Did you know the AACTE member community is over 15,000 strong? AACTE membership is institutional—meaning when the university or college joins, all students, faculty, staff, and administrators also become members—with over 17,000 individuals served. These members represent nearly 700 postsecondary institutions and strategic partners who are dedicated to high-quality, evidence-based preparation that assures educators are ready to teach all learners.
Member institutions include public and private schools both large and small from across the country. AACTE serves members with less than 25 graduates all the way up to institutions with over 1,000 graduates from all 50 states.
AACTE has released its latest membership tool, a one-page profile that shares members statistics and much more, including strategic priorities, educational offerings, and professional development opportunities.
AACTE’s strategic priorities: Promoting diversity, equity and inclusion; advocating for high-quality educator preparation; and advancing educator preparation policy, practice, and research are what guides the association’s mission, vision, and core values. AACTE members and partners revolutionize education for all learners and elevate educator preparation through research, professional practice, advocacy, and collaboration while maintaining a commitment to diversity, equity, inclusion, quality, and innovation.
The Department of Education has awarded 23 grants administered as a of part of a pool of funding created to benefit programs including the Teaching Quality Partnership Program (TQP). Of the 10 grants awarded under Teacher Quality Partnerships program—totaling $7.3 million—six of the grantees are AACTE members.
The 23 grants, totaling nearly $100 million, will promote educator development and training in alignment with a signature economic initiative of the Administration. The grants are designed to contribute to the enhancement of the professional development and effectiveness of teachers and principals. Each of the awards went to schools or nonprofits that connect in some way with economic Opportunity Zones to serve economically distressed or underserved communities around the country.
The Teacher Quality Partnership grant program, authorized in Title II of the Higher Education Act, is the only federal initiative designed to strengthen and reform educator preparation at institutions of higher education. Strongly supported by AACTE, TQP grants support the preparation of profession-ready teachers for high-need schools and high-need subject areas. Under this program, partnerships between institutions of higher education and high-need schools and districts compete for funding to develop master’s-level residency programs or to reform undergraduate preservice preparation programs.
AACTE kicks off our inaugural, virtual Leadership Academy Series today, where participants will learn best practices for “Leading During Difficult Times.” Providing you timely and relevant professional development opportunities and resources to advance your institution, your programs, and your career is central to our mission at AACTE. Please take a few minutes to watch the video above and learn more about opportunities to engage with your Association.
AACTE released yesterday its latest issue brief on financial challenges facing future teachers. You may access the member-only resource at aacte.org. Your feedback on how AACTE can continue to support your work is valuable so be sure to complete the Fall Member Survey by November 6. And remember your voice truly matters; make your voice heard in the upcoming presidential election. Your voice, your vote!
To better understand and meet the needs of its members, AACTE is launching a survey on how educator preparation programs are impacted by and reacting to the twin crises of the pandemic and racial violence and inequity in the United States. This survey follows up on a similar effort last spring to capture how the pandemic was impacting members’ ability to prepare future educators.
The chief representative for each AACTE member college and university will be invited to complete the survey. The survey will be open October 7 through November 6. Results will be released in November. Deans, directors, and chairs are asked to be on the lookout for this invitation and to complete the survey at their earliest convenience. AACTE will use member responses to
- Determine the support members need
- Inform the public and policy makers about how the coronavirus and racial inequity crises are affecting educator preparation and how members are leading during these crises
- Share aggregated information to help you benchmark your experience against your peers.
For more information and resources on COVID-19 and educator preparation, please visit AACTE’s COVID-19 Resource Page.
The deadline for the AACTE 2021 Awards is quickly approaching. The final day to submit a nomination is October 9. Submissions can be either be self-nominated or nominated by a third party. To submit a nomination, visit AACTE’s online submission site.
After a highly successful tenure, it is time for Michigan State University to hand over the reins of AACTE’s premier publication to a new campus-based team. The Journal of Teacher Education (JTE) is a 120-page refereed scholarly publication on teacher education policy, practice, and research. It is published five times each year; the editors typically receive more than 800 articles annually, of which about 40 are published.
The JTE editor is responsible for editorial administration of the journal. This includes receiving and screening manuscripts; coordinating the blind peer-review process; substantive editing; working with authors on revisions; selecting and organizing final articles for each issue; writing an editorial; and transmitting print-ready issue copy to SAGE Publications, Inc., which provides copy editing, layout, and printing services for the journal and manages its subscription, distribution, and marketing activities.
Proposals to serve as the editorial team for JTE are due on October 1 (see this blog post for more information and a link to the RFP).
If you plan to submit a proposal, what should you be considering? A successful proposal will provide comprehensive answers to the following key questions:
AACTE’s annual Washington Week is a premiere advocacy event for teacher preparation. Teacher educators, students, K-12 representatives, and national education organizations convene each year to discuss current federal and state policies affecting educator preparation. Attendees learn about the latest education trends and receive advocacy training to prepare for Capitol Hill visits to congressional offices, which will take place virtually this year.
Are you interested in attending this event and receiving a complimentary registration? AACTE members who submit 50% of their dues by August 31 are eligible for a complimentary second registration to 2020 Washington Week. This means if you and a colleague are planning to attend, the second registration is free once your institution submits at least 50% of 2021 membership dues.
This year’s virtual Washington Week will feature these four unique events:
I have learned firsthand that AACTE is passionately committed to the professional development of its members. From 2017 to 2020, I served on the AACTE Committee on Membership and Capacity Building and had the wonderful opportunity to meet and network with esteemed colleagues from around the country, as well as several fabulous AACTE staff. During my time on the committee, we delved into many thoughtful discussions about how to improve our engagement with our members and bolster their participation with the organization.
In addition to participating on the Membership Committee, I serve as an associate professor in the Doctor of Education in P-20 and Community Leadership at Murray State University (Murray, KY). Our College of Education and Human Services has a long, proud tradition of providing to faculty the opportunity to attend the AACTE Annual Meeting, and many of our faculty have served in leadership positions or presented at the conference. Over the last several years, my program director and I have sought those opportunities for our Ed.D. students as well—to attend, engage, and network at the AACTE Annual Meeting. More recently, our program has also been an exhibitor at the annual conference, sharing information with graduate student and new faculty attendees interested in pursuing their doctoral degrees, as well as providing materials for the many experienced members to take back to their campuses to share.
As K-12 student populations continue to diversify, it is essential for educator preparation programs to ensure teacher candidates possess the knowledge, skills, and dispositions to meet the needs of all learners. Mixed reality simulation is an effective tool to facilitate the development of culturally responsive and sustaining educators and to foster self-reflection. Through virtual simulations, instructor and peers provide critical feedback and observation of candidates’ performance via video.
Join AACTE and Mursion for the webinar, “Fostering Critical Self-Reflection: Meeting the Needs of English Language Learners through Mixed Reality Simulation,” at 1:00 p.m. ET, Tuesday, August 18. This session will detail the process used in a STEM methods course to engage candidates in addressing the needs of English language learners and provide examples of how candidate thinking and planning changed as a result. The presenters include:
Washington State University’s Office of Academic Engagement (OAE) was notified by the U.S. Dept. of Education that it is awarding three student support services grants to benefit veterans, STEM students, and future teachers at the university.
OAE Executive Director Michael Highfill said the grants—totaling over $4 million—will each serve between 120 and 140 low-income and first-generation students annually.
“We are pleased with this federal investment in WSU and our successful efforts to serve students through ambitious and innovative programming,” said Mary F. Wack, vice provost for academic engagement and student achievement. She leads the university division of the same name—which uses the acronym Division of Academic Engagement and Student Achievement (DAESA) and is part of the Office of the Provost and Executive Vice President.
The Michigan State University (MSU) College of Education has served as editorial home of the Journal of Teacher Education (JTE) for almost six years. With the editorship have come benefits, both to the editorial leaders and to our college. To handle the large number of manuscripts that come to JTE each year, we recruited a team, with four faculty co-editors (all at MSU), a half-dozen or so faculty associate editors (some at MSU, some at other institutions), and a part-time staff member as managing editor. We also had a rotating annual appointment of a junior faculty member as assistant editor, and two part-time graduate assistants.
As a part of the editorial team, faculty members contributed to scholarship on teacher education by making decisions and providing guidance to authors, both of which ensured that the publications in JTE were substantial contributions to the field, using high quality scholarship to address important issues. Editorial team members also had opportunities to participate in writing the editorials included in each issues—editorials that were then frequently cited by other scholars.
AACTE Board members Kimberly White-Smith, Stephanie Knight, and John Blackwell met with me to discuss the importance of collaboration during times of crises. In the videos, White-Smith, Knight, and Blackwell shared the following:
“Academic justice is of critical importance right now. And that is our contribution to the change that is happening. As educators, we have the ability to work with our communities to provide education to our in-service and pre-service teachers so they come out of this experience better prepared,” said Kimberly White-Smith, dean of the University of La Verne’s LaFetra College of Education. “We know that many of our families are experiencing trauma right now due to illness with COVID or have experienced other sort of trauma as a result of anti-blackness, or racist ideologies or policies in our community. We can better support our communities, our students, and develop educators who can address those concerns head-on.” White-Smith is the intellectual force behind a number of scholarly endeavors that foster academic justice for traditionally underserved students through enhanced educational environments, policies, and teaching strategies.
As part of a three-part Answering the Call to Action: Culturally Affirming Webinar Series, member institution Howard University College of Education will present its third session: “How Educators can use their Sphere of Influence to Decolonize the Classroom” on Wednesday, August 5, 2:00 – 3:30 p.m.
In addition to an overview on decolonization, the webinar offers three breakout sessions, which registrants will select in advance:
- Break Out Session 1: Anti-racist Education Through People’s History (A mini-lesson)
Deborah Menkart, Teaching for Change
- Break Out Session 2: Conducting Equity Audits
Karmen Rouland, MAEC
- Break Out Session 3: Building a coalition through Black Lives Matter Week of Action in Schools
Denisha Jones, Sarah Lawrence College
The Answering the Call to Action series also included Session 1: “Using Your Leadership in Being the Change That You Want to See,” designed for Educational Leaders and session 2: “Strengthening Mental Health Outcomes by Decolonizing Practices,” designed for School Psychologists and School Counselors.
While many educator preparation providers are transitioning to virtual instruction, it’s no surprise that some individuals may feel isolated and “out of the loop.” Connecting with colleagues can be hard enough under normal circumstances, but the coronavirus pandemic has taken it to a new level. If you are looking to network with your peers, stay up-to-date on the latest research and trends, and participate in the ongoing conversation, the AACTE Topical Action Groups (TAGs) are here to help!
TAGs are member-driven working groups that provide a forum in which individuals from member institutions can exchange information on issues related to education and collaborate with each other on a variety of topics.
More than ever, AACTE members are focused on disrupting inequities and advancing racial justice. AACTE is offering two great new opportunities for members to engage in this work with colleagues from across the country. The AACTE Board of Directors recently created two new committee:
- Advisory Committee on Educator Diversity
- Holmes Program Advisory Committee
These committees will advise AACTE on how it can best help members attract and retain diverse future teachers and other educators and on AACTE’s signature program for future scholars and leaders of color, the Holmes Program.
If you are interested in serving on one of these important new committee—or if you would like to nominate a colleague—please act now! Nominations close on August 7. Learn more and submit your nomination.