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.
The views expressed in this post do not necessarily reflect the views of AACTE.
The Teacher Educator Technology Competencies (TETCs) have been finalized, thanks to feedback from many of you, and we are excited to invite you to put them to use–and to tell us about them!
The Need for Technology Competencies for Teacher Educators
Last year, we reported to you on our progress developing the TETCs, which aim to address the “digital use gap” among teacher educators and their ability to prepare PK-12 teachers to teach with technology.
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!
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.
On February 28, AACTE hosted a daylong preconference workshop titled “Strengthening the Pipeline to Transform the Principalship,” sponsored by The Wallace Foundation. The event, held just prior to the 70th AACTE Annual Meeting in Baltimore, Maryland, was attended by PK-12 and higher education leaders from across the nation and engaged participants in presentations and conversation on educational leadership through the lenses of policy and practice.
The agenda was broken into two thematic segments. The first segment highlighted how policy, partnerships, and resources influence strategies to renew principal preparation programs. The second included presentations about key policies that influence the renewal of principal preparation programs.
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 members are committed to high research standards and to producing scholarship that contributes to educational practice. Although the complexity of educator preparation presents a vast spectrum of subjects for scholarly inquiry, I’d like to highlight the importance and timeliness of studying those related to one particular domain: clinical practice. In fact, the new report of AACTE’s Clinical Practice Commission (CPC) unearths a fertile field of opportunities for research that is both rigorous and relevant.
Last month, the CPC hosted a briefing at the National Press Club in Washington, DC, where it offered a thorough conceptual framework and explanation of clinical practice, along with recommendations for implementation. The report released at the event, A Pivot Toward Clinical Practice, Its Lexicon, and the Renewal of Educator Preparation, sets forth 10 proclamations for effective clinical preparation, thus signaling that AACTE is “intentionally committed to a bold voice” in teacher education.
AACTE has chosen an article by Claire Sinnema, Frauke Meyer, and Graeme Aitken of the University of Auckland (New Zealand) to receive the 2018 AACTE Outstanding Journal of Teacher Education (JTE) Article Award. The winning article, “Capturing the Complex, Situated, and Active Nature of Teaching Through Inquiry-Oriented Standards for Teaching,” was published in the January/February 2017 issue of the journal. The award will be presented at the 70th AACTE Annual Meeting Opening Keynote session, March 1 in Baltimore, Maryland.
In this article, the authors identify problems in the design and implementation of teaching standards that widen the divide between theory and practice. They propose an alternative model, dubbed Teaching for Better Learning, which attempts to account for the complex contextual features that teachers face and that significantly shape the identification of student needs and instructional practices. This model also positions both teachers and students as learners and is driven by inquiry and evidence. In this way, the authors raise critical issues that diverse stakeholders in teacher preparation – from practitioners to policy makers – must take into account to ensure more effective teaching.
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(January 30, 2018, Washington, D.C.) – Today, the American Association of Colleges for Teacher Education (AACTE) publicly released a statement by its Board of Directors regarding its recent vote on national accreditation:
AACTE champions high-quality preparation that assures educators are profession-ready as they enter the classroom. National accreditation serves a critical function in assuring this quality by requiring providers to address profession-wide standards of excellence. To uphold AACTE’s commitment to supporting high quality, the AACTE Board of Directors held an extensive discussion about national accreditation at a special meeting in Washington, DC, on January 18, 2018, devoted solely to this topic. After much deliberation on behalf of the membership, the AACTE Board approved by the overwhelming majority the following statement:
The Board of Directors of the American Association of Colleges for Teacher Education (AACTE) reaffirms the importance of a unified national professional accreditation system that aligns with AACTE’s Principles for National Accreditation in Educator Preparation.
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.
As AACTE Board Chair, I am most appreciative of the diligent work the AACTE Board of Directors has conducted over the past few years to address the important issue of national accreditation for educator preparation. From the liaison work and member conversations led by the Board’s special subcommittee and AACTE leaders starting in 2015 to our most recent Board meeting on January 18, 2018, we have dedicated much attention to this important topic. AACTE published a statement today about this month’s Board vote reaffirming our support for national professional accreditation.
National accreditation assures the public of the highest quality preparation of educators who serve all levels of the PK-20 continuum. A unified national accreditation system brings together partners and stakeholders across the entire education profession to support profession-wide standards of excellence. I use the term “system” to convey an assemblage of related stakeholders forming an interconnecting network around a set of standards, principles, practices, and processes as a unitary whole. In our recent vote, the AACTE Board reaffirmed the importance of a unified national professional accreditation system that aligns with AACTE’s “Principles for National Accreditation in Educator Preparation,” which we approved in 2016, as critical to advancing our profession.
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.
Two new videos are available this week in AACTE’s Research-to-Practice Spotlight Series highlighting clinical preparation and partnerships of the University of Nevada, Las Vegas (UNLV) College of Education. The latest videos focus on the culture of continuous improvement and the program elements that set graduates up for success in the field.
The educator preparation programs at the University of Nevada, Las Vegas (UNLV), set candidates up for success through a variety of supports and forward-looking practices.
Students from Clark County School District at the Rebel Science Camp in March. The district’s diversity makes it a "living laboratory” for developing educational practices the entire country will eventually adopt.
This article was originally published in the UNLV News Center and is reposted with permission. The views expressed here do not necessarily reflect the views of AACTE.
From the earliest days of our republic, we have believed that education was critical to our democracy. Our founders knew that the health of our country, the wellbeing of the citizenry – and particularly the strength of the democracy – would be built on a well-educated population. Though disagreements have been fierce regarding who is to be educated, how much education they need, and whether to measure its value in economic growth, individual growth, or societal growth, fundamentally, we have always agreed that educating our citizens is important.
The AACTE Quality Support Workshop this month was an inspirational model of improvement in action. During my 3 days in Minneapolis, I witnessed a profound commitment among participants to ensure high levels of quality in their programs. Understanding standards and evidence more deeply, using data more strategically, and creating more effective quality assurance systems were some of the topics covered.
Dedication to continuous improvement is shared by AACTE’s members and the Association itself. To that end, the AACTE team is focusing the first part of this new academic year on an extensive review of the organization’s operations and programs, facilitated by an experienced consulting firm with assistance from a staff steering committee (see this recent article by Vice President Rod Lucero). In addition, an Association-wide member survey launches in September, and we’re counting on your participation to inform our work going forward. AACTE is always looking to improve and meet the changing needs of the membership.