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Association of teacher educators

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Annual Meeting, Atlanta, GA 2019
Summer Conference, Albuquerque, NM 2018
August 4, 2018 8:30-4:30 P.M.


     Welcome to ATE!



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

  • 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)

  • 27 Feb 2018 6:17 PM | Michael Vetere III (Administrator)

    Welcome to ATE’s Blog Post!

    Through our monthly blogs I will be sharing updates of our activities as well as connections to visions for the future of ATE.  We have just finished our annual conference in Las Vegas and it was a whirlwind!  I must recognize our Past-President’s – Karen Embrey Jenlink’s exemplary leadership in bringing our membership together as public intellectuals supporting our need to give voice and advocacy to the our work in teacher education and in supporting the professionalization of the teaching profession.  Thank you to Karen!  Our new website is also a product of Dr. Jenlink’s exemplary leadership that gives us ways to better connect our organization to our members and future members. 

    Highlights from our Las Vegas conference are provided in our events and meeting section of the website.  In case you missed it you can access the profiles of our keynotes:  

    • Ted Celeste – National Institute for Civil Discourse;
    • David Seidel – Deputy Education Director for Elementary and Secondary Education, Jet Propulsion Laboratory, NASA;
    • Rod Lucero – Vice President for Member Engagement and Support – American Association of Colleges for Teacher Education; and
    • Nathalia Jaramillo, Professor of Interdisciplinary Studies and Deputy Diversity Officer at Kennesaw State University.  

    Each speaker modeled for us how to engage in public discourse and as Ted Celeste informed us “break down the walls through discourse to help people with different views find common ground”.  Rod Lucero broke down the walls that separate our discourse with regard to teacher education pedagogy especially with regard to clinical practice calling for our need to embrace a “common lexicon”.   David Seidel reminded us that we are living in a time of culture change negotiating tensions between our “represented democracy” and “true” democracy. “True” democracy is realized when our citizens embrace through their actions and orientations to others respect, acceptance of diversity, finding common ground on diverse viewpoints, and civility in our discourse.  Our education focus has been on testing and assessments of content knowledge.  We have put aside and marginalized citizenship education which focuses teaching the democratic values America was founded on.  We should be teaching our children about what it means to live in a democracy and the rights it affords to all people regardless of their diverse backgrounds and views.  And most importantly we should be modeling in our teaching ways for individuals to engage in civil discourse and debate.  Ted Celeste calls for us to “Revive Civility” – a mutual respect for one another and ability to listen with the purpose of understanding another’s viewpoint.  Let us take this message to teach our teacher candidates and model it for them so they can carry it forward in their own teaching. 

    The conversations that took place during our conference were in many respects focused on the news about the latest gun violence that took place in Florida over Valentine’s Day.  In fact, the ATE Delegate Assembly voted on a new resolution calling for repeal of the Dickey Amendment that limits funding of research on school violence.  In his keynote, David Seidel instilled further dialog about the proliferation of school violence in our nation’s schools and the need to make it known how these tragic events change the culture of schools and impact academic performance. His call urges us to respond differently; “not move the educational environment aside” and understand the importance of science education as a way forward in understanding our world, our health, our values and range of beliefs.  Nathalia Jaramillo further pushed us in understanding our important role in “enacting” Democracy and how teachers can negotiate the space to instill democratic values in the classroom that push beyond acceptance of individual and collective rights to a global perspective that examines all the things that are impacting education. She calls for a “shift” from thinking about others to engaging in dialog with them.  She shared her definition of “living well” – through reciprocity – a cultural form of social process that includes all members of the community.  Let ATE be that kind of “living well” community. 

    Sincerely,

    Patricia Sari Tate

    Patricia Sari Tate

    ATE President (2018-2019)

     

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