Annual Meeting Major Forums

The following Major Forums will be offered at AACTE’s 66th Annual Meeting in Indianapolis:

Taking Stock in 2014: Reflections on Changes in Knowledge and Practice in Teacher Education

Saturday, March 1, 2:15 – 3:45 p.m.
Join a group of former editors and authors of the Journal of Teacher Education as they reflect on and discuss the current status of research and practice in teacher education. Each presenter will select an influential editorial, theme issue, or article he or she has published in the past 15 years in JTE and “rethink” that topic based on what we know from subsequent research as well as changes in social and political contexts. Panel members and the audience will engage in discussion of the implications of these reflections for future research and practice in teacher education. Articles selected by the presenters will be available to attendees in advance of the session.

Presenters: Stephanie L. Knight, Penn State University; Hilda Borko, Stanford University; Robert Floden, Michigan State University; Suzanne Wilson, University of Connecticut; Kenneth Zeichner, University of Washington

Stand and Deliver: Mitigating the Effects of Poverty on Student Success

Saturday, March 1, 2:15 – 3:45 p.m.
Poverty in our nation has far-reaching consequences for the ways education resources are allocated in schools and for the deployment of effective teachers to work with our lowest performing students. This panel will address some of the primary ways poverty affects the work of U.S. educator preparation providers and will highlight the tremendous work being done in PK-16 schools and communities to tackle the most pressing challenges faced by our nation’s students.

Presenters: Deborah Bellush, Biotech Partners; Peter Murrell, Loyola University Maryland; Julia Putnam, Boggs School; Amy Ryken, University of Puget Sound

Clinical Preparation, From Policy to Research to Practice: Strengthening the Programs

Sunday, March 2, 9:00 – 10:30 a.m.
Research and practice show that high-quality clinical experiences positively contribute to the effectiveness of new teachers. Multiple challenges, though, such as funding and pressures on PK-12 schools, can limit the capacity of providers to enhance and expand their clinical programming. Panelists will share their research about the costs and benefits of different clinical preparation programs, standards for effective clinical practice, and the policy landscape as it relates to supporting or inhibiting high-quality clinical programs. This major forum is sponsored by AACTE’s Advisory Council of State Representatives.

Presenters: David Byrd, University of Rhode Island; Stephanie Castillo, Los Angeles Unified School District; Pam Grossman, Stanford University; Ann Larson, University of Louisville; Sarah Silverman, National Governors Association

Preparing Future School Leaders: Initiatives in the Field

Sunday, March 2, 9:00 – 10:30 a.m.
School districts have demanding expectations for principals, who are working in an ever-changing environment. Overseeing the implementation of Common Core, executing new teacher evaluation systems, and leading schools that are becoming more diverse is challenging. Panelists will explore promising developments in principal preparation that are resulting in high-quality new school leaders and discuss the programmatic challenges that remain. This major forum is made possible through generous support from The Wallace Foundation.

Presenters: William Black, University of South Florida; Rashidah Morgan, Charlotte-Mecklenburg Schools; Angela Sewall, University of Arkansas at Little Rock; Cappy Douglass, Gwinnett County Schools (GA)

Assessment in the Service of Learning

Sunday, March 2, 2:00 – 3:30 p.m.
The use of performance-based teacher assessment has grown tremendously in recent years and is largely attributed to professional consensus that readiness to teach is best evaluated through demonstration and authentic artifacts of practice. Panelists will illuminate the landscape of performance-based assessment, what the research tells us about effective use of assessments in determining candidate readiness to teach, and the challenges for the profession in supporting assessment literacy among beginning teachers.

Presenters: Terry Janicki, Council of Chief State School Officers; Ray Pecheone, Stanford Center for Assessment, Learning, & Equity; George Powell, Educational Testing Service; Hilda Rosselli, Oregon Education Investment Board; Rick Stiggins, Consultant

Maintaining the Value of the Teaching Credential: Challenges and Opportunities

Sunday, March 2, 2:00 – 3:30 p.m.
Several states now award the same credential to new teachers regardless of whether they have completed their preparation or are just beginning their training through alternative programs. At the federal level, serious discussions are taking place as to what standard, if any, should exist to enter the teaching profession. Panelists will discuss state and federal developments on this issue and opportunities to move the conversation forward.

Presenters: Arne Fege, Public Advocacy for Kids; Jane West, AACTE; Jennie Whitcomb, University of Colorado at Boulder; John Affeldt, Public Advocates

Taking Charge of Change in Educator Preparation: Reinvention, Reform, and Strengthened Collaboration

Sunday, March 2, 3:45 – 5:15 p.m.
The pace of change is quickening as educator preparation programs engage in a variety of reform efforts. Ultimately these efforts are aimed at raising the achievement levels of PK-12 students. Panelists will discuss the reforms they are engaged in and will highlight the ways they are reinventing their work and the way they collaborate with PK-16 partners and communities to meet the challenges of tomorrow’s classrooms and labor market.

Presenters: Kristen Cuthrell, East Carolina University; Laurie Edmondson, Drury University; Mary Gendernalik-Cooper, University of Mary Washington; Roy Jones, Call Me Mister Program; Charles Peck, University of Washington Seattle

Preparing Teacher Candidates for CCSS in Mathematics: Implications for Teacher Education Programs, Pedagogy, and Practice

Sunday, March 2, 3:45 – 5:15 p.m.
Preparing mathematics teachers for the new Common Core State Standards (CCSS) can be challenging since the standards call for significant deep focus in the early mathematics grades, eliminate a vast majority of topics covered in current state standards, and completely redesign secondary math courses. Many programs have struggled to gather necessary information to make changes aligned with CCSS. This panel will examine current efforts to redesign secondary mathematics preparation programs to correspond to the pedagogical shifts of CCSS.

Presenters: Fran Arbaugh, Penn State University; Lawrence Clark, University of Maryland College Park; Howard Gobstein, Association of Public and Land-Grant Universities; Diana Pounder, University of Central Arkansas; Cynthia Vavasseur, Nicholls State University

Bridging the STEM Achievement Gap: Lessons for Transforming STEM Education

Monday, March 3, 10:45 a.m. – 12:15 p.m.
In order to prepare more American students for higher education and STEM careers and, ultimately, ensure that the country is on track for economic and social success in the 21st century, advancing STEM education in PK-12 and improving access for disadvantaged students to quality education is imperative. Panelists will identify social and cultural barriers that contribute to persistent education inequities and achievement gaps in STEM and discuss effective education policies and innovative initiatives that promote progress in narrowing STEM achievement gaps.

Presenters: Andrew Brantlinger, University of Maryland College Park; Jaekyung Lee, University at Buffalo, State University of New York; Louise Jones and Ericka Senegar-Mitchell, McKinley Technology Education Campus

It’s Not Elementary: Preparing Elementary School Educators

Monday, March 3, 10:45 a.m. – 12:15 p.m.

Preparing elementary school teachers can be challenging, as they need to be well-versed in many subject areas and particularly attuned to the developmental needs of very young learners. Many programs have struggled, though, to produce coherent curriculum to effectively prepare candidates for the early grades. This panel will examine efforts to redesign elementary preparation programs so that they are aligned with current PK-12 school expectations and provide deeper content engagement and more impactful pedagogical practices.

Presenters: Leslie Atkins, California State University Chico; Deborah Ball and Timothy Boerst, University of Michigan; Elizabeth Hinde, Arizona State University; Natalie Olinghouse, University of Connecticut


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