Taking Charge of Change

The speed of change seems to increase every day and with it the pressures on our industry to provide evidence of impact. At the 2014 AACTE Annual Meeting, we call on you to face these forces with the theme Taking Charge of Change. AACTE’s committee on Meetings and Professional Development developed four strands around which several hundred concurrent sessions have been organized to help you take charge of change in your institution and community.

These strands are: owning school performance, creating innovative and culturally relevant pedagogy, evidence of impact – state of the art, and advocating and implementing change that works.

Strand 1: Owning School Performance

The difference we make is clear to the communities and schools we serve and we should acknowledge our role in meeting their needs. Teacher candidates need to develop a deep understanding of how to improve student achievement and the communities in which they will teach, learn, and grow.

Proposals in this strand are encouraged to address one or more of the following questions:

  • What unique practices are being used to forge effective partnerships for improving academic performance in underachieving schools?
  • What key features and implementations of current school-university partnerships have proven to be effective in improving overall school performance?
  • How are today’s educator preparation programs responding to the needs of contemporary schools to increase student achievement across the board?
  • What examples of school-university collaboration have been proven to enhance the development of both PK-12 schools and the community?
  • How are educator preparation programs incorporating innovative and cutting-edge practices and methods to foster an environment of increased school performance within their communities?
  • What state and federal policies support or detract from owning school performance?

Strand 2: Creating Innovative and Culturally Relevant Pedagogy

Changes occurring in society demand corresponding changes in teacher preparation programs which, now more than ever, need to design rich, challenging, and culturally relevant learning experiences for students. Candidates must be prepared to creatively use 21st-century technologies in their own pedagogical ventures.

Proposals in this strand are encouraged to address one or more of the following questions:

  • How are SCDEs contributing to equitable access to diversified instructional programs (AP, IB, etc.)?
  • What educator preparation programs are being developed and implemented that evidence creative, innovative, and culturally relevant pedagogy?
  • What practices, processes, and procedures are educator preparation programs using to provide schools with candidates who are competent and committed?
  • How are educator preparation programs measuring the dispositions necessary for teacher candidates to address the needs of all students?
  • What cutting-edge, pedagogically rich programs could be identified as hallmarks of success that move beyond traditional practices?

Strand 3: Evidence of Impact – State of the Art

Current challenges require us to re-examine what constitutes evidence of instructional effectiveness. Programs need to build bridges to school and community partners that result in deliberate conversations about the relevance of educational practices and ensure the needs of P-12 schools are met.

Proposals in this strand are encouraged to address one or more of the following questions:

  • What models and practices are being used to document the impact of effective educator preparation programs and partnerships?
  • What documentation models effectively provide evidence to shape and enhance current and future learning practices?
  • What has research revealed about effective practices in planning and teaching within diverse school environments?
  • How are state and federal policy promoting or detracting from building capacity to determine evidence of impact?
  • How are assessment measures being used as evidence of either candidate or teacher competence?
  • How are educator preparation programs incorporating new lines of research, teacher evaluation, instructional planning, and student learning to support program improvement?
  • How are educator preparation programs implementing digital technology to document teaching and learning effectiveness?

Strand 4: Advocating and Implementing Change That Works

Our credibility rests on our demonstrated ability to address the needs of the communities we serve. Through consistent engagement and collaboration with policymakers and stakeholders, we can be leaders of change, show our programs’ positive impact, and implement the reforms most needed in our communities.

Proposals in this strand are encouraged to address one or more of the following questions:

  • What is evidence of successful and effective practice for advocating “what we do well” in educator preparation?
  • What research and best practices are being applied to redefine and restructure educator preparation performance models?
  • What are some effective and innovative practices that SCDEs are using to address Common Core State Standards instruction?
  • How is current research being used to support engaging in collaborative, community-wide partnerships for program advancement and enhancement?
  • What advocacy strategies are successful in informing policymakers about ongoing change in educator preparation?

Want even more details? Read the full Call for Proposals. We can’t wait to see you in Indianapolis!

Contact Us

American Association of Colleges for Teacher Education | 1307 New York Ave., NW Suite 300, Washington DC 20005
Copyright © 2013 AACTE