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Annual Meeting, Atlanta, GA 2019
Summer Conference, Albuquerque, NM 2018


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The Association of Teacher Educators was founded in 1920 and is an individual membership organization devoted solely to the improvement of teacher education both for school-based and post secondary teacher educators. ATE members represent over 700 colleges and universities, over 500 major school systems, and the majority of state departments of education.

The ATE office is located in the Washington DC area where it represents its members’ interests before governmental agencies and education organizations. In addition, ATE has representatives on the Council for the Accreditation of Educator Preparation (CAEP).

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Upcoming Events


2018 ATE Summer Conference Albuquerque, NM

Hotel Albuquerque & Hotel Chaco

August 3-7, 2018


For information and a link to online registration and hotel reservations
for ATE's 2018 Summer Conference, click here!


The theme selected by President Patricia Tate is: Educators at the Forefront: New Dimensions for Clinical Preparation and Development of Educators

President's Blog

  • 17 Jul 2018 1:42 PM | Michael Vetere III (Administrator)

    Dear Colleagues,

    It is but 15 days away from our summer conference in Albuquerque – August 3-7, 2018 in historic Hotel Albuquerque.  If you have not yet checked out all that this special conference has to offer I want to provide you a snapshot because it is not too late to register!  For those of you who may be new to ATE and our organization’s traditions, our summer conferences started back in 1939 in Pineville Kentucky with a theme of “Major Issues in Teacher Education”.   Since that time the summer meeting has become a special time for our conference participants to take a pause for their own professional development and community building: to travel together, to be in a new place, to learn,  and to acquire new understandings about the culture and educational community of a particular region of the United States.  In essence, we take time to bond on both personal and professional levels with our members and guests.  There is no organization that I know of that has this special summer session feature that makes ATE a unique community of practice! 

    By taking time in the summer to experience a new context – geographic location –and culture we further enhance our understanding of the diversity of our nation and of our educational communities.  I myself have learned so much about New Mexico and its values, traditions, and people.  Did you know that New Mexico recognizes nineteen separate Pueblo nations each with their own governance structures, educational programs, culture, art, and administration?  I am grateful to the Indian Cultural Pueblo Center  for connecting us to the various Native American groups that represent New Mexico and its unique culture.  I invite you to check out their website for the free materials available to teachers:  Indigenous Wisdom:  Centuries of Pueblo Impact in New Mexico.


    Our conference them is focused on the new dimensions of clinical practice as it relates to teacher preparation and teacher development.  There are many new things happening in the field of teacher education research and practices.  However, each initiative that we undertake is built upon the seminal work of those exemplary teacher educators who have come before us.  We cannot move forward in our understanding of the complexities related to teacher preparation and teacher development without reflecting on ATE’s historical legacy and scholarship.  Dr. John McIntyre will be giving us this kind of historical insight and reflection in his opening dinner keynote session on Saturday – August 4th.  Our keynote on Sunday by Muffett Trout will further extend connections to care theory in teacher learning – an important “relational pedagogy” that is often invisible in our practices as teacher educators; yet known to be the most essential in impactful development of the novice teacher.  On Monday we will be provided with a balanced sampling of the new dimensions in teacher preparation enacted in major institutions of higher education in Albuquerque – The University of New Mexico and New Mexico State University.

    Before the conference we have focused workshops for teachers and teacher educators that address:  the accreditation processes for quality educator preparation supported by the Council for Accreditation of Educator Preparation (CAEP); a workshop on Addressing Ethical Practices in Teaching and Understanding the Professional Responsibilities of Teachers and Teacher Educators; and a workshop on integrating technology tools in teaching.  And there are featured sessions on:  addressing the needs of the school-based mentors/cooperating teachers; video technology as a mentoring tool; reflective practices in caring, communicating and working with different cultures to address challenges in education today; and new initiatives in study of teacher educator development.  Steve Sroka will return to provide a special session that addresses the key issues in our society that teacher educators must address and prepare their teacher candidates to deal with on Sunday. There will be complementary thematic sessions in between our luncheon keynotes that will capture what our members and aspiring scholars are doing with regard to clinical practice and the new dimensions of their work that deserve greater visibility.


    Tuesday’s closing sessions will be a double feature.  First, we will have the opportunity to engage with the New Mexico Teacher of the Year – Ivonne Orozco – a Dreamer who has a unique story to tell regarding her journey into an exemplary teaching career.  As part of our new initiative with the National Association of Professional Development Schools  – Dr. Rebecca Burns – Chair of Policy and External  Relations Committee for NAPDs with take us deep into new dimensions of actualizing clinically based educator preparation. 

    Don’t miss the special events that take place in the evenings after our governance meetings and scholarly presentations – Friday – Fractal Night at the Museum of Natural History; and Monday a trip out to Sandia Peak with dinner at a well-known restaurant – El Pinto.  Come Enjoy and Have fun with us! 


    And please submit your proposal for our next conference in Atlanta – February 17-20, 2019.  Our first back-to-back meeting with the National Association of Professional Development Schools (NAPDS) will be part of this event.  If you did not get a chance to share your work with us in our Albuquerque conference – please consider presenting in Atlanta.   Our theme remains focused on new dimensions of clinical practice in teacher preparation and development.  We need your voice, your scholarship, your practice-based wisdom and knowledge to move the teacher education enterprise into the limelight as the essential component that needs funding, resources, and recognition for the important role teacher educators assume in teacher recruitment and retention.  Our nation needs the best teachers who will prepare our future citizens to live and thrive in a democracy.  Proposals are due July 20th

  • 14 May 2018 11:19 PM | Michael Vetere III (Administrator)

    Dear Colleagues,

          As part of the theme for my presidency, I am bringing focus to the unique identity and role of the teacher educator – both school- and university-based.  I ask for articulation and inquiry into how teacher educators develop their knowledge and skills to span boundaries associated with school and university contexts; and how teacher educators change in their dispositions toward clinical practices as a result. Without engagement in the field and community teacher educators cannot truly prepare and develop teachers for teaching children and youth in today’s diverse educational contexts.  As such they must operate in essential roles that bridge campus and field or what is termed the “clinical aspects” of teacher preparation and teacher development.

     

         The teacher educators who engage in the clinical aspects of teacher preparation and development assume a unique role that affords them the opportunity to acquire understandings about the realities of teaching in today’s schools.  It is my hope that the presenters at our upcoming conferences in Albuquerque and in Atlanta will spur and spawn engagement in:

    • Synthesizing new and existing knowledge about teacher educator professional development and clinical practices;
    •  Unpacking of the various sets of theoretical lenses from which to understand the dimensions of teacher educator practices in the clinical realm of teacher preparation;
    • Articulating new constructs and language (i.e. lexicon) for describing the clinical work they do and the new hybrid roles they are enacting and/or developing in clinical partnerships between schools and universities; and
    • Positioning their scholarship as an evidentiary base for claiming the professional identity and role of the teacher educator as comprising a distinct set of knowledge, skills, and dispositions separate from university lecturer or classroom teacher.

          Those who choose to participate and present at the upcoming conferences are encouraged to make a strong case for their practices and teaching as derived from a robust knowledge base and set of theoretical constructs that guide the roles they assume.  For example, my personal theoretical lens for my own practices as a supervisor is derived from:  adult learning theory; learning-to-teach/learning teaching research; reflective practice theory; transformational learning theory; proximal development and legitimate peripheral participation theory; experiential learning theory; and practitioner research theory). 

         Furthermore, ATE offers more resources that can be built upon in our joint endeavors.   First, ATE has a robust set of standards that articulate well the roles that teacher educators should assume in their practice.  Second, ATE’s newly revised field experience standards provide greater specificity regarding standards for the clinical experience. It is the intent of the conferences to come to further operationalize these standards.  

          In this vein, my conference theme claims clinical practice as the key dimension associated with effective educator development. The strands advocate for: a)  synthesizing our knowledge base and developing guidelines for a repertoire of supervision and mentoring practices;  b) examining essential practitioner roles occurring in today’s new partnerships and models; unpacking the teacher educator’s boundary-spanning roles and practices; and teacher educators learning from others about current research and practices in professional development schools. 

         Our next conferences aim to unpack the “clinical aspects” of “learning teaching” to identify a repertoire of supervisory and mentoring practices that are foundational to our roles and that represent fair-minded practices that are sensitive to the diversity of our teacher candidates. 

         I value and believe strongly in articulating an identity of a teacher educator as an education professional operating in a “third space” as a boundary spanner working in a territory given little attention in the scholarly literature.  WE should be claiming this “in-between school and university space” for ourselves as a distinct entity and context in which we engage others in the professional development and preparation of teachers.  Our place is really not situated in either context but within its own space having its own set of theoretical frameworks that guide the work we do in bridging and spanning the two.  This is the intersection that will be the focus of the conferences.


         The summer 2018 and February 2019 conferences intend to emphasize what teacher educators do that is essential in connecting school-university contexts – from relationship building – to the one-on-one teaching we do with educator candidates and developing educators.  As the theme of this conference implies the new dimensions for clinical preparation and development of educators that we bring into focus will give voice to those who do the work to connect our educator candidates.  Thus, thoughtful inquiry should continue to be central to what we provide in our conferences and should provide openings for constructive dialog among educator preparation program providers that help us find where we have common ground and further our efforts to validate our essential roles and responsibilities in preparation and development of educators. 

         I will end my remarks with a snapshot of my future visions for ATE that will continue the work I have outlined in the conference theme:

    #1 ATE members will be active practitioner-scholars in bridging and bringing together a new synthesis of key theoretical constructs and ethical practices essential for effective clinical practice in the development of teachers.

    #2 – ATE will be the “outreach” organization for school- and university- based teacher educators through specialized programs that support their development.

    #3 – ATE leaders will build on and carry forward essential coalitions with our sister organizations to be united in one voice to advocate for the teaching profession and those who prepare teachers – THE TEACHER EDUCATOR.

    #4.  –ATE will create and develop new venues to provide spaces and places for both virtual and face-to-face professional development opportunities for our members aimed to support them in their teacher educator roles. 

    Stay tuned…..more to come! 

    Sincerely,

    Patricia Sari Tate

    Patricia Sari Tate

    ATE President (2018-2019)

     

     Note*: As you may know the theme for my presidency is: Educators at the Forefront:  New Dimensions for Clinical Preparation and Development of Educators.  Please visit the Call for Proposals and share your work and scholarship with us! 

  • 31 Mar 2018 10:56 AM | Michael Vetere III (Administrator)

    Dear Colleagues,

    Much is happening in our profession that needs action in advocating for what is best for teachers, their pupils, and schools in general.  I have just completed attending three national conferences ATE, AACTE, and NAPDS.  Each conference provided opportunities for new connections and new understanding about teaching and learning, as well as a renewed sense of urgency for all educators to advocate for what they know is best for our profession.  We must get better at attracting quality candidates into the teaching profession and we much get better at developing our novice teachers into future leaders of the profession for the long run.  And we must get better at working together across our groups for the good of the teaching profession.  As the political and societal challenges in today’s context continue to impact the changing nature and culture in which our teachers work and in which our pupils learn, we must initiate opportunities to speak to those in power with one voice.

    In this regard, ATE intends to maintain collaborations with many sister organizations as part of the National Coalition of Educators (NCE) created by our ATE Past-President – Shirley LeFever.   ATE is keeping close to its sister organizations in collaborating and framing our work into one voice focused on raising the profile of the teaching profession and in advocating for support of teacher preparation.  In response to an AACTE “Call to Action” - ATE has signed on to a letter of support for funding of the Teacher Quality Partnership Grants for AY2018 which is an amendment to the Educator Preparation Reform Act. 

    With regard to the larger context of education reform, ATE voted at their Delegate Assembly in Las Vegas to support the repeal of the Dickey Amendment.  This Amendment was passed by Congress in 1996 preventing the CDC from studying the effects of gun violence on the American Public.  Together with our sister organizations ATE has signed on to a letter to congress calling for action to develop comprehensive initiatives needed to examine and address our society’s major problem with gun violence.   

    I found the work of the “Interdisciplinary Group Preventing School and Community Violence” [linked to us through the Curry School of Education – at University of Virginia] to provide the most succinct and comprehensive plan for taking action.  I have provided an excerpt of this well-crafted narrative below. Let us educate ourselves to be articulate about this important issue.  The narrative that follows moves us away from generalizing and into a deeper inquiry that will involve three levels of comprehensive actions.  Let us do what we can within our contexts to support and engage in this agenda.  And whenever we can, use our knowledge to share our views and ideas for advocating for the best actions that we can support at this crucial time.  I leave you with the posting from the “Call to Action, which ATE has signed on to and supports:

    Rationale behind our call to actionSchool shootings and widespread community gun violence are far greater in the United States than other nations. America cannot be great and realize its promise of life, liberty, and the pursuit of happiness if our children are not safe from gun violence.

    Although security measures are important, a focus on simply preparing for shootings is insufficient. We need a change in mindset and policy from reaction to prevention. Prevention entails more than security measures and begins long before a gunman comes to school. We need a comprehensive public health approach to gun violence that is informed by scientific evidence and free from partisan politics.

    A public health approach to protecting children as well as adults from gun violence involves three levels of prevention: (1) universal approaches promoting safety and well-being for everyone; (2) practices for reducing risk and promoting protective factors for persons experiencing difficulties; and (3) interventions for individuals where violence is present or appears imminent.

    On the first level we need:

    1.    A national requirement for all schools to assess school climate and maintain physically and emotionally safe conditions and positive school environments that protect all students and adults from bullying, discrimination, harassment, and assault;

    2.   A ban on assault-style weapons, high-capacity ammunition clips, and products that modify semi-automatic firearms to enable them to function like automatic firearms.

    On the second level we need:

    3.   Adequate staffing (such as counselors, psychiatrists, psychologists, and social workers) of coordinated school- and community-based mental health services for individuals with risk factors for violence, recognizing that violence is not intrinsically a product of mental illness;

    4.   Reform of school discipline to reduce exclusionary practices and foster positive social, behavioral, emotional, and academic success for students;

    5.   Universal background checks to screen out violent offenders, persons who have been hospitalized for violence towards self or others, and persons on no-fly, terrorist watch lists.

    On the third level we need:

    6.     A national program to train and maintain school- and community-based threat assessment teams that include mental health and law enforcement partners. Threat assessment programs should include practical channels of communication for persons to report potential threats as well as interventions to resolve conflicts and assist troubled individuals;

    7.     Removal of legal barriers to sharing safety-related information among educational, mental health, and law enforcement agencies in cases where a person has threatened violence;

    8.     Laws establishing Gun Violence Protection Orders that allow courts to issue time-limited restraining orders requiring that firearms be recovered by law enforcement when there is evidence that an individual is planning to carry out acts against others or against themselves.

    Congress and the executive branch must remove barriers to gun violence research and institute a program of scientific research on gun violence that encompasses all levels of prevention. We contend that well-executed laws can reduce gun violence while protecting all Constitutional rights.

    It’s time for federal and state authorities to take immediate action to enact these proposals and provide adequate resources for effective implementation. We call on law enforcement, mental health, and educational agencies to begin actions supporting these prevention efforts. We ask all parents and youth to join efforts advocating for these changes, and we urge voters to elect representatives who will take effective action to prevent gun violence in our nation.

    [see link:  Call for Action to Prevent Gun Violence in the United States of America ...

    https://curry.virginia.edu/prevent-gun-violence]

    If we can all speak on this issue with an informed voice we can make a difference for the future of our schools and our children.

    Sincerely,

    Patricia Sari Tate

    Patricia Sari Tate

    ATE President (2018-2019)

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