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2018 Summer Conference Brochure 

Association of Teacher Educators Summer 2018 Conference

Educators at the Forefront: New Dimensions for Clinical Preparation and Development of Educators

August 3-7, 2017- Albuquerque, New Mexico

Click here for a PDF of this page for distribution.


Education Program Providers (EPPs) must broaden their knowledge base to include the professional community that plays a key role in the initial and continuous education of teachers, principals, and school counselors, and most importantly teacher educators both school- and university-based. All members of this community are teacher educators because they engage in the professional development of teachers and collaborate with teachers for the benefit of the students and families they serve. 

ATE is a professional enterprise that blends and bridges all entities that touch teacher professional development, spanning the career phases of pre-service, induction, and in-service. Teacher educators include all professionals who engage in fostering a teacher’s development. They bring strong knowledge in their specialty and possess expertise in mentoring and supervision. Unique to a teacher educator’s role is an added layer of complexity associated with boundary-spanning and bridging between the different entities that impact the growth and development of a teacher. 

Although the teacher educators’ role is clearly defined in the ATE Standards for Teacher Educators, the essential aspects of this important role needs deeper systematic study, connection, and synthesis. A key question posed for this conference is: How do we develop as teacher educators (i.e. inclusive of principals, counselors, and school- and university-based faculty) and equip ourselves with the new skill sets needed to span boundaries associated with school and university contexts so that we can effectively develop and mentor teachers across the career span?


Four strands connected to the Association of Teacher Educator standards guide proposals and the conference:

Strand I  

Broadening our Knowledge Base within our Professional Communities: Teacher Educators Teaching of Pre-Service and In-Service Teachers

Strand II – 

Examining the Essential Practitioner Roles in Teacher Education: Challenges and Opportunities


Strand III – 

Bridging School/University Contexts: School- and University-Based Teacher Educators


Strand IV 

Professional Development of Pre-Service and In-Service Educator Candidates and Teacher Educators


Strand I – Broadening our Knowledge Base within our Professional Communities: Teacher Educators Teaching of Pre-Service and In-Service Teachers

Key Questions to Frame Discussions:

What current research informs clinical practice in preparation and development of educators?

How do we re-orient our teaching to focus on development of our own cultural competence as teacher educators?

Topics may include:

  • Nurturing Teacher Efficacy/Teacher Identity

  • Bridging Theory to Practice in Teacher Education – Practice to Theory Connections

  • Developing Teacher Educator’s Knowledge, Skills, and Dispositions with regard to Cultural Competence in Teacher Educator’s Teaching of Diverse Learners – Inclusive of ELLs and Exceptional Teacher Candidates

  • Applying Applications of Research on Learning to Teach/Learning Teaching

  • Integrating Technology and Technology Tools for Developing Teachers

  • Exploring Ethical Standards for Clinical Practice in Development of Educators

  • Negotiating Cultural Norms and Community Politics across Contexts, Roles, and Responsibilities


Strand II – Examining the Essential Practitioner Roles in Teacher Education: Challenges and Opportunities

Key Questions to Frame Discussions:

How do we integrate new knowledge and ideas about teaching and learning in our professional work as teacher educators?

What constitutes a repertoire of supervisory/mentoring and teaching practices that inform our work in teacher education?

Topics may include:

  • Synthesizing Key Constructs to be Applied in Clinical Settings from Foundational Coursework/Curriculum

  • Articulating a Continuum of Clinical Experiences that encompass – fieldwork, practicum, and internships

  • Sharing Essential and Impactful Pedagogical Methods

  • Using Assessment Data on Teacher Candidates Track Learning and Adapt Design of Curriculum for Learning

  • Mediating Teacher Learning to Impact Development of Dispositions toward Ethical Teaching

  • Reflecting on our roles as Teacher Educators through the lens of ATE Standards


Strand III – Bridging School/University Contexts: School- and University-Based Teacher Educators

Key Question to Frame Discussions:

How do we give voice to and recognition of the complexities of the role of the teacher educator both school- and university-based as a boundary-spanner in educator development?

Topics may include:

  • Investigating the Practical Implications of Third Space Theory in Novice Educator Preparation

  • Negotiating Public Expectations for Teacher Educators - Boundary-Spanning Roles

  • Drawing on the Research of Applications in Clinical Practice Activities (i.e. legitimate peripheral participation care-theory in teacher learning, program pedagogies – communities of practice)

  • Learning in Teacher Preparation and Development that is Community-based

  • Guiding Dialog and Development of Partnerships using ATE Teacher Educator Standards


Strand IV – Professional Development of Pre-Service and In-Service Educator Candidates and Teacher Educators

Key Questions to Frame Discussions:

What can we learn from our history as those who engage in teacher preparation and teacher development now termed - Education Program Providers (EPPs)?

What can we learn from professional development school research and practices?

Topics may include:

  • Showcasing Promising Models & Practices (i.e. new relational/hybrid models that connect to needs of local communities and cultures; cross-cultural community-based learning)

  • Articulating ways to Create, Nurture, and Grow Long-term Partnerships and Professional Development Communities (i.e. tapping into professional development school research)

  • Advocating for Research-Based Designs in Clinical Preparation of Educators

  • Providing an Evidentiary Research Base for Quality Clinical Practices

  • Identifying Funding Sources for Innovative Partnerships in Teacher Preparation and Development (local, state, and national levels)



To submit a proposal for ATE's 2018 Summer Conference, please read all of the information on the 2018 Call for Proposals page.  There you will find a printable copy of the above along with additional information.

Proposals are due by May 15, 2018.


Registration for ATE's 2018 Summer Conference is now Open.



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