Posts Tagged ‘membership’

Board of Directors Approves New Committee Appointments

Programmatic Advisory Committees

At its September meeting, the AACTE Board of Directors appointed new members to the programmatic advisory committees, including two new committees on Educator Diversity and the Holmes Program. Congratulations to these AACTE members, who will assume these positions on March 1, 2021, and a special thank you to everyone who submitted a nomination for these important volunteer leadership roles.

AACTE Survey Results: How Does Your Program Compare to Others?

Leading Through Crises: Results of the Fall 2020 AACTE Member SurveyIf there is one thing we can all agree on, 2020 has been a year like no other.  To learn how COVID-19 and the racial injustice crisis have impacted educator preparation—and the steps EPPs are taking in response—AACTE conducted a survey this fall of its members. Here are a just a few of the findings:

  • More than half of the respondents are using instructional designers to help faculty create online courses, and 75% have made new tools available such as simulations and video libraries.
  • Only have of respondents reported that their state had modified or waived performance assessment requirements due to COVID-19.
  • 60% of respondents reported declines in undergraduate enrollment.
  • 70% of respondents have recently increased their investment in diversity, equity, and inclusion initiatives.

Member Spotlight: Bethany Hamilton-Jones

AACTE’s new Member Spotlight features an individual from a member institution, highlighting how their work makes a difference in classrooms across the country.  Nominate yourself or another member by providing a response to the following questions and sending to mgrenda@aacte.org.

Bethany Hamilton-JonesGet to know Bethany Hamilton-Jones …

Current position: Clinical Associate Professor, University of Georgia (UGA)
Number of years in this position: I’ve been in teacher preparation since 2006!
Alma Mater(s): UGA and SUNY Oswego
Hometown: Fairport, NY

Applications Now Accepted for AACTE’s Video Observation Technology Implementation Grant

Applications Now Accepted for AACTE’s Video Observation Technology Implementation Grant banner

Applications are now being accepted for the new AACTE Video Observation Technology Implementation Grant. This opportunity, in collaboration with Edthena, is available exclusively to AACTE members.

Given the many challenges that educator preparation programs have weathered in 2020, AACTE and Edthena have created this grant opportunity to provide some much needed relief for up to 20 AACTE members. Each grantee will be awarded up to $25,000 in grant funds, which will be utilized to implement the Edthena platform for the upcoming Spring 2021 semester.

For those AACTE member institutions interested in applying:

  • Active AACTE members in good standing, and not already an Edthena partner, are eligible for the grant.
  • Matching of grant funds are not required during this Spring 2021 offering.
  • Continuing Edthena implementation after the grant period is not required.
  • Grantees will receive implementation and planning support from the Edthena team to build a deployment strategy for the spring semester.
  • Awardees will receive access to the relevant edTPA toolsets needed for your program (where applicable).
  • AACTE team members will also participate in onboarding training with grantees, where possible, to help connect awardees with additional resources.

Member Spotlight: AACTE and You

Member SpotlightAACTE’s new Member Spotlight features an individual from a member institution, highlighting how their work makes a difference in classrooms across the country. The spotlight offers an opportunity for you to share your institution’s initiatives with your colleagues, inspire other institutions to consider membership, and strengthen awareness of educator preparation. View our first Member Spotlight highlighting Bethany Hamilton Jones.

Share your story with peers, inspire students, and strengthen awareness of the profession and association. Each month we’ll highlight an individual in our EdPrepMatters blog and e-newsletter. Nominate yourself or another member by providing a response to the following questions and sending them to mgrenda@aacte.org.

Webinar Features Results of AACTE Survey to COVID and Racial Injustice Crises

Leading Through Crises: Results of the Fall 2020 AACTE Member SurveyHow are education leaders responding to the twin crises of the coronavirus pandemic and racial injustice? What can we learn from each other and how can AACTE best support its members as they navigate these unprecedented times?  A webinar on Wednesday, November 18 from 4:00 to 5:00 p.m. ET will feature the results of AACTE’s recent member survey and reactions from leaders in the field of educator preparation.

AACTE and Edthena to Offer $500,000 in Grants for Teacher Preparation Video Observations

AACTE logo | Edthena Logo

AACTE is collaborating with Edthena to provide $500,000 in grant funding to teacher education programs for Spring 2021.

AACTE member institutions may apply by December 7, 2020, to receive up to $25,000 for implementing video observation technology to support their teacher candidates during COVID-19 and beyond. Through this partnership, up to twenty AACTE members will receive grants for the upcoming Spring 2021 academic term.

A leader in video observation and collaboration technology, Edthena is widely used by schools, districts, and teacher education programs across the country. The technology platform enables teacher candidates to upload videos of their practice and faculty to provide feedback at specific moments in time. An approved edTPA platform provider, Edthena’s video technology can be utilized in methods courses, field observations, edTPA skill building, and group learning, making it possible to capture data for candidate growth and program improvement.

Your AACTE Membership: An Investment in Yourself and Your Institution

AACTE Membership FlyerDid 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.

2020 Teacher Quality Partnership Grantees Announced

Teacher Quality PartnershipThe 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 Member Update: Leading During Difficult Times

Lynn M. Gangone

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! 

AACTE to Launch Member Survey on Coronavirus and Racial Inequity Crises

Fall Member Survey Banner

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.

Tips for a Successful JTE Editorship Proposal

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:

Receive a Complimentary Registration to 2020 Washington Week: August 31 Deadline

2020 Washington Week

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:

Build on Campus Connections and Engage New Members with AACTE

Teresa ClarkI 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.

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