In just over a month from now, approximately 2,000 educator preparation scholars, practitioners, and strategic partners will meet in Louisville, KY for AACTE’s 71st Annual Meeting. Over the course of three days, more than 250 sessions will take place, with content designed to engage students, early career professionals, and seasoned experts alike. With so much content being presented, you will want to prepare your schedule in advance to maximize your time at the meeting. Be sure to visit the AACTE Event Planner, where you can search the Annual Meeting offerings by keywords, topics, conference strands, and other fields to locate sessions of interest and create a personalized itinerary.
One place you won’t want to miss is the Conference Community Center. Located on the second floor of the Omni Louisville, the center is not only the place for you to connect with colleagues in a dynamic, engaging environment, but is also where you can find the official Registration area for the Annual Meeting. Conveniently situated in the Second Floor Foyer, adjacent to many of AACTE’s Learning Labs, the center offers you a place to take a break and network, while also engaging with our Annual Meeting sponsors:
AACTE is collaborating with the National Association of State Directors of Teacher Education and Certification (NASDTEC) to present the free webinar, An Intentional Focus on Mitigating Risks Across the Continuum. The webinar will take place on Thursday, January 24, from 7:00-8:00 p.m. EST. Advanced registration is required to participate.
The profession of education is highly complex, with educators having to make multiple decisions in their daily work. Competing tensions and greatly nuanced variables that are inherent in this field can add to the vulnerabilities and risks that educators must navigate, especially when it comes to professional decision making.
In December, the Wallace Foundation hosted a livestreamed discussion on Improving Principal Preparation Programs as the culmination of a two-day event for members of its University Principal Preparation Initiative Professional Learning Community (UPPI PLC). This initiative focuses on redesigning university principal preparation programs at seven universities in an effort to resolve the disconnect between what was happening in the universities to prepare educational leaders and the real-world demands of the job. The panel discussion highlighted the experiences of one UPPI university, Florida Atlantic University, and their district partners.
During this engaging discussion, panelists highlighted the importance of maintaining routines of collaboration so partnerships can advance and how those partnerships played a key role in the success of realigning the experience for educational leaders moving from preparation to school leadership roles. “Relationships and having the right people on the bus makes the difference,” said Ted Toomer of Broward County Schools. Panelists also spoke about the importance of tracking systems to better learn from the data to improve programs and cited that superintendent support for the work is critical.
This article and photo originally appeared on the University of Mississippi Ole Miss News website and is reprinted with permission.
Meet Ava and Dev. They are in middle school. Ava is quick-thinking and decisive and likes to be challenged with new ideas and concepts. Dev is a rule-follower who is self-driven with high standards.
Ava and Dev are not your average students. In fact, they are not even real students at all. They are avatars in a virtual classroom at the University of Mississippi School of Education, where education majors are gaining valuable, hands-on teaching experience even before their student teaching.
Mursion, originally called TeachLive, is a cutting-edge technology that delivers customized virtual reality training to provide professional challenges that exist in the job every day.
Developed at the University of Central Florida, Mursion is being used at more than 85 campuses in the United States. Since 2012, Mursion has grown at UM. Last school year, 800 students in the School of Education practiced with the system and are required to use it at least twice as part of their coursework before graduating.
AACTE is pleased to announce the keynote speakers for the 71st Annual Meeting Closing Session are Mary Dilworth, editor of Millennial Teachers of Color, and Leslie Fenwick, dean emerita of Howard University. The session will take place at the Kentucky International Convention Center on February 24, 2019.
Join this dynamic duo in a provocative discussion that probes beneath the surface to address how the millennial generation of teachers and those of color, in particular, have become agents of change in education. Discover why the missing link in the recurrent conversation about teacher diversity and inequities is the millennial generation—the most diverse, educated, socially connected, and now largest generation in the workforce.
Arrive early and attend a free AACTE preconference workshop prior to the 2019 Annual Meeting in Louisville, KY. AACTE is excited to offer these special workshops at no cost this year! Now is your chance to delve into pressing topics critical to advancing educator preparation with colleagues who share your specific academic and research interests.
The full list of AACTE preconference events held February 21 is as follows:
As you prepare for AACTE’s Annual Meeting, I would like to highlight a new opportunity for attendees— an advocacy preconference! Preconferences happen on Thursday, February 21, and this one is scheduled from 1 p.m. to 5 p.m. Join members of the AACTE Committee on Government Relations and Advocacy as well as other colleagues in the field for “A Return to Discourse: A Foundation for Effective Advocacy.”
Early last month, the Institute of Education Sciences (IES) National Center for Education Statistics released its “First Look” at the Integrated Postsecondary Education Data System (IPEDS) winter 2017-18 data collection. This includes fully edited and imputed data and four survey components: graduation rates for selected cohorts 2009-14, outcome measures for cohort year 2009-10, student financial aid data for the academic year 2016-17, as well as admissions for fall 2017.
Would you like to learn about or receive other releases from IES and its component centers and regional labs? Sign up for email updates from the U.S. Department of Education. Once registered, you have the option to manage your preferences to receive only those newsletters and updates that will serve you. Similarly, you can sign up to receive updates at your state level to stay abreast of your state’s Department of Education.
The Council of Chief State School Officers (CCSSO) released yesterday A Vision and Guidance for a Diverse and Learner-Ready Teacher Workforce, a report that outlines key recommendations state education chiefs, leaders in educator preparation, local education agencies, and others can take to ensure each child in the public school system is taught by a diverse and learner-ready teacher workforce. The report highlights actions for attracting, preparing, placing, supporting, and retaining teachers from diverse ethnic or racial backgrounds and socioeconomic experiences. It identifies specific policy levers state education agencies (SEAs) have authority over that should be activated to achieve the vision of what success can look like for students and teachers as well as highlight distinct responsibilities of SEAs where they have a moral imperative to lead for equity. Additionally, the report appendix references some of the best practices and policy recommendations states have implemented to push this work forward.
Along with state chiefs, AACTE and other national education organizations partnered with CCSSO on its new initiative to diversify the teaching profession through its Diverse and Learner-Ready Teachers (DLRT) Initiative. The collaboration led to the production of the new report—a viable resource for state teams that provide model research- and evidence-based state best practices and policies.
Congratulations to Ashley L. White and Cassandra B. Willis (pictured left to right) for receiving the 2018 Jane West SPARK Award at the Teacher Education Division (TED) of the Council for Exceptional Children (CEC) conference in November. The award, established in 2016, is given annually to individuals who advocate for special education in teacher preparation (e.g., government relations, letter writing, visits to Congressional members), and is committed to continuing this work in the future.
Ashley L. White
A doctoral student at the University of South Florida (USF), White received a 2015 doctoral fellowship for the Special Education Policy Studies, a grant specifically designed to prepare doctoral scholars as leaders in the field of special education policy. The following year, she was accepted to the Higher Education Consortium for Special Education’s (HECSE) Doctoral Short Course. HECSE is an organization that advocates for the “appropriate educational opportunities and effective school outcomes for millions of American children and youth with disabilities.” Since becoming involved in HECSE, her advocacy activities have included interning at the U.S. Department of Education’s (ED) Office of Special Education Programs (OSEP) where she engaged in policy matters including but not limited to regulatory reforms, ED/OSEP grant priorities, and engagement with advocacy organizations. White also served as an HECSE intern, with responsibilities that included connecting faculty at USF with HECSE committees, distributing USF documents to its Congressional representatives, and arranging Hill visits for university faculty as well as all of HECSE’s Florida members.