Sentences with phrase «quality educator preparation»

Quality educator preparation programs begin with setting high admissions standards and selecting the best students in the university for those who would become licensed educators to teach and serve Wyoming's K - 12 students and schools.

In support of AACTE's mission to build capacity for high - quality educator preparation programs, we are excited to announce plans for new regional workshops focused on performance assessment, continuous improvement, and quality assurance.

Robinson, who plans to retire later this year, has led AACTE in advocating and building capacity for high - quality educator preparation programs across the nation to serve diverse learners.

Not exact matches

«In addition, we posted an online survey to which 2,400 parents, educators, community members and other stakeholders responded to share feedback on school quality indicators, teacher preparation, school improvement, and accountability system design.»

Whilst quality and accountability is essential to teacher and principal development, and the notion of professional standards is supported in principle, it is of concern to many educators that the complexity of professional growth, development and training has been reduced to a set of basic competencies that may not truly reflect the complex nature of teaching, the principalship, teacher education and the preparation of teachers and educational leaders for contemporary times and a challenging future.

NCTQ is rating the quality of individual teacher - preparation programs using a set of measurable, objective standards that reflect what public school educators view as important attributes in new teachers.

As the president of the sole specialized accreditor for educator preparation, I certainly agree with Dr. Chard's assertion that «[i] mproving educational attainment for all students in today's schools can only happen if we improve the quality of teaching.»

The AACTE is a national alliance of educator preparation programs dedicated to the highest quality professional development of teachers and school leaders in order to enhance PreK - 12 student learning.

This brief looks at existing research on these programs and finds that financial assistance that meaningfully offsets the cost of professional preparation can be effective at recruiting and retaining high - quality professionals into fields and communities where educators are most needed.

National accreditation requires educator preparation providers to address profession - wide standards of excellence and supplies metrics that support high quality by promoting programmatic reflection and continuous improvement.

Prior to joining NCTR, Tamara focused on state and federal education policy around educator quality, preparation, training, and evaluation for nearly 15 years.

An online Education Talk Radio program last month featured AACTE members in a discussion of how their educator preparation programs contribute to high teacher quality.

The AACTE Research Fellowship for Educator Preparation is a new program established under the Innovation Exchange that aims to cultivate emerging scholars and support high - quality research in the area of educator preparation.

Through quality instruction and unparalleled support and guidance, Florida Teachers fully online program provides the most effective preparation for educators to make a meaningful difference in the lives of their students.

To respond to this need with a corps of highly - effective educators would require a redefinition and redesign of teacher quality, effectiveness, and preparation.

Ensuring educator quality begins with strong preparation and includes ongoing opportunities for professional learning and growth.

And, perhaps most importantly, boards can actively make local policies that support the preparation of high quality educators.

«California teacher preparation programs are assessed using a wide array of measures of program quality,» he continued, adding that the Commission is «committed to remaining a nationwide leader in educator preparation in order to ensure California students have a well - prepared and exceptionally qualified educator workforce.»

Officials should solicit feedback from educators on the quality of tests and their preparation.

Approved programs demonstrate responsibility for the quality of candidates by ensuring that development of candidate quality is the goal of educator preparation in all phases of the program — from recruitment, at admission, through the progression of courses and clinical experiences — and in decisions that program completers are prepared to be effective educators and are recommended for certification.

AACTE's more than 800 member institutions are dedicated to high - quality preparation that ensures the effectiveness, diversity, and readiness of professional educators, supporting the priorities of the American public surveyed in the 47th annual PDK / Gallup Poll of the Public's Attitudes Toward the Public Schools.

• Educator Quality — We should aggressively expand alternatives to educator preparation and certification, lead the movement to national standardized certification, significantly expand new teacher mentoring, aggressively recruit non-traditional leadership for school administration, and introduce performance - based compensation for all educators based on value - added evaluation.

They have focused on student achievement, educator quality, teacher evaluation, and teacher preparation among other topics.

Developed as part of the new AACTE Quality Support Center, the workshops aim to provide accessible, affordable, and targeted support for assessment and accreditation teams in educator preparation.

AACTE held its second Quality Support Workshop August 10 - 12 in Minneapolis, Minnesota, convening educator preparation professionals for a highly interactive, expert - facilitated event focused on quality assurance, assessment, accreditation, anQuality Support Workshop August 10 - 12 in Minneapolis, Minnesota, convening educator preparation professionals for a highly interactive, expert - facilitated event focused on quality assurance, assessment, accreditation, anquality assurance, assessment, accreditation, and more.

NTEP state officials continue to work with the educator preparation professionals and other research, assessment and evaluation experts to continue to improve and track the quality of preparation programs.

Drawing upon the expertise and leadership of PBL educators across the country, authors Tom Vander Ark and Dr. Emily Liebtag share what an ideal preparation program and early career professional learning for teachers ought to look like if we want to develop high - quality PBL teachers.

This work includes assisting states and their statewide systems of support in the areas of teacher quality and effectiveness, college career and readiness, educator preparation, and technology - based instructional resources for teachers.

As such, teacher preparation units have implemented a variety of teaching models to prepare quality PK - 12 educators including professional development schools (PDS).

FOR IMMEDIATE RELEASE Media Contact: Karen Cheeks [email protected] 240-233-4110 NCTAF and GSU to Host Roundtable Discussions on Educator Preparation With Teacher Quality Partnership Grantees at AACTE's 67th Annual Meeting WASHINGTON, DC — February 26, 2015 — Teacher Quality Partnership Grantees will be sharing innovative strategies from educator preparation programs as well as best practices in residencies...

American Association of Colleges for Teacher Education: The American Association of Colleges for Teacher Education is a national alliance of educator preparation programs dedicated to high - quality, evidence - based preparation that assures educators are ready to teach all learners on day one.

Equity educators advocate for high quality teacher preparation in the context of culturally competent and sustainable integrated schools.

TEACHER PREPARATION PROGRAMS: The Aspiring Educators will work with the Quality Education Standing Committee of WEAC to develop recommendations related to teacher preparation programs offered throughout the state to be provided to the WEACPREPARATION PROGRAMS: The Aspiring Educators will work with the Quality Education Standing Committee of WEAC to develop recommendations related to teacher preparation programs offered throughout the state to be provided to the WEACpreparation programs offered throughout the state to be provided to the WEAC President.

CAEP's mission is to advance excellent educator preparation through evidence - based accreditation that assures quality and supports continuous improvement to strengthen PK - 12 student learning.

The 83rd Texas Legislature passed comprehensive legislation addressing various aspects of the teacher quality pipeline, including educator preparation program admission standards, professional development audits, teacher appraisal and working conditions, with significant TCTA involvement in reshaping these provisions.

Throughout 2015 - 2016, AACTE is engaging its membership and partner organizations in a concerted effort to debunk myths about educator preparation and teacher quality.

But they must also consider the broader context in which Head Start teachers work, including compensation levels, quality of early childhood educator preparation programs, and how the broader early childhood landscape and K - 12 teacher workforce trends affect the employment market for Head Start teachers.

WASHINGTON, DC — February 26, 2015 — Teacher Quality Partnership Grantees will be sharing innovative strategies from educator preparation programs as well as best practices in residencies during roundtable discussions hosted by the National Commission on Teaching and America's Future (NCTAF) and the Georgia State University College of Education on Saturday, Feb. 28, 2015.

To keep members informed, AACTE regularly monitors and reports on the activity of the National Council on Teacher Quality that could affect educator preparation programs.

The task force is an offshoot of the AACTE Clinical Practice Commission, which is currently finalizing a white paper for release in January to help operationalize high - quality clinical practice in educator preparation.

Finally, the Perry Preschool teachers benefited from high - quality preservice preparation and regular in - service learning opportunities — prerequisites for being an intentional, professional educator.