Posts Tagged ‘teacher quality’

Evaluating and Improving Teacher Preparation Programs Commissioned Papers

National Academy of EducationThe Evaluating and Improving Teacher Preparation Programs commissioned paper series is part of the Evaluating and Improving Teacher Preparation Programs project by the National Academy of Education (NAEd) that aims to identify best practices among existing models of evaluation tools and provide recommendations for the development of new models.

The commissioned papers will be published on a rolling basis, and the first two papers are released now.

Download both papers.

Call for Manuscripts: The Teacher Educators’ Journal

Association of Teacher Educators (ATE) Virginia logo The Teacher Educators’ Journal, is the journal of the newly formed Virginia Association of Colleges and Teacher Educators (from the merging of ATE-Virginia and the Virginia Association of Colleges for Teacher Education). The journal is published once per year, in electronic form. Please review the call for proposals as we continue to expand the reach—research shared and readership—of the journal beyond Virginia. 

The Call

The Teacher Educators’ Journal (TTEJ) is published by the Virginia Association of Colleges and Teacher Educators (VACTE), a state unit of the Association of Teacher Educators (ATE) and the American Association of Colleges for Teacher Education (AACTE). The journal aims to stimulate discussion and reflection about issues related to teacher education. Manuscripts submitted for consideration may be research/empirical reports and analyses, position papers, book reviews, or conceptual essays.

CEEDAR Invites AACTE Members to New Affinity Group

PBLO-flyerThe Practice-Based Learning Opportunities Affinity Group will host its first meeting on September 29, 2021, 2:00-3:00 p.m. ET. This Affinity Group (AG) will explore practice-based learning opportunities (PLOs) as a model for supporting teacher educators’ use of high-leverage practices (HLPs) and evidence-based practices (EBPs). PLOs afford educators opportunities to apply content knowledge and pedagogy in coursework, professional development workshops, and authentic classroom situations. During interactive meetings, the AG will explore topics such as practice and the role it plays in teacher learning; practice-based learning opportunities, such as structured video analysis, simulated interactions, microteaching; strategies for connecting simulated practice opportunities with authentic practice opportunities; and strategies for developing prerequisite knowledge for candidates and teachers.

Call for Book Chapters on the Educator Continuum

We are currently seeking contributing authors for a book with IGI Global, for release in 2022, titled The Educator Continuum and Development for Teachers. This peer-reviewed, edited book is designed to expand upon the body of research related to the educator continuum with a holistic view of teacher development. The theoretical paradigm of the book posits that educators grow in stages and thrive when provided with support at early stages of recruitment into the profession to innovation in teacher education through continued growth in teacher leadership and demonstration of extraordinary leadership as influencers of the profession. This book combines theory, concepts, and research studies that pinpoint facets of the educator continuum, providing researchers with scholarly contributions that advance the profession. 

Education researchers and practitioners are invited to submit a 1,000 to 2,000 word chapter proposal by September 29, 2021. 

An Innovative Journey: Use of Total Physical Response (TPR) in an Online Classroom during the COVID-19 Pandemic

Ed Prep Matters features the “AACTE Teacher Stories,” series to spotlight the experiences of K-12 educators who are attending or are alumni of AACTE member institutions. AACTE invites preservice and in-service school teachers to reflect on how they are applying the practices, frameworks, and strategies they acquired during their educator preparation program (EPP) studies to assure student success.  Email stories to knorfleet@aacte.org.

This article is authored by Michael A. Chuntz, a 5th grade math, science, and social studies teacher at Somerset Intermediate School in North Plainfield, NJ. This story was nominated by Heejung An, his master’s thesis advisor at the College of Education, William Paterson University of New Jersey, where he obtained his master’s degree in May 2021.

Boy using laptop to complete math assignment

Let’s face it, most of us taught to black boxes the entirety of the 2020-2021 school year. Were our students even there? Were they aimlessly scrolling through TikTok the entire class? Were they sleeping? Or were they taking care of their younger siblings while their family members worked? More importantly, were they learning?

AACTE Teacher Stories: How Elementary School Students Found Their Voice and Became Changemakers

Ed Prep Matters features the “AACTE Teacher Stories,” series to spotlight the experiences of K-12 educators who are attending or are alumni of AACTE member institutions. AACTE invites preservice and in-service school teachers to reflect on how they are applying the practices, frameworks, and strategies they acquired during their educator preparation program (EPP) studies to assure student success. Email stories to knorfleet@aacte.org.

In this article, Miami University’s James Loy profiles Alli Huff, an alumna of the university’s teacher education program, who shares how she applied concepts like “inverting the curriculum” that propelled students to become co-curriculum creators. Huff was introduced to the student-centered approach by her teacher preparation program educators. The article originally appeared on the University of Miami website and is reprinted with permission.

Students in a park/outdoor setting

A Call for AACTE Teacher Stories

Ed Prep Matters is featuring a new series, “AACTE Teacher Stories,”  to spotlight the experiences of K-12 educators who are attending or are alumni of AACTE member institutions. AACTE invites preservice and in-service school teachers to reflect on how they are applying the practices, frameworks, and strategies they acquired during their educator preparation program (EPP) studies to assure student success.

This series is an opportunity to showcase how EPP students successfully translate theory into practice. AACTE is currently seeking article submissions that address questions such as the following:

AACTE Teacher Stories: Teachers as Forward-Thinking Frontline Workers

AACTE Teacher Stories is a new series highlighting the experiences of K-12 educators who are attending or alumni of AACTE member institutions.

As an AACTE National Holmes Scholar who graduated from the University of Central Florida, I learned that to persevere I must overcome some fears regardless of how grand they might seem.  After graduation, I opted to take the path of returning to the K-12 classroom as a teacher and reading specialist rather than transitioning to higher education. In the midst of COVID-19, I was uncertain and fearful, like many of my fellow teachers. The new school year highlighted my and others’ fears, forcing us to consider our roles as frontline workers in education. My English class read the text, What Fear Can Teach Us, a speech by Karen Thompson Walker. In her speech, Walker posits “We all know what it’s like to be afraid. We know how fear feels, but I’m not sure if we spend enough time thinking about what fear means.”

Biden Budget Proposal is Historic High-Water Mark for Education Funding

Medal for achievement in education with diploma, hat and books standing on stack of coins on gray backgroundThis blog post is written by AACTE consultant Jane West and is intended to provide updated information. The views expressed in this post do not necessarily reflect the views of AACTE. 

Biden- Harris Administration Unveils Massive Budget with Historic Investments in Education

On the Friday before the long-awaited Memorial Day holiday, just as Members of Congress were headed home and the rest of us were finalizing our plans for the long weekend, the White House unveiled the complete version of the Biden-Harris Administration’s full budget proposal for FY 2022.

The budget proposal calls for $102.8 billion for the Department of Education—a $29.8 billion or 41% increase to the Department’s current spending levels. This increase in funding would be the largest increase the Department has seen since its inception in 1979.

States Pass Laws Restricting How Teachers Can Discuss Racism

A seventh-grader walks by a Black History Month display at Sutton Middle School on her way to class.

This blog post is written by AACTE consultant Jane West and is intended to provide updated information. The views expressed in this post do not necessarily reflect the views of AACTE. 

States Placing Legal Limits on How Educators Can Address Race

On the heels of Rep. Virginia Foxx (R-NC), the top Republican on the House Education and Labor Committee, backing two bills aimed at blocking the teaching of critical race theory in K-12 schools—four states have now passed legislation that would limit how teachers can discuss racism and  sexism, among other topics. The legislation, passed so far in Idaho, Iowa, Oklahoma, and Tennessee, bans teachers from introducing certain concepts, including that any individual is consciously or unconsciously racist or sexist because of their race or sex, and that anyone should feel discomfort or guilt because of their race or sex. A similar law also passed in Arkansas. In total, lawmakers in at least 15 states have introduced bills that seek to restrict how teachers can discuss racism, sexism, and other social issues.

JTE Podcast Interview: Preparing Teachers for Relationships with Students

Middle school history class

Photo by Allison Shelley for EDUimages

Listen to the recent JTE Insider podcast by the Journal of Teacher Education (JTE) editorial team. This blog is available to the public, and AACTE members have free access to the articles in the JTE online archives—just log in with your AACTE profile.

This podcast interview features insights from the article Preparing Teachers for Relationships with Students: Two Visions, Two Approaches” by Victoria Theisen-Homer. The article was published in the May/June 2021 issue of the Journal of Teacher Education

PATHS to Tutor Act: Helping Students Overcome Pandemic Learning Loss

Tutor helping student

Photo by Allison Shelley for EDUimages

This thought leadership article is written by an AACTE member. The views expressed in this post do not necessarily reflect the views of AACTE. 

The COVID-19 pandemic has set back learning for millions of students and exacerbated existing educational inequalities countrywide. A recent study by McKinsey Analysis found that Black, Latinx and lower-income students are less likely to have access to high-quality remote learning, resulting in their falling further behind and expanding the achievement gap by 15% to 20%. To help these students overcome pandemic learning loss, the Partnering Aspiring Teachers with High-Need Schools (PATHS) to Tutor Act was introduced on February 25 by a bipartisan group, including Senators Cory Booker (D-NJ), John Cornyn (R-TX), Chris Murphy (D-CT), and Susan Collins (R-ME).

Prepared to Teach and WestEd Release Three New Reports on Financially Sustainable Teacher Preparation

Prepared to Teach | WestEd logos

Prepared to Teach and WestEd have partnered on the Sustainability Project, a series of reports and interactive tools to support high-quality, financially sustainable teacher preparation. Three reports are being released this week through that project. Two are co-authored by Prepared to Teach and WestEd—Beyond Tuition, Costs of Teacher Preparation, and Going Further Together: Building Ownership and Engagement to Support High-Quality Teacher Preparation. The co-authored papers are being released simultaneously with a third piece authored by Prepared to TeachDollars and Sense: Federal Investments in Our Educator Workforce.

AACTE members know that aspiring teachers need high-quality, affordable options for teacher preparation—and research has shown that when candidates from diverse backgrounds have access to excellent programs, everyone benefits. Graduates of these programs stay in the classroom for longer and are more well-prepared than their peers who become teachers through faster, less rigorous pathways to the classroom.[1]

NAPDS Releases What it Means to be a PDS: The Nine Essentials, 2nd Ed.

As a member of the National Coalition of Educators, AACTE announces the release of the second edition of What it Means to be a Professional Development School: Nine Essentials, published by fellow member coalition member, the National Association for Professional Development Schools (NAPDS). AACTE shares NAPDS’s goal to support high quality teacher education through effective professional development and are looking forward to collaborating with them on projects aimed at achieving that goal. 

The National Association for Professional Development Schools (NAPDS) recently announced the publication of its policy statement, What it Means to be a Professional Development School (PDS): The Nine Essentials (2nd Edition), a culmination of several years’ worth of work by the association’s Nine Essentials Committee. The committee worked to identify the relevance of the essentials, which were originally published in 2008, and how they are used in the field by schools of education and P-12 schools. The document brings to light an updated and robust version of the Nine Essentials grounded in key concepts and educational research.

AACTE Partner’s with HRC’s Project THRIVE to Support LGBTQ Youth

Project ThriveAACTE is honored to share that it has joined the leaders from the nation’s largest health, education, child welfare, legal, and juvenile justice organizations in support of the Human Rights Campaign’s Project THRIVE, a multi-year national campaign to create more equitable, inclusive support systems and communities for LGBTQ youth. The initiative will build the skills and capacities of all youth-serving professionals to better meet the needs of LGBTQ young people.

Every organization that is part of Project THRIVE has a unique role to play in strengthening family permanence and support, improving health and well-being, increasing school connection, and building a foundation of resilience so that all LGBTQ youth can thrive. Project THRIVE is committed to an intersectional approach in this work, and to ensuring that LGBTQ youth of color and those who are system-involved or have a history of homelessness are a priority focus.

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