The views expressed in this post do not necessarily reflect the views of AACTE.
Overwhelming evidence supports that high-quality school leader preparation is essential to school success, and today’s principals must be prepared to support teachers and students in a climate of increased accountability and reform. In light of these changing demands, principal preparation programs are faced with a sense of urgency to reexamine curricula and long-held practices to address the shifting contexts of school leadership.
This report highlights the use of an AACTE State Chapter Support Grant by the North Dakota Association of Colleges for Teacher Education. July 28 is the deadline to apply for this year’s grants. The views expressed in this post do not necessarily reflect the views of AACTE.
With assistance from an AACTE State Chapter Support Grant, the North Dakota Association of Colleges for Teacher Education (NDACTE) recently completed collaborative work on a statewide student teacher observation tool (STOT). This tool is the fourth common assessment developed in a major effort to improve the quality of teacher preparation through implementation of a statewide preservice and first-year teacher performance assessment system across public, private, and tribal programs.
At AACTE’s Quality Support Workshop–South in Fort Worth, Texas, a team from the University of Texas Rio Grande Valley (UTRGV) was among the participants enjoying the facilitated sessions and targeted support for each team. One member of the UTRGV team offered the following testimony about her group’s experience. Take advantage of the next workshop, August 10-12 in Minneapolis, by registering here.
A team of three program coordinators from my college joined me, the associate dean for assessment and accreditation, in attending a recent AACTE Quality Support Workshop in Fort Worth. Attending as a team served to build capacity among the program coordinators for a common understanding of our responsibility as teacher educators to use valid measures of candidate performance that can inform practice and help us improve our programs.
The 4th annual University of Central Florida (UCF) and Florida A&M University (FAMU) Holmes Dissertation Symposium and Retreat will take place October 27-28 on the UCF campus. AACTE Holmes Program participants, members of the National Association of Holmes Scholars Alumni (NAHSA), faculty mentors, and university officials will gather to engage in scholarly conversations about the dissertation process as well as other timely topics such as grant writing, faculty mentoring of diverse students, postdoctoral career choices, the tenure and promotion process, and self-advocacy.
Since its inception in 2014, the UCF-FAMU Dissertation Retreat has become a mainstay in supporting Holmes Scholars’ journey to the doctorate. Sheila Moore (FAMU) and I serve as co-coordinators of the retreat. We had a vision to bring together Holmes Scholars from all over the country to engage in scholarship and collegiality, and that vision became a reality when the first Dissertation Retreat and Research Symposium was held on the campus of FAMU in 2014.
The views expressed in this post do not necessarily reflect the views of AACTE.
As educators, we are responsible for preparing students for life after graduation. Thus, many of our debates focus on optimizing the student experience: things we should do – or not do – to create a well-rounded individual who is ready to take on his or her next challenge, whether it’s a job, college, or the sixth grade. Far too often, however, we focus entirely on the people who sit in classrooms and neglect the people who stand in front of them. Educational policies must make sense for students, yes, but they must make sense for teachers, too.
During AACTE’s membership renewal season, some of our most active members are sharing what AACTE means to them. Learn more about membership here.
When I first became involved with AACTE, I could not have imagined the influence the organization would have on my career nor the scope of opportunities to contribute to the professional landscape that would follow. For me and so many others, AACTE is like the ceiba, or the tree of life, with deep roots that anchor the profession and a large canopy that sustains myriad resources.
My relationship with AACTE has been a long time in the making, beginning with nascent engagement as a doctoral student in the Holmes Scholars Program. I participated in the first summer policy institute for the Holmes Scholars, organized back then by the Holmes Partnership, George Washington University, and AACTE. That single experience set me on a path toward a wonderful career as a scholar advocate.
Thanks to several brand-new sessions and revamped activities throughout the original program, next month’s regional AACTE Quality Support Workshop will deliver an even more robust program than its popular predecessor. During the event August 10-12 in Minneapolis, Minnesota, participants will choose from two dozen expert-facilitated workshops offered in seven time blocks – with topics such as interpreting candidate assessment data, mapping curricula to competency indicators, preparing evidence for an accreditation visit, recruiting and supporting more diverse candidates, and others.
Many of the sessions from last spring’s southern regional workshop, held in Fort Worth, Texas, will run again in Minneapolis with few changes. Others are bringing in new facilitators or making adjustments to reflect feedback from attendees (the organizers do try to practice what they preach about using data for improvement!).
Have you seen the JTE Insider blog managed by the Journal of Teacher Education (JTE) editorial team? Check out the following interview with authors of a recent article. This blog is available to the public, and AACTE members have free access to the articles themselves in the full JTE archives online – just log in with your AACTE profile here.
This interview features insights from the article “Capturing the Complex, Situated, and Active Nature of Teaching Through Inquiry-Oriented Standards for Teaching” by Claire Sinnema, Frauke Meyer, and Graeme Aitken of the University of Auckland, New Zealand. The article, which appears in the January/February 2017 issue of JTE, is summarized in the following abstract:
The U.S. Department of Education’s Institute for Education Sciences (IES) has released a series of on-demand webinars to assist prospective grantees in completing applications for the Fiscal Year 2018 grant cycle.
Some webinars provide viewers with general guidance on the grant application process, while others are more specific to particular grant programs. After viewing a webinar, potential applicants can e-mail IES with any questions they might have that weren’t addressed during the webinar.
In addition to the general-topic webinars, the IES archive currently contains information on five grant opportunities; another five are said to be coming soon. Each webinar’s archive includes a video recording, PowerPoint slides, and a transcript.
Last week, the Committee for Education Funding (CEF) released its annual “Budget Book” analysis of the president’s federal spending proposal and its impact on education programs. This year’s report presents detailed narrative, charts, and tables illustrating concerns about President Donald J. Trump’s proposed cuts to education funding for Fiscal Year (FY) 2018. CEF highlighted the findings at a Capitol Hill briefing featuring practitioners from several states and various education sectors.
At the briefing, panelists from Missouri, West Virginia, Kentucky, Tennessee, and New Jersey all urged for education spending to be increased. Several speakers noted that even “level-funding” a program amounts to a cut when factors such as cost-of-living and other inflation-related expenses are considered, and they advocated for funding increases to permit at least the continuation of current programming.
CEF Deputy Executive Director Sarah Abernathy pointed out that education-related expenses account for only 2% of all federal spending – far short of the 5% called for in CEF’s “Five Cents Makes Sense” campaign. She highlighted components of the report, which called the president’s education cuts “devastating” and noted that the budget is more than $6 billion below FY 2010 education spending levels, proposing cuts that are far deeper than in any of the previous five administrations.