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Learn about the 2021 Annual Meeting sessions in the AACTE Online Event Planner.
Download the Annual Meeting Schedule (pdf).
See the 2021 Annual Meeting Program Book.
Ann Larson Discusses #AACTE21
Robert Floden Discusses #AACTE21
Join us for the 2021 AACTE Awards
Tweets by AACTE
AACTE 73rd Annual Meeting is going virtual. The safety and health of our members, attendees, and staff is important to AACTE. Considering the current status of the COVID-19 pandemic, AACTE has made the decision to host a virtual Annual Meeting from February 24 – 26, 2021.
The AACTE Annual Meeting is the premier educator preparation conference in the nation. 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 thousands of education leaders and suppliers, and let us help you achieve your most ambitious goals by attending our Annual Meeting. This year’s meeting will feature hundreds of education presentations, keynote sessions, a virtual exhibit hall, and networking opportunities.
Take advantage of these benefits of a virtual meeting:
Hosting a virtual meeting allows more opportunities for people to attend from around the country to experience AACTE’s signature event. We hope to “see” you there.
Learn about #AACTE21.
Join Education Deans in Discussion: Leaning in and Leading Through Crisis
AACTE Announces 2021 National Award Winners
Bryan A. Brown Recognized with AACTE Book Award for Science in the City: Culturally Relevant STEM Education
Developers of Teacher Educator Technology Competencies Recognized with 2021 Pomeroy Award
University of South Florida Recognized with 2021 AACTE Technology Award
Sarah Mia Obiwo Recognized with 2021 AACTE Outstanding Dissertation Award
AACTE Honors JTE Article on Justice-Oriented Teaching Practices with 2021 Award
Registration Rates
† EMERGING LEADER Faculty/administrators (assistant/associate professors, department chairs) with five or fewer years of experience in higher education and who have not previously attended AACTE’s Annual Meeting, identified by each institution’s chief representative. Limit 3 per institution. Chief Representatives and members of AACTE committees, including the Board of Directors are not eligible. Learn how to identify Emerging Leaders.
Outstanding Balance Policy
Individuals with an outstanding balance 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 AACTE Director of Meetings & Events, Linda Minor at lminor@aacte.org.
Cancellation Policy
Notice of cancellation or any request for refund of conference registration fees–must be made in writing and received by February 1, 2021. 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 meeting has concluded. “No-shows” will not receive a refund. Cancellation and refund requests should be e-mailed to AACTE Senior Manager, Membership Services and Events, Gloriatine Jones at registration@aacte.org. 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 Linda Minor at events@aacte.org to request a substitution.
AACTE Event Conduct Policy
AACTE is committed to providing a safe, productive, and welcoming environment for all meeting participants and AACTE staff. All participants, including, but not limited to, attendees, speakers, volunteers, exhibitors, AACTE staff members, service providers, and all others are expected to abide by this Virtual Programs Code of Conduct. This Policy applies to all AACTE meeting-related events, including those sponsored by organizations other than AACTE but held in conjunction with AACTE events, on public or private platforms.
AACTE has zero-tolerance for any form of discrimination or harassment, including but not limited to sexual harassment by participants or our staff at our meetings. If you experience harassment or hear of any incidents of unacceptable behavior, AACTE asks that you inform our events team at events@aacte.org so that we can take the appropriate action.
Unacceptable Behavior is defined as:
AACTE reserves the right to take any action deemed necessary and appropriate, including immediate removal from the meeting without warning or refund, in response to any incident of unacceptable behavior, and AACTE reserves the right to prohibit attendance at any future meeting, virtually or in person.
All times are EASTERN TIME (ET)
Collectively, we are losing traction in our democracy and experiencing reversals in the civil and human rights that leaders such as Cesar Chavez, Delores Huerta, Martin Luther King, Jr., Rosa Parks, and Harvey Milk all fought to advance. Children are being educated in an environment fraught with violence on our school campuses and in our communities. They are assaulted by guns, words, and legislation that create an unsafe, hateful, and fearful climate. We are living in a time when children are taken from their families, retained in deplorable circumstances, and denied access to basic needs and education. The term “all” seems to only mean some, and people who speak out against these injustices are attacked by words and actions.
As educators, our unique lens allows us the opportunity to witness, document, and take action against these inequities in real time. We know efforts exist to mobilize teachers, administrators, counselors, and psychologists to address issues related to trauma associated with violence, forced separation of immigrant families, disparate policing policies, and intolerance to the LGB and Trans* community. We also know that people of color, students with disabilities, and individuals from low‐income communities are disproportionately impacted by punitive classroom and disciplinary practices. These individuals have unequal access to high quality teachers, which is the best predictor of school success. Apathy andbcomplacency have allowed de facto segregation along racial, ethnic, linguistic, ability, geographic, and socio‐economic lines at levels that exceed legally‐enforced segregation policies of the past, thus entrenching inequalities in schools.
In our profession, we have long realized the strength, beauty, and power of local communities. However, we must continue to promote ways to raise consciousness and use our professional knowledge to collectively build upon these assets. It is time that we, as educators, become the driving force to lead collaboratively in addressing the challenges facing PK‐20 students and the communities in which they live. As individuals and as part of a professional community, we must set aside our differences and apply our collective wisdom to establish a new paradigm in educator preparation. The imperative is ours to create an empowered mindset, to renew democracy, and to respond to an entrenched system of inequities and fear. The 2021 AACTE Annual Meeting invites you to join in this united effort to resist hate, and restore hope, by Engaging in Courageous Actions.
Strand I: Equity and Inclusivity in Preparation and Practice Schools serve individuals and communities with diverse perspectives and needs, and educators must be prepared to work in this complex environment. Inclusion and equity are overarching principles that should guide all educational policies, preparation programs, and practices. To do so effectively, educators must recognize the principle that education, particularly in an inclusive democracy, is both a fundamental right and the foundation for more equitable, inclusive, and cohesive communities. Ensuring that all learners have access to quality education acknowledges the intrinsic value of diversity and respect for human dignity. principles of inclusion and equity are not only about ensuring access to education, but also about the educational spaces themselves. Quality learning spaces and pedagogies enable students to thrive, understand their realities, and work for a more just and democratic society. Therefore, it is important to find ways of addressing the needs of the most underserved students that do not necessarily demand extra funding and additional resources. The purpose of this strand is to share innovative perspectives, orientations, strategies, and technologies designed to address equity and inclusivity among diverse groups of learners and school contexts.
Strand II: Activism for Renewing Democracy The current global climate continues to threaten the sustainability and foundation of our democratic society. As such, it is essential for educational stakeholders to embrace and engage as activists and advocates. An activist is someone who makes an intentional action to bring about social or political change. An advocate is someone who speaks on behalf of another person or group. Both are necessary to disrupt inequities and educate for change in our schools, communities, and educator preparation programs. Scholars, practitioners, and colleagues from the field already engage in this important work (e.g., YPAR, TRANS* youth advocacy, GLSEN, disability studies). Stakeholder voices at all levels must be heard and attended to by educators serving as activists and advocates. In these roles, educators must promote effective and equitable practices necessary to transform education and provide equity for all students. This work cannot be done in a silo; our engagement with stakeholders and across systems must be considered if we wish to transform and promote democratic education. The purpose of this strand is to identify spaces in which activism and advocacy is taking place, explore lessons learned from this work, and determine how to foster courageous action.
Strand III: Establishing a Sustainable and Diverse Profession For several decades the teaching profession has come under attack and been held solely responsible for the outcomes of PK‐12 learners. “Alternative facts” and unsubstantiated opinions defame and slander the teaching profession, and alternative pathways compromise professional standards, all of which impact the teaching pipeline. Resisting the degradation of teacher preparation programs across the United States and restoring hope requires educational stakeholders to engage in courageous actions. Such action should include new and compelling ways to establish and sustain a diverse work force of teachers and leaders. The U.S. Census Bureau and other demographic data indicate that the American population is undergoing a radical majority‐minority shift. For the first time in our history, our public schools are majority minority students. It is imperative that our children are taught by teachers and leaders who look and sound like them. For example, research suggests that students of color who have access to at least one teacher from a similar background are more likely to succeed. Additionally, it’s important to note that educators with disabilities are vastly underrepresented within our workforce. Although there have been attempts to diversify the teacher workforce, a comprehensive systems approach is needed to ensure retention of diverse educators as they enter settings, including educator preparation programs, that have been framed predominantly from a Euro‐centric perspective. While the percentage of teachers from diverse backgrounds has increased, research indicates these teachers are more likely to leave the profession than white teachers. Thus, simply recruiting teachers from diverse backgrounds is insufficient. Efforts that sustain and affirm these teachers are necessary to the goal of diversifying the educator workforce. The purpose of this strand is to explore practices that recruit and sustain a diverse workforce.
Strand IV: Clinical Practice and Community Engagement As our democracy has been challenged, our schools, communities, and educator preparation programs have had to be nimble in the ways they continue to meet student needs. Educator preparation programs, in collaboration with schools and communities, remain the most effective ways to prepare educators. Educator preparation, and the time our candidates spend in clinical experiences, is complex and nuanced work. Clinical experiences that are thoughtfully designed and supported by school and university stakeholders result in educators who are confident, learner‐ready, and contextually aware. As such, the importance of sustained and supervised practice with resilient models of evidence‐based pedagogy is more important than ever. The purpose of this strand is to explore, expand, and inspire new ideas about effective, clinically‐rich partnerships in educator preparation. This strand investigates what we know about clinical practice and community participation, but also invites the opportunity for us to engage in courageous conversations that challenge the status quo.
U.S. Senator Elizabeth Warren 2021 Annual Meeting Speaker Opening Keynote Presenter Wednesday, February 24, 2021 | 11:15 a.m. – 12:30 p.m. ET
Elizabeth Warren, a fearless consumer advocate who has made her life’s work the fight for middle class families, was elected to the United States Senate on November 6, 2012, by the people of Massachusetts.
Elizabeth is recognized as one of the nation’s top experts on bankruptcy and the financial pressures facing middle class families, and the Boston Globe has called her “the plainspoken voice of people getting crushed by so many predatory lenders and under regulated banks.”
She is widely credited for the original thinking, political courage, and relentless persistence that led to the creation of the Consumer Financial Protection Bureau. President Obama asked her to set up the new agency to hold Wall Street banks and other financial institutions accountable, and to protect consumers from financial tricks and traps often hidden in mortgages, credit cards and other financial products.
In the aftermath of the 2008 financial crisis, Warren served as Chair of the Congressional Oversight Panel for the Troubled Asset Relief Program (TARP). Her independent and tireless efforts to protect taxpayers, to hold Wall Street accountable, and to ensure tough oversight of both the Bush and Obama Administrations won praise from both sides of the aisle. The Boston Globe named Elizabeth Warren Bostonian of the Year and TIME Magazine called her a “New Sheriff of Wall Street” for her oversight efforts.
During her campaign for the Senate, Elizabeth promised to fight for middle class families and to make sure that everyone has a fair shot to get ahead. She called for policies that would level the regulatory playing field for small businesses and ensure that everyone – even large and powerful corporations – pays a fair share in taxes and is held accountable for breaking the law.
Endorsing Elizabeth’s candidacy, the New Bedford Standard-Times said, “Elizabeth Warren has it right on all the things that matter most to us in SouthCoast and across Massachusetts,” with “principles that without a doubt, promote the well-being of the middle class.” The Boston Globe called Elizabeth “a fierce advocate for the lot of working families, creating educational opportunities, and expanding medical research.” The Springfield Republican said, “We need a voice for working families in Washington again. Elizabeth Warren will give us that voice.”
Senator Warren was a law professor for more than 30 years, including nearly 20 years as the Leo Gottlieb Professor of Law at Harvard Law School. The graduating class at
Harvard twice recognized her with the Sacks-Freund Award for excellence in teaching. She taught courses on commercial law, contracts, and bankruptcy and wrote more than a hundred articles and ten books, including three national best-sellers, A Fighting Chance, The Two-Income Trap, and All Your Worth. National Law Journal named her one of the Most Influential Lawyers of the Decade, TIME Magazine has named her one of the 100 most influential people in the world four times, and she has been honored by the Massachusetts Women’s Bar Association with the Lelia J. Robinson Award.
Elizabeth learned first-hand about the economic pressures facing working families, growing up in a family she says was “on the ragged edge of the middle class.” She got married at 19, and after graduating from college, started teaching in elementary school. Her first baby, a daughter Amelia, was born when Elizabeth was 22. When Amelia was two, Elizabeth started law school. Shortly after she graduated, her son Alex was born. Elizabeth hung out a shingle and practiced law out of her living room, but she soon returned to teaching.
Elizabeth is a graduate of the University of Houston and Rutgers School of Law. Elizabeth and her husband Bruce Mann have been married for 38 years and live in Cambridge, Massachusetts with their golden retriever, Bailey. They have three grandchildren.
Bettina L. Love 2021 Annual Meeting Speaker Spotlight Session Speaker Thursday, February 25, 2021 | 5:00-6:00 p.m. ET
Dr. Bettina L. Love is an award-winning author and the Athletic Association Endowed Professor at the University of Georgia. She is one of the field’s most esteemed educational researchers. Her writing, research, teaching, and activism meet at the intersection of race, education, abolition, and Black joy. Dr. Love is concerned with how educators working with parents and communities can build communal, civically engaged schools rooted in Abolitionist Teaching with the goal of intersectional social justice for equitable classrooms that love and affirm Black and Brown children. In 2020, Dr. Love co-founded the Abolitionist Teaching Network (ATN). ATN’s mission is simple: develop and support teachers and parents to fight injustice within their schools and communities. In 2020, Dr. Love was also named a member of the Old 4th Ward Economic Security Task Force with the Atlanta City Council.
Dr. Love is a sought-after public speaker on a range of topics, including: Abolitionist Teaching, anti-racism, Hip Hop education, Black girlhood, queer youth, Hip Hop feminism, art-based education to foster youth civic engagement, and issues of diversity and inclusion. She is the creator of the Hip Hop civics curriculum GET FREE.
In 2014, she was invited to the White House Research Conference on Girls to discuss her work focused on the lives of Black girls. For her work in the field of Hip Hop education, in 2016, Dr. Love was named the Nasir Jones Hip Hop Fellow at the Hutchins Center for African and African American Research at Harvard University. In April 2017, Dr. Love participated in a one-on-one public lecture with bell hooks focused on the liberatory education practices of Black and Brown children. In 2018, Georgia’s House of Representatives presented Dr. Love with a resolution for her impact on the field of education. She has also provided commentary for various news outlets including NPR, Ed Week, The Guardian, and the Atlanta Journal Constitution.
She is the author of the books, We Want to Do More Than Survive: Abolitionist Teaching and the Pursuit of Educational Freedom and Hip Hop’s Li’l Sistas Speak: Negotiating Hip Hop Identities and Politics in the New South. Her work has appeared in numerous books and journals, including the English Journal, Urban Education, The Urban Review, and the Journal of LGBT Youth.
Michael Beschloss 2021 Annual Meeting Closing Keynote Speaker Friday, February 26, 2021 | 1:30-2:30 p.m. ET
Michael Beschloss is an award-winning presidential historian, scholar of leadership and bestselling author of ten books, most recently the acclaimed New York Times and Wall Street Journal bestseller Presidents of War. The New York Times Book Review calls Presidents of War “a superb and important book, superbly rendered.” The Financial Times says that the book “looks at leadership from every angle” and calls it “epic” and “magisterial.” The historian Ron Chernow calls the book “monumental and profoundly important.” Tom Hanks says, “Once again, Beschloss captures our Presidents in terms both historic and human.”
The Charlotte Observer says, “Michael Beschloss knows more about America’s Presidents than perhaps anyone on earth.” Beschloss appears regularly on television as the NBC News Presidential Historian and contributor to the PBS NewsHour. He has also been a contributing columnist to the New York Times. He has won an Emmy for his television work and received six honorary degrees and numerous other awards. He has the largest Twitter following of any American historian, in the neighborhood of 400,000. His Twitter account appears on Time Magazine’s list of the world’s top Twitter feeds.
Born in Chicago, Beschloss is an alumnus of Phillips Academy (Andover) and Williams College, where he studied under James MacGregor Burns, author of what remains the classic book on leadership. At the Harvard Business School, Beschloss studied leadership in both the private and public sectors. He has served as an historian at the Smithsonian, a scholar at the University of Oxford, and a senior fellow of the Annenberg Foundation. Among his earlier books are two volumes on Lyndon Johnson’s secret tapes, The Conquerors, about Franklin Roosevelt, Nazi Germany and the Holocaust, and Presidential Courage. He was also co-author (with Caroline Kennedy) of the number-one global bestseller Jacqueline Kennedy: Historic Conversations about Life with John F. Kennedy.
U.S. Senator Jack Reed 2021 Annual Meeting Speaker Opening Keynote Presenter Wednesday, February 24, 2021 | 11:15 a.m. – 12:30 p.m. ET
Jack Reed serves as Rhode Island’s 46th U.S. Senator. He has a proven record of working on a bipartisan basis to help solve problems and achieve results. Senator Reed was part of the bipartisan working group that drafted the Coronavirus Aid, Relief, and Economic Security (CARES) Act and successfully led efforts to create the $150 billion Coronavirus Relief Fund to help states combat COVID-19. Senator Reed also helped include a $1.25 billion small state minimum to ensure Rhode Island could effectively respond to the pandemic.
As one of just eight Senators in U.S. history to graduate from West Point, Time magazine noted: “Reed is a serious, intellectually honest veteran and an expert on defense issues in the Senate,” and the New York Times describes him as “a quiet deal-maker respected by colleagues in both parties.”
A senior member of the powerful Appropriations Committee, which controls the funding of the federal government, Senator Reed has been described by the Boston Globe as “a relentless advocate for his home state.” He works tirelessly to direct federal funding to the Ocean State to create jobs, strengthen its infrastructure, and support economic and community development initiatives.
Senator Reed has been a leading voice on college affordability and student loan debt issues. He helped write laws preventing interest rate increases on new loans to millions of college students, and fought efforts to increase student borrowing costs. He recently proposed a Student Loan Borrowers Bill of Rights and has offered legislation to reform disclosure and servicing standards for both federal and private student loans.
And to help get our country back to full employment, he wrote a work-sharing law that provides an estimated $500 million for business-state partnerships to help prevent layoffs. Nationwide, Reed’s law has been credited with saving more than 130,000 jobs since 2012, including over 1,000 in Rhode Island.
Today, Jack Reed continues to utilize the lessons he learned growing up in Cranston, which were deepened in the Army and tested in the halls of Congress, to stand up and speak out for the hard-working families who are the heart and soul of our country.
U.S. Representative Alma Adams 2021 Annual Meeting Speaker Opening Keynote Presenter Wednesday, February 24, 2021 | 11:15 a.m. – 12:30 p.m. ET
Dr. Alma S. Adams was elected to her third full term representing the 12th Congressional District of North Carolina on November 6, 2018. After winning a special election in November 2014, Congresswoman Adams was sworn in immediately as the 100th woman elected to the 113th Congress.
Representative Adams serves on the Committee on Financial Services; Committee on Education & Labor and the Committee on Agriculture. She holds several leadership roles as Chairwoman of the Committee on Education & Labor’s Subcommittee on Workforce Protections and Vice Chairwoman to the Committee on Agriculture. Congresswoman Adams serves on the Workforce Protections and Higher Education and Workforce Investment (Committee on Education and Labor); Nutrition, Oversight, and Department Operations (Committee on Agriculture); Diversity and Inclusion (Committee on Financial Services). One of her outstanding legislative accomplishments is the enactment of H.R. 5363, the Fostering Undergraduate Talent by Unlocking Resources for Education (FUTURE) Act that permanently provides funding totaling $255 million a year for all Minority-Serving Institutions, including $85 million for HBCUs.
Representative Adams has previously served on the Joint Economic Committee and in several leadership positions including Assistant Whip for the Democratic Caucus, Vice Ranking Member of the Small Business Committee, and ranking member of the Small Business Subcommittee on Investigations, Oversight, and Regulation. The Congresswoman is a co-founder of the Black Maternal Health Caucus with Rep. Lauren Underwood of Illinois and the founder and co-chair of the Congressional Bipartisan Historically Black Colleges and Universities (HBCU) Caucus to promote bipartisan legislation that supports HBCUs and their graduates.
She is also a part of the Women’s Caucus, Diabetes Caucus, Autism Caucus, Congressional Black Caucus, Progressive Education Caucus, Historic Preservation Caucus, AIDS/HIV Caucus, Hunger Caucus, Medicaid Expansion Caucus, and the Art Caucus.
Karen Marrongelle 2021 Annual Meeting Speaker Opening Keynote Presenter Wednesday, February 24, 2021 | 11:15 a.m. – 12:30 p.m. ET
Dr. Karen Marrongelle serves as head of the Directorate for Education and Human Resources (EHR) for the National Science Foundation (NSF). EHR supports fundamental research that enhances learning and teaching, and broad efforts to achieve excellence in U.S. science, technology, engineering and mathematics (STEM) education, at all levels and in all settings.
Marrongelle’s career as a leader in the research community has been marked by a deep commitment to diversity, equity and inclusion. As an administrator, she has focused on understanding the causes of disparities in educational opportunities and establishing strategic visions for addressing those issues.
Since 2014, Marrongelle has served as dean of the College of Liberal Arts and Sciences at Portland State University, overseeing 24 departments and programs and 2,000 employees. During her tenure as dean, she has worked to implement student inclusivity measures, establish public-private partnerships to support research, and optimize the school’s use of grants from NSF and other funding organizations.
Marrongelle’s appointment represents a return to EHR; from 2007 to 2009, she served as a program director in the Division on Research and Learning, which provided her with first-hand experience in how NSF sets strategies and goals and administrates awards. In addition to her work as dean, Marrongelle, has served as a professor of mathematics and statistics at Portland State University since 2001. Prior to her appointment as dean, she held positions as the vice chancellor for academic strategies and assistant vice chancellor for academic standards and collaboration with the Oregon University System.
Marrongelle has a bachelor’s degree in mathematics and philosophy from Albright College, a master’s degree in mathematics from Lehigh University and a doctorate in mathematics education from the University of New Hampshire.
Leslie T. Fenwick 2021 Annual Meeting Speaker Opening Keynote Presenter Wednesday, February 24, 2021 | 11:15 a.m. – 12:30 p.m. ET
Dr. Leslie T. Fenwick, PhD, currently serves as the AACTE Dean in Residence. She is a nationally-known education policy and leadership studies scholar who served as Dean of the Howard University School of Education for nearly a decade. A former Visiting Scholar and Visiting Fellow at Harvard University, Fenwick holds an invited appointment as a MCLC Senior Fellow at the U.S. Military Academy at West Point where she occasionally lectures about character leadership and ethics. Additionally, Fenwick served as an appointed member of the National Academy of Sciences committee that produced the first study about mayoral control of Washington DC Public Schools. Fenwick (who is a former urban school teacher and administrator) is regularly called upon to testify about educational equity and college access to the U.S. Senate, National Conference of State Legislatures (NCSL), U.S. Conference of Mayors, National Urban League, Congressional Black Caucus (CBC), American Federation of Teachers (AFT), Education Writers Association (EWA), National Education Association (NEA), National Association for Equal Opportunity in Higher Education (NAFEO), Hispanic Association of Colleges and Universities (HACU), and the National Alliance of Black School Educators (NABSE). Additionally, she has been an invited speaker at the National Press Club, the Washington Lawyers’ Committee on Civil Rights and Urban Affairs and the Washington Policy Seminar.
Dr. Fenwick is a contributor to the best-selling book, The Last Word: Controversy and Commentary in American Education. Her op-ed articles about education, the economy and urban development have appeared in the Washington Post, The Boston Globe, Education Week, The Huffington Post, and Diverse Issues in Higher Education. Her forthcoming book, Jim Crow’s Pink Slip: Public Policy and the Near Decimation of Black Educational Leadership after Brown, has been cited by the New York Times and Education Week and the Center for American Progress has referenced her research. She is co-founder of the American Association of School Administrators (AASA) Urban Superintendents Academy and a past member of the Harvard University Principals Center Advisory Board.
Dr. Fenwick is a tenured professor of educational policy and leadership at Howard University. She earned her PhD from The Ohio State University where she was a Flescher Fellow and a bachelor’s degree from the University of Virginia. She has served on the AACTE board of directors and EduTopia advisory board. Additionally, she is an appointed member of the Scholarly Advisory Committee for the Smithsonian National Museum of African American History and Culture.
AACTE invites you to become a partner in one of the largest and most comprehensive annual convening events of teacher preparation professionals. Make sure to take advantage of this exceptional opportunity for the virtual AACTE 73rd Annual Meeting, February 24-26. Read the 2021 Prospectus for more details.
Edthena helps streamline observation and feedback for educators. Teachers upload video from classrooms or online teaching, and others provide timestamped feedback. Perfect for methods courses, field observations, and group learning. Capture data for candidate growth and program improvement. Edthena is an approved edTPA Platform Provider, and we offer free edTPA tools for all edTPA programs. https://www.edthena.com/
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 with products and services that help transform students into teachers. Learn more by visiting www.ets.org.
GoReact is reshaping education by humanizing and accelerating skills-based learning. More than 650 colleges and universities worldwide use GoReact to facilitate scalable video observation, coaching, and assessment for rapid skill development. With simple, interactive tools for collaborative learning and personalized feedback, GoReact helps all learners demonstrate skill competency with greater human connection and engagement. Learn more at www.goreact.com.
Powered by a blend of artificial intelligence and live human interaction, Mursion provides immersive VR training for essential skills in the workplace. Mursion simulations are designed for the modern workforce, staging interactions between learners and avatars to achieve the realism needed for measurable, high-impact results. Drawing upon research in learning science and psychology, Mursion harnesses the best in technology and human interaction to deliver outcomes for both learners and organizations. https://www.mursion.com/
Campus Labs, Campus Management and iModules have joined to form Anthology. We exist to help higher education advance and thrive. Through a connected data experience that creates efficiencies and provides intelligence, Anthology inspires constituents to reach their full potential using technology insights in admission and enrollment management; student success and retention; institutional and learning effectiveness; alumni and advancement; and enterprise applications and infrastructure. Anthology partners with more than 2,100 colleges and universities in over 30 countries to drive innovation across higher education. Visit us at www.anthology.com.
The Council for the Accreditation for Educator Preparation (CAEP) advances excellence in educator preparation through evidence-based accreditation that assures quality and supports continuous improvement to strengthen P-12 student learning. http://www.caepnet.org/
Based out of National University, Inspire celebrates and develops inspirational educators through on-demand courses and resources at no cost. Through teacher training, Inspire supports social and emotional learning and inspirational instruction in the PK-12 classroom and in courses with our partner universities.
Harmony SEL is a social and emotional learning program for Pre-K-6 grade students designed to foster communication, connection, and community both in and outside the classroom and develop boys and girls into compassionate and caring adults. Harmony SEL has been recognized as a CASEL SELect program and is available at no cost to schools and organizations. https://mylearningportal.org/choose-your-sanford-program/
240 Tutoring offers comprehensive digital study guides guaranteed to prepare educators to pass their certification exams – because the world needs more good teachers. After seeing the limited number of high-quality test resources available, founder Scott Rozell was inspired to help teachers by creating the tools they needed to pass their exams with confidence. 240 Tutoring continues to grow as more teachers use our resources and share their success stories. We now support more than 15 test series with 275+ digital study guides to help teachers nationwide pass their exams and get certified – so they can get in the classroom and reach their full potential as educators. https://www.240tutoring.com/
AAQEP – Always improving together – Learn about AAQEP’s collaborative model for national accreditation in educator preparation. Over 130 EPPs are now part of this growing community focused on quality assurance and continuous improvement. It’s open to all providers—come join the conversation! https://aaqep.org/
Center for Responsive Schools (CRS) is a educational development organization and publishing house committed to developing high-quality social and emotional learning (SEL) programs, products, and services for students and educators. CRS has a near 40-year history of developing research- and evidence-based SEL programs, products, and services that are used by educators across the world. The work of CRS is designed by educational professionals and rigorously tested, in the classroom and school settings for which they are intended to be implemented, using improvement science research. https://www.crslearn.org/
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Teachers College Press publishes works at the cutting edge of theory, research, and practice in education and specializes in areas such as multicultural education, equity pedagogy, education policy, social justice education, leadership, urban education, early childhood education, literacy, counseling, professional development, special education, and curriculum. One of the oldest and most distinguished publishers of educational books in the United States, Teachers College Press (Teachers College, Columbia University) has built its reputation on a commitment to excellence and a readiness to tackle the most difficult and provocative issues facing American education. Please visit our Teachers College Press book display for ACCTE 2021 featuring a range of new and noteworthy Teachers College Press titles for the AACTE community as well as a special conference discount.
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For more than 20 years, Watermark’s higher education software solutions have helped faculty, administrators, and staff focus their energy on driving meaningful change at their institutions. Our integrated digital tools support assessment and accreditation, faculty activity reporting, course evaluation and surveys, and catalog and curriculum management. Contact us at info@watermarkinsights.com
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Dr. Scott Hewit, Rollins College
Dr. Mariam Manuel, Univ. of Houston
Jon E. Pedersen, University of South Carolina
Dr. Anne Tapp, Saginaw Valley State University
Lisa Bisogno, Northeastern State University
AACTE holds its Annual Meeting each year in late February/early March each year. This is the premier educator preparation conference in the nation. 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.
Questions? Contact us at events@aacte.org.
2022 – March 4-6, New Orleans Marriott | New Orleans, LA
2023 – February 25-27, JW Marriott Indianapolis | Indianapolis, IN
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:
Location
Facilities/Space
Cost/Affordability
