AACTE 69th Annual Meeting

AACTE holds its Annual Meeting, the premier educator preparation conference in the nation, in late February/early March each year. The Annual Meeting provides a forum for educators to engage in meaningful discussions, share research and practices, and become better equipped to drive change in the educator preparation field. Join the nationwide conversation on educator preparation's future, while connecting with over 2,000 education leaders and suppliers, and let us help you achieve your most ambitious goals by attending our Annual Meeting.

The 69th Annual Meeting will be held March 2-4, 2017, in Tampa, Florida. Sessions will be based in a convention center, supported by several nearby hotels.


Registration Deadlines

Early Bird: October 19, 2016
Regular: February 3, 2017

Please note that once the regular rate has expired all registrations will be at the "on-site" rate


Registration Fees

Early Bird Regular On Site
Member $450 $495 $525
Nonmember $640 $680 $710
Emerging Leader ★ $160 $185 N/A
PK-12 Partner ♦ $160 $185 N/A
Student ♥ $90 $100 $120
Spouse/Guest * $75 $85 $105

Faculty/administrators (assistant/associate professors, department chairs) with 5 or fewer years of experience in higher education, and have not attended Annual Meeting in the past, identified by each institution's chief representative in the profile manager. Limit three per institution. No on-site registration allowed for Emerging Leaders. Learn how to identify Emerging Leaders. (members only)

PK-12 Partners are those individuals who are primarily employed by a school district, who also have a role in the preparation of teachers. In order to receive the discounted rate, AACTE's PK-12 Partners must currently be employed by a school district participating in an active partnership program with a school, college, or department of education.

Student ID must be presented on-site.

Spouse/Guest registration includes access to both general sessions and unlimited entry to the Conference Community Center and meal events therein.

AACTE accepts Visa, MasterCard, American Express, and check payments.

Outstanding Balance Policy

Individuals with outstanding balances for previous AACTE events will not be permitted to register for upcoming events until their balance is paid. A message indicating what events are unpaid and how to pay will appear when individuals attempt to register. Permission to register will be granted upon receipt of payment. If you have any questions, please contact Christine Tambini at This email address is being protected from spambots. You need JavaScript enabled to view it..

Cancellation Policy

Notice of cancellation of Annual Meeting registration–and any request for refund of conference registration fees–must be made in writing and received by February 5, 2017. All refund requests received after this date will be denied. A $150.00 administrative fee will be deducted from all cancellation requests. Refund payments will not be processed until after the Annual Meeting is over. “No-shows” will not receive a refund if cancellation request is not made prior to cancellation date. Cancellation and refund requests should be e-mailed to Christine Tambini at This email address is being protected from spambots. You need JavaScript enabled to view it.. Cancellations over the phone will not be accepted.

Substitution Policy

Substitution of registrants is permitted as long as both individuals are from the same institution. Contact Christine Tambini at This email address is being protected from spambots. You need JavaScript enabled to view it. to request a substitution. After February 5, substitutions can be requested only at on-site registration.

AACTE Has Gone Green!

In our continuing effort to be environmentally responsible, we have eliminated printed program books. Through our online AACTE Event Planner, all attendees will have access to live, up-to-date information on all sessions being offered, as well as have the opportunity to create a customized, downloadable schedule. A PDF version of the program book will also be available prior to the meeting on our Annual Meeting web site. All meeting and hotel space, including guestrooms, will have free Wi-Fi available for use.

AACTE Event Emergency and Inclement Weather Policy

All nationwide AACTE events, including but not limited to AACTE's Annual Meeting, will be canceled due to inclement weather or other acts of God (including, but not limited to, flood, fire, or natural disaster) only if the venue and/or location of the event is closed or provides notice to AACTE of its inability to hold the event, or if the local government declares an emergency status is in effect for the location of the event.

If a nationwide AACTE event is canceled due to inclement weather or other acts of God as set forth herein, every attempt will be made to reschedule the event, and your registration fee will be applied to the rescheduled event date. If AACTE is unable to reschedule the event, your registration fee will be applied to a subsequent nationwide AACTE event of your choice. Any travel expenses that may have been incurred cannot be refunded under any circumstances. If the AACTE event is held, but weather conditions (whether forecasted or actualized) prohibit you from traveling, AACTE unfortunately cannot refund your registration fee.

AACTE Event Conduct Policy

The American Association of Colleges for Teacher Education (AACTE) is committed to providing an atmosphere that encourages the free expression and exchange of ideas. It is the policy of AACTE that all participants in AACTE-sanctioned events will enjoy a welcoming environment free from unlawful discrimination, harassment, and retaliation. All participants in AACTE events agree to comply with all rules and conditions of the events, which are subject to change without notice. This policy applies to all participants in AACTE events, including but not limited to attendees, students, guests, staff, sponsors, exhibitors, presenters, and partners in sessions, workshops, and other social or networking convenings at any AACTE meeting or other event.

All individuals must behave responsibly at AACTE events in which they participate. Threatening physical or verbal actions and disorderly or disruptive conduct will not be tolerated. Harassment, including verbal comments relating to gender, sexual orientation, disability, race, ethnicity, religion, age, national origin, gender identity or expression, veteran status or other protected status, or sexual images in public spaces, deliberate intimidation, stalking, unauthorized or inappropriate photography or recording, inappropriate physical contact, and unwelcome sexual attention, will not be tolerated. All individuals participating in AACTE events must comply with these standards of behavior.

Violations should be reported to a senior AACTE staff member present at the event. In AACTE's sole discretion, unacceptable behavior may result in removal from or denial of access to event facilities or activities, and other penalties, without refund of any applicable registration fees or other costs. In addition, violations may be reported to the offending individual's employer. Repeat offenders may be banned from future AACTE events.


The official, conference-rated room blocks at all of AACTE’s partnering hotels are sold out the night of March 2. A very limited number of rooms on all other nights are available at this time. These room nights will remain at the discounted rate through February 5.

While AACTE does not have additional room blocks available, please consider making reservations at the following nearby hotels:

All Tampa hotels in AACTE’s room block are listed below with the distance noted from the Tampa Convention Center (TCC); all rates are single/double:

Tampa Marriott Waterside Hotel & Marina
(Headquarters Hotel)
700 South Florida Avenue
Tampa, FL 33602
Room Rate $199 SOLD OUT
Distance Less than one block Map It
Phone (813) 221-4900
The link for hotel reservations will be available exclusively on your registration confirmation.
Embassy Suites Tampa Downtown Convention Center
513 South Florida Avenue
Tampa, FL 33602
Room Rate $209/$219 SOLD OUT
Distance Less than one block Map It
Phone (813) 769-8300
The link for hotel reservations will be available exclusively on your registration confirmation.
Westin Tampa Harbour Island
725 South Harbour Island Blvd
Tampa, FL 33602
Room Rate $189 SOLD OUT
Distance 2.5 blocks Map It
Phone (813) 229-5000
The link for hotel reservations will be available exclusively on your registration confirmation.
Hilton Tampa Downtown
211 North Tampa Street
Tampa, FL 33602
Room Rate $199/$219 SOLD OUT
Distance Distance: 3 blocks Map It
Phone (813) 204-3000
The link for hotel reservations will be available exclusively on your registration confirmation.

Hotels will sell out quickly. We recommend booking your hotel reservation(s) as soon as you register. Cut-off date to reserve your hotel at the discounted meeting rates is February 5, 2017.



AACTE is going paper free!
We have eliminated program books.
You will be able to access the full agenda and plan your schedule in AACTE's Online Event Planner.

2017 Annual Meeting at a Glance (subject to change)

Tuesday, February 28, 2017

2:00 p.m. – 4:30 p.m. New Board Member Orientation
5:30 p.m. – 7:30 p.m. Board of Directors Dinner

Wednesday, March 1, 2017

8:00 a.m. – 2:00 p.m. Registration and Conference Community Center Load-In
8:00 a.m. - 5:00 p.m. AACTE Headquarters Open
8:00 a.m. - 12:00 pm Preconference Events (TBD)CPPA Preconference: Rubrics, and Validity, and Reliability: Oh My! (additional registration fee required)

8:00 a.m. - 5:00 pm Wallace Foundation Preconference: Strengthening Leadership through Communities of Professional Learning (separate registration required)
8:00 a.m. - 5:00 pm Preconference: Diversified Teaching Workforce Institute (separate registration required)
8:00 a.m. – 6:00 p.m. Holmes Program Annual Meeting (By Invite Only)
8:30 a.m. – 3:30 p.m. Board of Directors Meeting
12:00 p.m. – 6:00 p.m. TAG Business Meetings
2:00 p.m. – 5:00 p.m. Registration Open
2:00 p.m. – 6:00 p.m. Exhibitor Set-up in Conference Community Center
4:00 p.m. – 6:00 p.m. AACTE Committee Meetings

Thursday, March 2, 2017

7:30 a.m. – 6:00 p.m. Affiliate Group Meetings (may require separate registration) AILACTE CADREI TECSCU
8:00 a.m. – 10:00 a.m. Exhibitor Set-Up in Conference Community Center
8:00 a.m. – 4:00 p.m. Registration/AACTE Headquarters/Press Office Open
9:00 a.m. - 10:00 a.m. Concurrent Sessions
10:15 a.m. - 11:15 a.m. Concurrent Sessions
10:45 a.m. - 11:45 a.m. Brunch Available*
10:45 a.m. – 5:15 p.m. Conference Community Center Open
11:45 a.m. – 1:45 p.m. Welcoming Session
2:00 p.m. – 3:15 p.m. Major Forums
3:15 p.m. – 4:15 p.m. Around the Association in 60 Minutes
3:15 p.m. – 4:15 p.m. Leadership Academy Reception
4:15 p.m. – 5:15 p.m. Opening Reception*

Friday, March 3, 2017

8:00 a.m. - 9:00 a.m. Continental Breakfast*
8:00 a.m. - 4:00 p.m. Conference Community Center Open
8:00 a.m. - 4:00 p.m. Registration/AACTE Headquarters/Press Office Open
9:00 a.m. - 10:15 a.m. Major Forums
10:30 a.m. - 11:00 a.m. Roundtable Sessions*
10:30 a.m. - 11:30 a.m. Concurrent Sessions
11:30 a.m. - 12:00 p.m. Coffee Break Available*
12:00 p.m. - 1:00 p.m. Concurrent Sessions
12:00 p.m. – 1:00 p.m. AACTE Business Meeting
1:15 p.m. - 3:15 p.m. AACTE Job and Information Fair
1:45 p.m. – 2:15 p.m. Roundtable Sessions*
1:45 p.m. – 2:45 p.m. Concurrent Sessions
2:00 p.m. - 4:00 p.m. Deans Academy Meeting
3:00 p.m. – 3:30 p.m. Roundtable Sessions*
3:00 p.m. - 4:00 p.m. Concurrent Sessions
3:00 p.m. - 4:30 p.m. ACSR Business Meeting
4:30 p.m. - 7:30 p.m. Receptions by Various Groups/Institutions/Organizations

Saturday, March 4, 2017

8:00 a.m. – 12:30 p.m. Registration/AACTE Headquarters/Press Office Open
9:00 a.m. – 12:30 p.m. Conference Community Center Open
9:00 a.m. – 10:00 a.m. Concurrent Sessions
10:00 a.m. – 10:30 a.m. Coffee Break Available*
10:30 a.m. – 11:45 a.m. Major Forums
12:15 p.m. – 1:30 p.m. Speaker Spotlight Session
1:45 p.m. – 2:45 p.m. Concurrent Sessions
3:00 p.m. – 4:00 p.m. Meetings & Professional Development Committee Meeting

All sessions with a * will be in the Conference Community Center, located in Ballroom BC in the Tampa Convention Center.

All Sessions in BLUE will take place in the Tampa Convention Center.

All Sessions in GREEN will take place in the Tampa Marriott Waterside.

All sessions in Bold Italics will have no other sessions scheduled against them.

For information on Affiliate Group Meeting registration, contact your Affiliate Group.

Conference Content

Featured Speakers

Welcoming Session

Shaun Harper

Shaun Harper, Professor and Executive Director, Center for the Study of Race and Equity in Education, University of Pennsylvania.

About Dr. Harper

Shaun HarperShaun R. Harper founded and serves as executive director of the Center for the Study of Race & Equity in Education. He studies topics pertaining to race and gender in education and social contexts, equity trends and climate issues on college campuses, Black and Latino male student success in high school and higher education, college student engagement, and intercollegiate athletics. His research has been cited in nearly 5,000 published studies.

Professor Harper is author of over 100 peer-reviewed journal articles and other academic publications, and recipient of over $12 million in research grants. Johns Hopkins University Press is publishing his 13th book, Race Matters in College. The New York Times, Washington Post, Wall Street Journal, Chronicle of Higher Education, and over 11,000 other newspapers have quoted Dr. Harper and featured his research. He has been interviewed on CNN, ESPN, and NPR.

Dr. Harper was recently elected president of the Association for the Study of Higher Education and recognized in Education Week as one of the 12 most influential professors in the field of education. He is a member of President Barack Obama's My Brother's Keeper advisory council.

His bachelor's degree in education is from Albany State, a historically black university in Georgia, and his Ph.D. in higher education is from Indiana University.

Learn more

Speaker Spotlight Session

Linda Darling-Hammond

Linda Darling-Hammond, President, Learning Policy Institute, and Charles E. Ducommun Professor of Education Emeritus, Stanford University

About Dr. Darling-Hammond

Linda Darling-HammondLinda Darling-Hammond, President of the Learning Policy Institute, is Charles E. Ducommun Professor of Education Emeritus at Stanford University where she is Faculty Director of the Stanford Center for Opportunity Policy in Education.

She is a former president of the American Educational Research Association and member of the National Academy of Education as well as the American Academy of Arts and Sciences. Her research and policy work focus on issues of educational equity, teaching quality, and school reform. She has advised school leaders and policymakers at the local, state, and federal levels. In 2008, she served as director of President Obama's education policy transition team.

Her book, The Flat World and Education: How America's Commitment to Equity will Determine our Future, received the coveted Grawemeyer Award in 2012. Among her most recent books are Getting Teacher Evaluation Right: What Really Matters for Effectiveness and Improvement (2013) and Beyond the Bubble Test: How Performance Assessments Support 21st Century Learning (2014).

Learn more

Major Forums

Acting as One to Support Educator Development

AACTE is partnering with other associations working on different stages of the educator pipeline to illuminate the roles for each in supporting the preparation of highly qualified education professionals. In this forum, representatives from PK-12 and higher education organizations will consider their unique and intersecting efforts to develop the best professionals possible for the full spectrum of education settings and roles. Their perspectives will elevate participants’ awareness of the opportunities for collaboration across domains and combine to portray a national narrative on high-quality educator preparation.

Acting as Systems: A Pipeline Approach to Educator Preparation Policy

Realizing our aspirations to Act as One will require new levels of collaboration and cooperation between those responsible for PK-12 and higher education policy. System-level collaboration is essential to meeting our common goals of recruiting and retaining high-quality and diverse educators, creating robust clinical experiences, ensuring quality teacher preparation and induction, and providing pathways for career-long growth and development. Working together, policy makers from the higher education and PK-12 domains can create the necessary policy supports for a strong educator workforce pipeline. Policy leaders who are working together in their states to make a difference will share their experiences and perspectives.

The Clinical Practice Imperative: Conversations With AACTE’s Commission

The AACTE Clinical Practice Commission will present its white paper and discuss recommendations for the field related to a definition of clinical practice, a common lexicon for the work, and strategies to operationalize clinical practice in educator preparation. Be among the first to access the commission’s white paper and executive summary, culminating the past two years of the group’s work. Commissioners will also discuss their plans for the future, including locally focused activities to deploy their findings.

Community-Based Teacher Preparation as Praxis: Preparing Effective Educators Through Research-Practice Partnerships

Over the past decade, an increasing number of scholars have advocated for a greater emphasis on community-based experiences in the preparation of teachers. The nature of the most salient experiences, their impact on the beliefs and practices of teacher candidates, and the mechanisms for their meaningful integration into teacher preparation programs are still hotly debated topics and have not been sufficiently examined. In this forum, the editors of the Journal of Teacher Education bring together a group of scholars and community partners whose work has contributed to our growing understanding of the ways in which work with youth in nonschool settings can provide powerful learning experiences for teacher candidates and can contribute to effective teaching practices across educational contexts.

How Does the Work of Teaching Become the Work of Justice and Equity?

How do we advance social justice through the professional preparation and continuing education of teachers? What capabilities are required for competent beginning teaching that enable teachers to contribute to a better world through their work with young people? In this forum organized by TeachingWorks, panelists will bring their perspectives to bear on these themes by focusing on three “high-leverage practices” of teaching identified by TeachingWorks: (1) building respectful relationships with young people, (2) leading a group discussion, and (3) implementing norms and routines for classroom discourse and work.

Meeting the Needs of All Learners: Advancing Social Justice and Diversity in Teacher Preparation

AACTE sponsors a variety of initiatives engaging members around advancing social justice, supporting candidates from underrepresented populations, and diversifying the education workforce as well as the teacher pipeline. Hear from participants in four different initiatives about these and other efforts under way to identify, improve, implement, and disseminate culturally responsive practices for recruitment, retention, and induction. Get a sneak preview of the highly anticipated conceptual framework paper highlighting the work of the AACTE Black and Hispanic/Latino Male Teachers Initiative Networked Improvement Community (NIC), planned for release later in 2017.

Conference Theme and Strands


Acting as One: The Power of the Professional Community

The imperative to improve outcomes for our nation’s increasingly diverse learners demands the support of a unified professional community. Whether we are classroom teachers, teacher educators, superintendents, researchers, or in any other role in education, we all work in service of the same ultimate goals—€”yet we often get caught up in our own roles to the exclusion of others in the field. When we fail to think and act as a unified community, we risk developing conflicting practices and values, which holds us all back. But when we identify as one, we realize remarkable dividends academically, politically, and professionally.

To understand the power of collaboration across traditional boundaries, we might look to the Teacher Quality Partnerships, or to the professional development schools that have been uniting various players in education—€”for more than 20 years, in some cases—€”for mutual support and benefit. By engaging all colleagues across the halls of academe, PK-12 classrooms, and beyond, we are empowered to develop and build upon a shared knowledge base and achieve greater progress on the problems of practice.

As a community, we can develop a robust career pipeline for teachers: recruiting strong candidates, focusing the preservice curriculum on effective pedagogy, securing placements in engaged clinical and community sites, supporting new teachers in induction programs, and developing and strategically deploying teacher leaders. As a community, we can determine how to recognize and reward the work of clinically based faculty, as well as how to better incorporate their experiences and lessons into the profession’s knowledge base. As a community, we can invite input on our work-in-progress and nurture a culture of continuous improvement through collegial feedback and knowledge-sharing. This is the power of a unified professional community.

To accomplish this work, educator preparation must cultivate relationships that break down silos internally and externally. Clinical partnerships, engagement with colleagues across disciplines, and collaboration with service professions must become the norm. However, to elevate these relationships beyond the superficial, we must be willing to face difficult conversations and other obstacles. A shared commitment to transparency and accountability is a fundamental requirement for navigating the dynamic tensions of partnerships.

Building a broad-based professional community in local settings is not easily done, but by sharing our stumbles and successes, we can improve as a larger community. The 69th Annual Meeting of the American Association of Colleges for Teacher Education will bring the profession together to do just that. Together, we will cultivate our common understanding in four key areas: community engagement on problems of practice; the knowledge base on advancing teaching and learning; practices that increase access and equity for all learners; and ways to gauge our impact for accountability and program improvement purposes.

Proposals are invited to address the following strands:

Strand I – The Knowledge Base for Teaching and Learning

All members of a professional community need to be explicit about acting on and continuously building shared knowledge. In education, no matter where we teach, we all should be drawing on the same evidence base for effective pedagogy. What does this knowledge base look like? How do we foster its growth, and how do we engage all educators in its development and deployment?

The purpose of this strand is to focus on innovations and inquiry in teaching, models of effective instruction, and the roles of partners and improvement mechanisms in knowledge production.

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

  • What is the evidence for the effectiveness of instructional innovations across different subjects, student characteristics, and levels?
  • How do you incorporate key findings from neuroscience, psychology, and other disciplines to influence the curriculum in educator preparation?
  • What skills do your candidates develop, and how are they documented, regarding accessing and contributing to our shared knowledge base?
  • How does your program model effective pedagogy and content-specific pedagogy for your candidates, including collaboration with colleagues in other disciplines?
  • What new models support the collaborative development of professional knowledge (e.g., special interest groups, Networked Improvement Communities, online collaboration) and how do they fit or conflict with traditional models (e.g., peer-reviewed journals)?
  • How has a focus on teaching and learning promoted research and scholarship on your campus?

Strand II – Community Engagement on Problems of Practice

Engaging the community beyond the college of education walls is essential to unifying the profession. New partnerships thrive with a shared sense of urgency and recognition of mutual interest. These partnerships span university colleagues outside of educator preparation, PK-12 schools and districts, virtual instructional settings, professional educational and community organizations, and peer institutions around the state or beyond. Traditional boundaries and silos that have inhibited trust and limited cooperative action must be dismantled, and common goals must be established for supporting the next generation of learners.

The purpose of this strand is to examine the partnerships and mechanisms within and outside higher education that promote and support the development of shared knowledge and practice.

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

  • How do you engage with community and other professional organizations in the preparation of your candidates, and what are some ways in which you have engaged parties that have not typically collaborated with educator preparation programs?
  • Which processes do you use to ensure that voices of multiple stakeholders are considered in program development and improvement?
  • What are the types and purposes of the partnerships (i.e., PK-12, business, community organizations, foundations, government) you have established, and how do they benefit your program and the profession? What challenges have you overcome to enhance existing partnerships or engage new partners?
  • What objectives and outcomes frame MOUs among partners, such as those that support aspiring teachers and the induction of new teachers?
  • What are the difficult conversations you have engaged in that resulted in program improvement?
  • What is the evidence that partnerships have made a difference in the preparation of your teacher candidates and teacher leaders?

Strand III – Social Responsibility: Access and Equity

In light of the increasingly diverse student population and persistent inequities in their access to educational opportunities, we need to collaborate across the education profession to reconsider the implications of serving all learners for what educators need to learn and be able to do. How do we develop and recognize these abilities, and how do we deploy them strategically in the field? Cultural competence among all educators is a pedagogical imperative, for example, and today’s inclusive classrooms demand that general educators be prepared in special education as well.

The purpose of this strand is to document specific evidence from programs, practices, and interdisciplinary innovations that increase educators’ preparedness for meeting the needs of all learners.

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

  • How do you strengthen candidates’ competence to address access and equity issues (e.g., teaching students from diverse linguistic, ethnic, and socioeconomic backgrounds)?
  • How do special and general educators collaborate to meet the needs of all students, and what competencies must all teachers have to work with students with disabilities in inclusive settings?
  • How do content-area courses and field work prepare candidates to address the academic difficulties and cultural disconnects encountered by PK-12 students?
  • How are you preparing your candidates to serve as advocates for greater justice, equity, and inclusion of all students?
  • What are examples of effective programs and practices to increase the diversity of educator candidates?
  • Excluding clinical practice/internships, how does your program prepare candidates to engage with, empower, and strengthen community sustainability? What is the evidence of these efforts’ effectiveness and impact?

Strand IV – Continuous Improvement and Accountability

As members of the professional community evaluate their own work and share findings in the field, we each have the responsibility to contribute to each other’s improvement as well as uphold our own work’s professional integrity. For educator preparation programs to gauge teacher candidates’ impact in practice, for example, we need common understanding with mentors and faculty in clinical settings around performance standards and measurements, grounded in shared ethical values and a shared responsibility for the outcomes. We also benefit from action research and other feedback from the field on our programs and graduates, and we are responsible for acting on that evidence for continuous improvement. For external accountability to governmental or accreditation agencies, our united professional perspective has obvious benefits.

The purpose of this strand is to explore measures of programs’ impact on PK-12 students, teachers’ perceptions of their professional preparation, and shared values and practices related to continuous improvement and accountability.

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

  • What measures and methods do you use to document impact and inform improvement, in your own programs and in your partnerships? What ethical values undergird this work?
  • How do you engage the professional community (partner schools, graduates, peer institutions) to assess your programs’ effectiveness, and how do you support one another as partners for continuous improvement?
  • How do you communicate transparently across programs, with policy makers, and with other stakeholders?
  • How do you develop common understanding with your partners and agree on roles and responsibilities when it comes to accountability for academic success, program improvement, and effective practice?
  • How and where should the professional community share data on capacity, productivity, and performance of the various actors in education at the local, state, and national levels?
  • How do you use program outcomes, data, and other evidence of effectiveness to promote the profession and your program through public relations, advocacy, and community engagement?
  • What are tensions between state approval or accreditation mechanisms and your program goals and/or outcomes, and how have you navigated these tensions in productive ways?


The 2017 Annual Meeting will take place at the Tampa Convention Center (TCC), nestled on the banks of the Hillsborough River in downtown Tampa. Less than 20 years old, the TCC is an inviting and attractive venue, boasting ample and flexible space well-suited to host AACTE's Annual Meeting. Attendees will stay connected with free WiFi throughout the TCC.

Most AACTE sessions will be held at the TCC, with additional meetings and events taking place at the adjacent Tampa Marriott Waterside. For additional information, please see the Schedule tab. Attendees will walk a short distance from AACTE's host hotels to enter the new digs at the TCC.

Tampa Convention Center (TCC)
Tampa Convention Center (TCC)

Whereas recent Annual Meetings have been staged almost entirely in a single host hotel, 2017 will kick off the first of three years where the event will be held in a downtown convention center space. The TCC is the perfect place to come experience the new AACTE Annual Meeting.

Please view a short video below for more information about the TCC.

Sponsors and Exhibitors

Download 2017 Exhibitors/Sponsors Prospectus

Premier Sponsor


LiveText, Inc.

LiveText provides e-Portfolio, learning assessment, and accreditation management tools, expert consulting services, and broad support services to help continuously improve higher education. LiveText assists institutions in evaluating performance-based student learning achievement, ensuring faculty and administrators can collect, measure, and report on actionable data for continuous improvement of the academic experience.

Booth: 601

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Featured Sponsors



Edthena helps educators analyze teaching using classroom video and online collaboration. Teachers upload video, and others provide timestamped feedback. Perfect for methods courses, field observations, edTPA skill-building, and group learning. Capture data for candidate growth and program improvement. (Edthena is an approved edTPA Platform Provider.)

Booth: 600

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Evaluation Systems Group of Pearson

Evaluation Systems Group of Pearson

The Evaluation Systems group of Pearson is the most experienced provider of standards-based educator licensure tests, delivering state-customized programs; NES®, a nationally-available multistate educator licensure testing series; edTPA®, a performance assessment process designed by educators; and NBPTS® assessments for the certification of accomplished educators.

Booth: 513

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Horace Mann Companies

Every new educator aspires to make a positive difference in their student’s lives. Horace Mann aspires to help these new educators enter the workforce well prepared to achieve their financial goals. Their suite of educational programs can help by offering potential solutions to some common challenges – like repaying student loan debt, out-of-pocket classroom spending and making ends meet. Contact Horace Mann to learn more about how these programs can help new educators save money and be more financially confident as they begin their new career.

Booth: 707

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National Board for Professional Teaching Standards

The National Board for Professional Teaching Standards is the organization behind National Board Certification, the profession's mark of accomplished teaching, and ATLAS, the online library of accomplished teaching case studies. ATLAS combines videos of National Board Certified Teachers' with their written analysis of the instruction and student work.

Booth: 400

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Taskstream partners with institutions of higher education to improve student learning and institutional quality with proven, reliable, and user-friendly assessment management and e-portfolio solutions and supporting services. Since 2000, hundreds of institutions have relied on Taskstream to efficiently manage the full cycle of outcomes assessment and prepare for accreditation.

Booth: 406

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Tk20’s comprehensive assessment and reporting solutions give colleges of education a better way to manage teacher preparation activities on campus and in the field. With integrated tools for candidate applications, portfolios, experiential learning and transition point management, showing continuous improvement at course, program, and unit levels has never been easier.

Booth: 501

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University of Nevada Las Vegas

University of Nevada Las Vegas

Situated as part of a culturally diverse community within one of the largest school districts in the United States, the University of Nevada, Las Vegas College of Education offers undergraduate, master’s, doctoral and certificate programs, and boasts seven research centers and clinics dedicated to scholarship and development of next practices. The UNLV College of Education is committed to creating an inclusive learning environment that values and promotes diversity, innovation and scholarly research. Integral to this vision is the dedication to serve a dynamic and expanding community, region, state and nation as a premier institution for education.

No Booth

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General Sponsors


Educational Testing Service (ETS)

Educational Testing Service (ETS) is the world’s largest nonprofit educational testing and measurement organization. ETS is committed to partnering with institutions of higher education who prepare teacher candidates to enter the profession through a portfolio of products and services that help transform students into teachers. Learn more about ETS products and services by visiting www.ets.org.

Booth: 800


State University of New York (SUNY) / SUNY Press

The State University of New York is the largest comprehensive higher education system in the United States, with 64 campuses located within 30 miles of every New Yorker. In 2015-16, SUNY served approximately 1.3 million students, including nearly 600,000 in credit bearing courses and programs. Through TeachNY, SUNY is partnering with the New York State Education Department and education experts to lift up the teaching profession and ensure that New York and the nation will have more high quality educators needed for the future. Since 1966, SUNY Press has published hundreds of notable works in education.

Booth: 712


AVID for Higher Education

Booth Number: 805

AVID for Higher Education Teacher Preparation collaborates with colleges of education to systemically address teacher candidates’ needs to impact classroom success. AHE's goal is to empower teacher candidates with a deep understanding of, and practical experience with, AVID frameworks, methodologies and strategies so that they enter the teaching field having analyzed and practiced instructional strategies that make them successful in meeting a broad spectrum of students' needs.

Chalk & Wire Learning Assessment, Inc.

Booth Number: 613

Chalk & Wire Learning Assessment solutions focus on helping people gain insight from sound assessment principles & methods. We combine advanced integration technologies, broad scope tools & assessment know-how to generate proactive assessment cultures, effective accredition management & continuous improvement.

Education Week

Booth Number: 713

Education Week is the K-12 practitioner’s #1 news source, keeping educators in the know. Daily news and commentary, deep dives on specific teaching and administrative topics, ready-made research and 35+ years of archives are all found on edweek.org. Get edweek.org campus-wide access for your students and faculty to edweek.org. Contact Ryan Lanier at This email address is being protected from spambots. You need JavaScript enabled to view it. or visit http://myorg.edweek.org/college-university

Expo Enterprise

Booth Number: 807

We promote nano-ions bracelets with tourmaline and germanium ions inside. Those gemstones have incredible ability to aid in the detoxification process of the human body and have the ability to emit negative ions and far-infrared rays. The powerful effects of tourmaline are: helps with fat loss, reduces water retention, improves blood circulation, helps cleanse liver and kidneys, helps heal skin disorders, reduction in emotional maladies such as anxiety and depression, relieves from acute and chronic illness and many more. Germanium helps to keep the balance in your body.


Booth Number: 301

GoReact is the #1 tool for teaching performance-based skills online. It’s an interactive cloud-based video software for feedback, grading, and critique of lessons presentations and performances. It's a breeze to setup your free instructor account. You'll be amazed at how easy it is and how much your students will improve.

Gulliver Schools

Booth Number: 304

Gulliver Schools is a 501(c)(3) private, non-profit, independent, coeducational, nonsectarian day school with the mission to create an academic community devoted to educational excellence, with a personal touch, that fulfills each student’s potential

Harvard Education Press

Booth Number: 801

Harvard Education Press publishes innovative and authoritative books covering critical issues in education. These titles inform education practice and administration, explore ongoing policy debates, and report on important research in the field. As a mission-driven educational publisher, HEP is fully committed to serving as a forum for different perspectives.

Institute for Study Abroad, Butler University

Booth Number: 307

The Institute for Study Abroad, Butler University (IFSA-Butler) is a university-based, non-profit organization that provides study abroad opportunities. Options include semester programs of coursework in education departments at preeminent international institutions, faculty-led programs tailored to the needs of the US institution, and student teaching internships abroad.

Peter Lang Publishing

Booth Number: 309

The Peter Lang Publishing Group is an international academic publisher of high-quality, peer-reviewed scholarly books in the humanities and social sciences. From research monographs and journals to student textbooks, our award-winning list in Education specializes in topics such as teacher education, critical pedagogy, curriculum, literacy, foundations, cultural studies and more!

Responsive Classroom

Booth Number: 512

Responsive Classroom is a research-based approach to elementary and middle school education that focuses on the strong link between academic success and social-emotional learning. It is used in schools worldwide and is associated with greater teacher effectiveness, higher student achievement, and improved school climate. We provide trainings and publish books.

Rowman & Littlefield

Booth Number: 806

Rowman & Littlefield is a preeminent publisher of critically acclaimed general interest and scholarly books in the social sciences and humanities as well as college textbooks, professional titles, journals and award winning reference titles.

Sanford Inspire at National University

Booth Number: 802

Sanford Inspire is a movement and PK-12 education initiative designed to create and disseminate strategies and resources developed through research and sharing of evidence-based teaching practices to put inspirational teachers in every classroom. Sanford Inspire principles and resources are being integrated by a growing number of colleges of education and PK-12 schools and have impacted to date nearly 14,000 pre-service and in-service teachers. Visit us at booth #802!


Booth Number: 803

With Sibme, instructors in educator preparation programs enhance successful candidate preparedness for certification by making every moment a teachable moment through the use of time-stamped feedback on web and mobile video. Candidates and educators can easily record, upload, share, and annotate videos securely on Sibme’s user-friendly web and mobile (iOS and Android) platform. Sibme provides the flexibility to enhance in-person and remote field observations, coursework, peer collaboration, and performance-based assessment in preparation for accreditation.

Sonia - Student Placement Software

Booth Number: 413

Manage work experience placements with Sonia: Find out why Sonia is the No. 1 student placement software in the world. With a history dating back to 1999, and strong online standards compliance and accessibility, Sonia has can help you and your team.

The Test Camp, LLC

Booth Number: 306

Here at The Test Camp we provide an opportunity to learn and practice testing fundamentals. The virtual campus provides the teacher certification testing experience that leads to first-attempt success ... guaranteed! Join us at the 2017 AACTE Annual Meeting or online, any time!

The Uteach Institute

Booth Number: 808

The UTeach Institute works with universities to implement undergraduate inquiry-based STEM pre-service teacher preparation programs, and facilitates a network of 45 UTeach programs nationally. The Institute also offers professional development to in-service secondary STEM teachers, and a secondary computer science course, UTeach CS Principles, endorsed by the College Board.


Booth Number: 412

The Vosaic software suite is a tremendous asset in providing standardized instruction. It uses mobile devices (iPhone/iPad) and other cameras to capture video, mark relevant behaviors, share video to the cloud, review video, and translate behavioral data from video. It is used to help teachers and researchers reflect on classroom instruction.

Questions? Contact us at This email address is being protected from spambots. You need JavaScript enabled to view it..

Location: Convention Center :: Tampa, FL

Call for Entries: 2018 AACTE Awards

Submission Deadlines:

  • Outstanding Dissertation Award: August 18, 2017
  • All other Awards: October 12, 2017

View Call for Entries Submit Online

Award winners will be honored at the 2018 AACTE Annual Meeting, March 1–3 in Baltimore, Maryland, during the general sessions.

See What You Missed in 2017

Visit the Learning Center to watch video recordings from previous Annual Meetings. Welcome Sessions and Speaker Spotlight Sessions are public, while other recordings are available only to conference registrants.

Shaun R. Harper
Welcoming Session by Shaun R. Harper
Linda Darling-Hammond
Speaker Spotlight Session by Linda Darling-Hammond
Major Forums
Six Major Forums
69th Annual Meeting Highlights

Future Annual Meetings

  • 2018 - March 1-3, Baltimore Convention Center | Baltimore, MD
  • 2019 – February 22-24, Kentucky International Convention Center | Louisville, KY
  • 2020 – February 28 – March 1, Atlanta Marriott Marquis | Atlanta, GA

Site Selection Procedures

Annual Meeting Site Selection Procedures

AACTE considers many factors in determining its future locations for the Annual Meeting, which brings together over 2,000 individuals in the educator preparation field each year. These factors include but are not limited to geographic and cultural diversity, attendee cost, available meeting space, and social justice considerations.

The following priorities guide Annual Meeting site selection:

  1. Location
    1. Selection of a site 4-5 years in advance.
    2. Rotation among U.S. regions, with at least one western region destination every five years.
    3. Urban destination with accessible airlift, affordable airfare, and local travel infrastructure.
    4. Available dates that coincide with AACTE's preferred time frame of late February or early March.
    5. Favorable antidiscrimination and accessibility policies, including those related to race, ethnicity, gender, sexual orientation, gender identity, age, religion, physical ability, health conditions, socioeconomic status, and marital, domestic, or parental status.
    6. Presence of AACTE members in the vicinity of the destination.
  2. Facilities/Space
    1. Adequate amount of meeting rooms, exhibit areas, and other space to meet the Annual Meeting's needs.
    2. Accessibility of facilities/space.
    3. Compact Annual Meeting footprint.
    4. Proximity of hotel partners.
    5. Transportation logistics and cost.
    6. Sizeable block of rooms available at primary hotels.
  3. Cost/Affordability
    1. Guest room rates.
    2. Complimentary facilities or services provided.
    3. Rental rates for facilities.
    4. Food and beverage expenditure requirements.
    5. Labor expenses.
    6. Audio/visual rental costs.
    7. Incentives offered by either the destination or its subsidiary partners.

Annual Meeting Highlights