systems are often depicted as a circle of connected steps. The accreditation world brought “close the loop” to our diagramming to illustrate the conclusion of an assessment cycle and launch of the next one. A spiraling curve communicates the most powerful aspect of assessment: continuous improvement.
AACTE’s Quality Support Initiative offers two free introductory courses, OPS #1: Building Quality Assessments and OPS #2: Using Data for Improvement. Like all of AACTE’s online seminars, these feature mobile-friendly content and asynchronous discussions that can be accessed anytime during their 4-week span. They have no prerequisites, can be taken out of sequence, and are open to everyone.
01 Dec2015
By Hannah Maes and Kristin McCabe
Did you know that AACTE’s six Online Professional Seminars (OPSs) can be taken in any order? In fact, the seminars have no prerequisites, meaning you can skip what you already know and jump right in to the professional learning you need most.
Or are you looking for a well-rounded understanding of assessment and accreditation issues for educator development, program improvement, and quality assurance systems? Then start from the beginning and run through the complete sequence of courses.
Offered through AACTE’s Quality Support Initiative, the seminars are scheduled to be not only flexible but also convenient. Each course is completed asynchronously over a 3- to 4-week period, and multiple session options let you work around your schedule. We’ll be starting several course sections this month, including some that run over the holidays, if that suits your needs—see the current schedule of available dates.
01 Dec2015
By Guneev Sharma
To help you tell your story, AACTE is hosting a three-part webinar series this fall titled “If You Don’t Say It, Who Will?” which offers strategies for how to engage your internal networks and PK-12 partners as well as how to be sure the media and other audiences hear your messages. Won’t you join us in our ongoing campaign to debunk myths about educator preparation and teacher quality?
The first webinar in the series ran November 16, as dozens of you tuned in for “If You Don’t Say It, Who Will? Engaging Internal Networks to Tell Your Story” led by AACTE Director of Marketing and Communications Jerrica Thurman. This event taught participants how to create engagement and communication within their institutions to build a stronger channel for promoting the meaningful work happening in their educator preparation programs. Thurman also shared strategies for recruiting students, faculty, communication officers, and others to spread the word about the impact their program is making. In addition to discussing how to develop dynamic key messages and to identify news worthy to share, Thurman walked participants through the steps to develop a successful communications strategy:
17 Nov2015
By Jerrica Thurman
Ed Prep Matters is featuring “Stories of Impact” to showcase AACTE member institutions with educator preparation programs that are making a positive impact in their communities and beyond through innovative practices. We are committed to sharing members’ success stories and encourage you to do the same.
The University of North Carolina (UNC) system offers the public a variety of data on its institutions’ work through the UNC Data Dashboard. A series of specialized pages provide overviews of areas from research and development to graduates’ job placement, all in the name of boosting transparency for taxpayers, students, and other stakeholders.
10 Nov2015
By Sharon Robinson
A set of nine laudable principles to advance the teaching profession undergird an ambitious campaign organized by the Center for American Progress (CAP) that launches today. The new initiative, TeachStrong, targets improvements at every stage of the educator pipeline, from recruitment and preparation through licensure and career pathways, calling for a much-needed shift in focus in education policy away from test-and-punish accountability and toward strengthening the teaching profession.
TeachStrong attempts to elicit a common tune from the cacophony of voices across the education sector—from AACTE and the National Board for Professional Teaching Standards to the National Council on Teacher Quality and Teach for America—with a “Path to Modernizing and Elevating Teaching” comprising nine goals:
03 Nov2015
By Hannah Maes
The immediate value of taking part in AACTE’s Online Professional Seminars is obvious: You get to enhance your peer network while gaining knowledge on crucial issues in the field, from assessment and data use to quality assurance systems and the nuts-and-bolts of preparing for national or regional accreditation. But there are other, long-term advantages to participating in the seminars offered through AACTE’s Quality Support Initiative.
The OPSs provide a framework that allows you and your institution to focus on your faculty. The professional development offered through the seminars strengthens your performance in your current position and prepares you for future ones. By developing participants’ skills regarding assessment and accreditation, the OPS series builds individuals’ confidence and enhances their competence.
27 Oct2015
By Guneev Sharma and Kristin McCabe
A new study out of the National Center for Education Statistics (NCES) helps debunk the oft-repeated assumption that half of new teachers leave the profession in the first 5 years. Overall, some 77% of participants in the Beginning Teacher Longitudinal Study continued teaching for 5 straight years, and the rate was even higher (80%) for those who had a mentor or participated in an induction program—just two of the many influences on teachers’ career paths studied for the report.
Career Paths of Beginning Public School Teachers first scrutinizes both broad and detailed career paths of 155,600 teachers who began their classroom career in the 2007-08 academic year. Then it looks at a subset of 1,440 teachers’ characteristics in their first and in their final year of teaching, covering personal demographics, student and school factors, and professional preparation and in-school supports.
16 Oct2015
By Hannah Maes
Data are ubiquitous in this day and age, and making sense of all the numbers and trends can be overwhelming. Yet using data wisely is critical to be able to learn from experience and determine strategic directions for improving what we do. So where do we start—how do we identify what information we need and appropriate sources to use? How do we recognize patterns in the data and their lessons for our work? And how do we put it all together to improve our programs and demonstrate our accountability?
06 Oct2015
By Michelle Kotek
A new video in AACTE’s Research-to-Practice Spotlight Series focuses on a thriving partnership in Colorado from the perspectives of novice teachers prepared in a professional development school model. This blog highlights one teacher’s experience and offers insights from his assistant principal about the program’s success.
The forward-thinking partnership between Colorado State University (CSU) and the local Poudre School District employs a professional development school (PDS) model to prepare teachers who are ready to teach on Day 1. Their classroom is the classroom: Instead of taking their classes off site at the university, prospective teachers receive their lessons and then put them into practice in the same school building—with real kids and under the tutelage of a real teacher. While the program’s elements are fairly typical, its particular success comes from each course’s clinical component and support from a robust professional community.
05 Oct2015
By Hannah Maes
What constitutes “quality” in assessment? Educators have to know how to design assessments and scoring rubrics that are appropriate to their students’ specific situations as well as fair, valid, and reliable.
AACTE’s Online Professional Seminar (OPS) #1: Building Quality Assessments addresses this question in a 3- to 4-week introductory course that is free and open to all educators. By connecting simultaneously with experts and their peers in the field, OPS participants get the chance to compare their experiences, learn from each other, and discover best practices for assessment design.
25 Sep2015
By Kristin McCabe
Teacher educators and teacher candidates have new resources in two high-level summaries of the research on learning. By distilling and organizing the existing research on cognitive science and educational psychology, the reports offer teacher candidates concise summaries of high-impact practices grounded in scientific evidence and professional consensus around PK-12 learning. Teacher preparation programs might find them valuable as resources to tie together learning science concepts that are integrated across multiple courses.