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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. Today ATE members represent nearly 1300 teacher educators in colleges, universities, school districts, and state education agencies within 41 regional and state affiliated units and US Territories. 

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2019 ATE Annual Meeting

Atlanta, GA

Sheraton Atlanta Hotel

February 16-20, 2019


Please check back soon for more information and a link to online registration and hotel information.



For information on ATE's previous 2018 Summer Conference in Albuquerque, 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

  • 22 Aug 2018 4:28 PM | Michael Vetere III (Administrator)

    Dear Colleagues,

    This week I have been reflecting on my experiences at the Albuquerque summer conference. I felt my interactions with conference participants were productive and inspiring!  Our conversations about our teacher educator practices within the clinical aspects of our roles were very meaningful for me as I observed validation of the important roles we assume in developing teachers.  I came away from the conference motivated and energized to do more in my role to connect with the school-based teacher educators who host our teacher candidates in their classrooms.  The keynotes were the catalyst for affirmations about the important work ATE is engaged in with regard to our identity as teacher educators and the standards we have set in our discipline of teacher education for high quality clinical preparation of teachers.

    How can I capture the essence of what transpired for me in this conference?

    Too often I have come back from a conference and failed to savor and capture what I call the “gems” of my experience.  I take this opportunity in this Blog to reflect on the keynotes to crystallize those “little gems” that were meaningful to my practices.  The keynotes, in particular, were pivotal for me in framing the next generation of our work together in educator development.  The summer conference provided four great general keynote sessions:

    John McIntyre (Emeritus Professor Southern Illinois University Carbondale):  Saturday Opening General Session Keynote Title:  The Evolution of Clinical Practice in Teacher Education

    John revealed his own professional development journey and the key mentors along the way that solidified his identity as a teacher educator.  Each of us should engage in reflecting on our development and identity as a teacher educator.  John had the good fortune during his Master’s degree experience to be mentored by Jim Collins the “father” of Teacher Education Centers, which are now what we call Professional Development Schools.  In this context, John learned clinical supervision practices and later during his doctoral studies was assigned to work in a Teacher Education Center at Southern Illinois University under the leadership of our own icon - Billy Dixon.  John’s scholarship since then has been renown in student teaching and field experiences.  He has co-authored many book chapters and co-edited many versions of the Handbook on Teacher Education which represent a longstanding legacy of teacher education research since the first edition (see reference - Guyton & McIntyre, 1990).

    I did not know many of the historical points that John shared about the history of what was labeled back then as “teacher training”.  The first school devoted to “training” teachers was started in 1823 by Sam Hall in Concord Vermont. Since then we have seen the gradual evolution toward what we now term “teacher preparation” which encompasses more than just “training” someone to copy a specific protocol.  John shared many “gems” from key reports that were the precursor to the standards we embrace today such as the publication titled: School and Community Laboratory Experiences in Teacher Education (aka) the Flowers Report (1948) that presented a research-based set of standards for teacher education programs (i.e. to learn more about the history of ATE Standards for Teacher Educators and the seminal “Flowers Report see ATE publication: A Brief History of Standards in Teacher Education).

    Examples of the principles the Flowers report recommended were that:

    •        field experiences needed to integrated with coursework;
    •        candidates should be supervised through a 5th/induction year; 
    •        supervisor assignments should be practical given time required to adequately supervise an intern and limited to coverage of no more than 18 interns;
    •        student teacher’s progress should be assessed on a continuous basis;
    •        cooperating teachers should be prepared with skills needed to mentor a developing teacher;
    •        universities and schools should be working collaboratively in delivery of the program; and
    •        clinical work should be recognized and included in faculty load. 

    How about that for what was considered standards for clinical practices in 1948 – 70 years ago!  The historical background that Dr. McIntyre shared reminded me of ATE’s initiatives in development of standards for teacher educators and field experiences.  He noted how today the ATE standards have undergone revisions but also confirmed they have “stood the test of time”.  Our ATE standards present to members a robust set of research-based practices that set the bar for exemplary clinical practice.  A key “gem” for me was John’s charge to us to be models in our supervision and mentoring practices in actualizing our standards (see Teacher Educator Standards and Field Experience Standards)

    And to bring us into the present Dr. McIntyre highlighted the following key areas of emphasis that are emerging from new reform reports and research about quality clinical preparation for teacher candidates:

    1.  Emphasis on providing the best school environments for placements of our students.  John noted that we cannot place students anywhere. Teacher candidates must be in schools that are welcoming and reach out to developing teachers.

    2.  Emphasis on the student teaching triad to be working together to address P-12 learning.  This is the area where John noted that the triad needs to be working together to focus on providing opportunities for teacher candidates to engage with their supervisors and mentors in addressing learning needs of the pupils.

    3.  Emphasis on providing the resources needed to administer the clinical portions of a teacher preparation program (i.e. teacher educator development in mentoring and supervision practices and provision of the needed staffing; and integrated curriculum in tandem with the clinical experiences delivered at the school sites).

    John reminded us of the scholarship we have engaged in over the years with regard to clinical practice.  And we must acknowledge that ATE recently published empirical research as a result of the ATE Commission on Clinically Based Teacher Preparation [i.e. see The Power of Clinical Preparation in Teacher Education -2018).  And of note was our coalition partner – AACTE’s 2017 Commission report – A Pivot toward Clinical Practice that lays out a set of proclamations that frame clinical practice as the center of teacher preparation program design.  Both publications integrate clinical practice in educator development as the essential element for preparation program design and implementation.

    In sum, John helped us understand the evolution of ATE scholarship and the complementary work with AACTE as efforts to articulate the next generation reforms espoused by the Blue Ribbon Panel (2010).  John was able to crystalize the following key recommendations of this seminal report that set the bar for high quality teacher preparation:  

    a) teacher candidate learning needs to take place in professional learning communities; b) clinical experiences designed for teacher candidates should be focused on pupil learning; c) clinical faculty should be rigorously selected and prepared.  This process should be the norm for both school and university based teacher educators; d) teacher candidates should be prepared to teacher diverse students in culturally relevant ways; and e) teacher preparation should be delivered through strong partnerships with schools that include opportunities to engage in research and inquiry.  

    Dr. McIntyre’s charge to us was to go back to our campuses and reflect on our clinical practice program designs to measure them against ATE Standards for Teacher Educators and Standards for Field Experiences. I am reminded there is much in our past that we need to take into account in quality program practices and designs.


    Muffet Trout:  Sunday General Session Keynote Title: Bridging Boundaries Through Care and Reflective Practice

    Dr. Trout has engaged in self-study research using Nel Nodding’s ethical care theory as the framework for studying her own practices as a teacher educator.  The dimensions she explored with us in her keynote were part of her study of enactments of culturally relevant pedagogy with her students. Muffet prodded us to consider our responsibility as teacher educators to study our own practices.   Thus, she advocated that we do more with regard to self-study as a “systematic approach to understanding our practices as teacher educators” (i.e. citing Todd Dinkelman’s (2003) definition).

    Muffet’s presentation gave me new insights into my own supervisory practices that carried through Dr. McIntyre’s charge to be good models through enacting “care” practices in supporting the development of the novice teacher.  I connect these ideas to Sharon Feiman-Nemser’s work that claims “how teachers learn, shapes what they learn.”  (Feiman-Nemser, 2011).  Muffet further instilled the notion that by preparing our novice teachers through a framework of care they in turn will enact these same practices in the relationships they build with their students. I would add to this that the way teacher candidates are mentored and supervised will also influence how they engage and interact with future colleagues and developing teachers.

    Dr. Trout’s message to us was that the clinical practice work we engage in is all about building relationships through caring.  She explained that,  “Caring is part of what Aristotle termed phronesis – acting for goodness by moving attention away from ourselves to focus on the needs of the other”.  However, she made a distinction that caring is not just about “being nice”; care pedagogy requires that we be honest and hold to high expectations for the progress of our students.  And she taught us new dimensions of caring that are deeper attributes of this construct such as:  caring habits – help us when caring is hard – addressing issues from a stance of what we know to be best for the individual’s growth and progress; caring knowledge – that which is held in the body yet visible to others in our interactions (i.e. anger, love, sadness, joy); and caring imagination that which allows us to overcome through our actions and words(i.e. Martin Luther King – I have dream speech; Maya Angelou – And Still I Rise). These are my own connections to her talk.

    Thus, Dr. Trout emphasized that to build trusting relationships requires ways to understand the other and for the teacher educator the key practice is “Talk less; Listen More”.  Through real-life examples from her own experiences in teaching teacher candidates, Muffet provided concrete examples of ethical care practices that changed the dynamic of the relationships with her students to one of trust and acceptance. For example, she changed her syllabus to better meet the needs of her students and gave them the opportunity to shape the curriculum and how they learned it; she acknowledged her own lack of understanding about the lives of her students and invited them tell their story and how they were interpreting their world.  Thus, Muffet showed how she analyzed her key practices from a variety of data sets – from interviews with her students, reflective journal notes, artifacts from her course design and lessons.  Her analysis helped her to identify a set of relational pedagogies that are examples of enacting culturally relevant teaching through caring practices. This is clearly a new dimension of clinical practice that I want to explore and learn more about.  I will be following her scholarship to learn and improve my work. 

    Trenia Walker, Cheryl Torrez, Majori Krebs, and Rebecca Sanchez – University of New Mexico and Cecilia Hernandez and Blanca Aroja – New Mexico State University:

    Monday Luncheon Panel Title: Clinical Practice – Preparing the New Teacher for Today’s Classroom

    The luncheon panel gave me insights regarding how in the midst of intense state regulation and alternative pathways to teaching credentials provided in New Mexico, two institutions are holding fast to designs that provide quality teacher preparation.  Representatives from the University of New Mexico (UNM) and New Mexico State University (NMSU) shared exemplary models of clinical preparation program designs.  We learned about the graduate teacher preparation residency program in place at UNM: a partnership between UNM, New Mexico Public Schools and Albuquerque Teachers Federation. This program is supported by a grant from the National Center for Teacher Residencies (NCTR) as part of its U.S. Department of Education Supporting Effective Educator Development (SEED) federal grant.  Within this model is an intensive mentoring program that selects high quality master teachers who are paired with a resident.  NMSU integrates Bilingual education and endorsement in TESOL as part of their 24 credit licensure program in which all students complete a language acquisition course and have clinical experience in reservation schools.

    What a wonderful thread began to be drawn across the examples of clinical designs from each institution that were shared:

    •        Both institutions are intentional in focusing clinical experiences for teacher candidates in high needs' schools.  Both institutions shared examples of how their teacher candidates are being prepared in the diverse communities in which we need exemplary teachers. 
    •        Both institutions are engaged in nurturing close community-school partnerships.
    •        Both institutions have been active in securing state and federal funding to provide resources to support the more intensive mentoring and clinical designs. The types of clinical designs that were shared included:  providing intensive mentoring of teacher candidates through careful matching and selection of master teachers and co-teaching models; using grant funds to support embedded faculty assigned to teach, mentor, and supervise candidates in the schools; offering introduction to education courses with field experiences in educational settings to open access for all students to learn about the field of education; and providing equity in supervision and mentoring supports for alternative route candidates even though the program does not require it. 

    These are but a few examples of the ways in which our teacher educators are maintaining high standards for their practices regardless of regulatory constraints and pathways to teacher licensure.  They provided examples of how they enact what they know are best for preparation of our future teachers.  And they showed us how, through their program designs that they know what it takes to prepare a teacher for a long-term career and commitment to the teaching profession!  YES – we can do it!


    Rebecca Burns – University of South Florida: Tuesday Closing Brunch Title:  Beyond Superficiality:  Fundamental Changes for Actualizing Clinically Based Educator Preparation

    Becci’s keynote gave us the WOW and Punch that threaded together the keynote sessions into a holistic understanding of the reality that teacher educators need to embrace in today’s school contexts – that University and School-Based Teacher Educators need to be “together” in the addressing the learning needs of pupils.

    Dr. Burns built on the previous keynote sessions calling on us to embrace modeling and enacting a pedagogy of care with our mentor teachers and school leaders.  She cited research by Gimbert and Nolan (2003) that outline pedagogical routines and practices supervisors can do to invite the school-based mentor into a partnership.  Dr. Burns built on the theme of care pedagogy proposing that we apply this same framework in our work with school-based mentor teachers – talk less; listen more to engage them as colleagues.  We need to be, in her view, focused on developing the next generation of teacher educators. 

    Dr. Burn’s scholarship embraces her work as a professional development school coordinator and supervisor of teacher candidates within a PDS.  She shared some of her experience as the facilitator and supervisor in a low-performing professional development school that was in danger of a corporate takeover.  Her story proved to be an exemplar of developing the type of trusting relationships needed to transform a low-performing school into a well-performing school.  Becci’s story provided an example of a clinical setting that was more than what she called the “handshake” model of school-university partnerships, but rather an example of a partnership framed by “We are in this together model.”  We learned about clinical practice in a context of a low-performing school in which teacher candidates engaged in problem-solving alongside their mentor teachers to address the learning needs of their pupils.  Becci’s call was for us to work on changes in “mindset” for rethinking our clinical models and roles in teacher preparation.  Dr. Burns gave us a reality check in noting that the current trends are indicating that university-based teacher preparation programs are in danger of becoming extinct.  There are signs of distress on the system and a sense of disengagement by teacher education faculty as universities provide less funding and resources to maintain the robust clinical models that are part of clinically-rich preparation programs.  WOW!  A wake up call here!

    As a professional development school university-based teacher educator, Dr. Burns called for a shift in mindset.  She explained that change in mindset represents a fundamental shift from working in schools or just placing students in schools to actually working with schools that need the most resources and supports to address mutual needs and problems.  To begin the transformation, Dr. Burns called for us to begin to enact a “pedagogy of care” with our schools and mentor teachers to align our preparation program with their curriculum and with their pupil’s learning needs.  

    Her challenge to us was to rethink our roles and to be involved and willing to be in schools as teachers, mentors, and supervisors who are seen as colleagues providing additional resources to a school.  I was greatly inspired by her message to us to engage in a “pedagogy of care” with our schools and to advocate for what we know is good clinical preparation.  We may not be able to move big mountains, but we can, within our contexts, do smaller acts of care that may prove to be part of a larger transformation for us as teacher educators. 

    There is so much more that I intend to unpack from my conference experience which I will continue to reflect on and share in the Blogs to come.  If I could sum up the general feeling that emerged for me from this conference experience it would be “satisfaction and gratitude”.  Satisfaction in the meaningful discourse we engaged in together; gratitude for the participants who contributed their time and expertise to make it all happen. In particular, gratitude to my two conference Co-Chairs – Linda Austin and Cecilia Hernandez!  I hope for those who were able to experience the summer conference that it was an opportunity to validate what you do and confirm the powerful impact you have on developing teachers.  Many new ideas were generated about the new dimensions emerging in our clinical practices.  So my new resolutions are to:

    •        Model ATE standards in what I do;
    •        Talk less and listen more to my teacher candidates and mentor teachers;
    •        Champion collaborative program designs that provide robust clinical experiences
    •        Adopt a  pedagogy of care for my teacher interns, supervisors, mentor teachers and schools.

    There is much work ahead for teacher educators in advocating for what “WE” know is exemplary teacher preparation. We must hold fast to this territory of practitioner knowledge and research.  I look forward to what unfolds regarding this theme in the annual conference in Atlanta in February!


    Respectfully Yours,

    Patricia Tate

    ATE President


    References of Interest to Share: 

    Dinkelman, T. (2003). Self-study in teacher education:  A means and ends tool for     promoting reflective teaching. Journal of Teacher Education, 54(6), 6-18.

    Feiman-Nemser, S. (2011). Teachers as learners. Cambridge, MA: Harvard Education Press.

    Guyton, E. & McIntyre, D.J. (1990). Student teaching and school experiences. In W.R. Houston (Ed.), Handbook of Research on Teacher Education, (pp.514-534). New York: Macmillan.

    National Council for Accreditation of Teacher Education. (2010, November). Transforming teacher education through clinical practice: A national strategy to prepare effective teachers. Washington, DC: Blue Ribbon Panel on Clinical Preparation and Partnerships for Improved Student Learning.

    Gimbert, B., & Nolan, J.F. (2003). The influence of the professional development school context on supervisory practice: A university supervisor’s and intern’s perspectives. Journal of Curriculum and Supervision, 18(4), 353-379.

     

     

  • 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! 

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