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2018 Call for Proposals

ATE 2018 Summer Conference

Call for Proposals

Hotel Albuquerque & Hotel Chaco

Albuquerque, NM

August 3-7, 2018

The online Call for Proposals for ATE's 2018 Summer Conference is now available. To submit a proposal, please read all of the information below, prepare your material, and send the word documents to David Ritchey.

Proposals are due by June 1, 2018. For a print copy of the information below click here.

Theme: Educators at the Forefront:

New Dimensions for Clinical Preparation and Development of Educators

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 both school- and university-based teacher educators. 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 educator’s 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?

Educators are now at the forefront in addressing the new dimensions associated with clinical aspects of educator preparation and development. The conference theme recognizes that education and teacher education are bombarded with ever-changing local, state, and federal accountability mandates which aim to control, dictate, and prescribe professional roles and responsibilities of educators. Current mandates now focus on the clinical aspects of educator preparation.

ATE is committed to bringing many entities together for the common good of preparing and developing quality educators. ATE strives in this conference to be a visible leader owning a unique identity as encompassing the essential roles of the teacher educator. In this conference teacher educators are encouraged to claim their own identity as practitioner scholars who bridge school-university contexts, connect theory-to-practice, engage participants in reflection and reflectivity on their practices, and advocate for the holistic, caring, and ethical practices in the development of educators.

This conference claims clinical practice as the key dimension associated with effective educator development and proposes the following strands for presentations:

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

(Aligned with ATE Teacher Educator Standards 1 – Teaching, 2 – Cultural Competence, and 3 – Scholarship)

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?

The wealth of scholarship from the field of educational research should be visible and recognized as pivotal in the development of novice and experienced teachers. Presentations are encouraged that derive their program pedagogies from research on teacher learning and implications for a teacher educator’s practice. Research that informs how teacher educators develop professionally is encouraged.

Research that shows what constitutes productive learning experiences for developing educators is encouraged especially with regard to the knowledge and theories that frame an educator’s practice inclusive of the nuanced practices in the clinical realm of preparation and development.

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

(Aligned with ATE Teacher Educator Standards 1 – Teaching, 2 – Cultural Competence, and 3 – Scholarship and 4 – Professional Development)

It is recognized that teacher educators engage in both processes of mentoring (non-evaluative processes) and supervision (evaluative/judgmental processes). Proposals are encouraged that revisit and unpack knowledge that is essential to this role. Research and inquiry into the key aspects associated with a “repertoire of leadership/supervisory/mentoring/teaching practices” that are foundational to the role of a teacher educator are solicited for this strand.  These practices encompass ethical and fair practices in development of teachers and align with operationalizing the ATE Teacher Educator Standards.

Presenters 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 especially supervision and mentoring practices that are derived from the professional development literature (i.e. 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).

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?

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

(Aligned with ATE Teacher Educator Standards: 3 – Scholarship, Standard 4 – Professional Development, Standard 5 – Program Development, Standard 6 – Collaboration, Standard 7 – Public Advocacy, and Standard 8 – Teacher Education Profession)

Teacher educators operate in a “third space” as boundary spanners in territory given little attention in the scholarly literature. This conference intends to emphasize what teacher educators do that is essential in connecting school-university contexts – from relationship building – to the one-on-one teaching with educator candidates and developing educators.

As the theme of this conference implies, the new dimensions for clinical preparation and development of educators will be the forum for our conversations and sharing. The purpose of the conference is to give participants the opportunity to articulate the deeper work they do in teacher preparation and teacher development. Our efforts together will build on current initiatives in defining a practitioner-scholar research base that informs the work of teacher educators inclusive of school- and university-based supervisors, mentors, administrators, and counselors.

Key Questions 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?

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

(Aligned with ATE Teacher Educator Standards: 3 – Scholarship, Standard 4 – Professional Development, Standard 5 – Program Development, Standard 6 – Collaboration, Standard 7 – Public Advocacy, and Standard 8 – Teacher Education Profession)

During the last decade, accreditation mandates have shifted to requiring performance-based assessments to attest to the quality of educator preparation. Performance-based assessments must explicate alignment to specific prescriptive standards for program design and clinical contexts. Challenges arise for program providers when mandates erode professional autonomy and application of knowledge and theories that reflect best practices in the field. Added to this challenge are the inequities that exist among multiple pathways to educator credentials, which impose different sets of standards and expectations for completion of licensure requirements. Can teacher educators as boundary spanners find what is right and good in the accreditation process and advocate for what needs to be changed?

Thoughtful inquiry that provides openings for constructive dialog among educator preparation program providers are encouraged that find common ground and validate our essential roles and responsibilities in preparation and development of 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?

The 2018 Summer Conference Planning Committee encourages formats that use multiple presenters, undergraduate and graduate students, classroom teachers, teacher educators at all levels, other school personnel, and policy makers. These sessions may include the application of research, position papers, descriptions of existing programs/practices, or innovation in teacher education. Various types of sessions addressing the conference theme or other ATE interests are scheduled throughout the conference. 

The 2018 summer conference is an all multiple-paper type conference.  There will be no single session papers.

Proposals are due June 1, 2018.

Thematic Sessions:

Sixty to Eighty-minute sessions addressing the conference theme or other ATE interests are scheduled for August 5th-7th. These sessions may include the application of research, position papers, descriptions of existing programs/practices, or innovation in teacher education. Proposals of the following types are encouraged:

A. Multiple Paper Format:  This type of thematic session provides an opportunity for authors to present a synopsis of their work. The planning committee will group two-three papers of a related topic or theme for 60 to 80 minutes. Each paper will be given approximately 20 to 25 minutes to present, followed by a 10 to 15-minute question-and-answer session.

B. Roundtable Format:  Roundtables are informal sessions during which presenters are seated at a table to discuss works-in-progress that may not be ready for formal presentation. Tables are numbered to allow conference attendees to easily identify an individual presenter’s session. Each discussion lasts 60 minutes.

C. Research Sessions:  Two – three research papers will be grouped by related topics or themes in 60 to 80-minute sessions scheduled on August 5th or 6th.  Research papers are presented in approximately 15 to 20-minute time segments. A Discussant will provide a response at the conclusion of the presentations.  If a proposal is accepted a written paper or research report MUST be submitted to the Discussant by July 15, 2018.

Proposal Format:

Proposals must be submitted by June 1, 2018. Please read the information on this page in its entirety to better understand the requirements and guidelines for the proposal submission. Each proposal, regardless of session type, must be submitted as a Microsoft Word document and e-mail (please send Word documents, not PDFs) as two attached documents: (A) Cover Page and (B) Abstract for Thematic Presentation, including all required information as stated below, to David Ritchey.

A. Cover Page:

1. Title of the Session

2. Type of Session: Identify as one of the following: Multiple Paper, Research Session, or Roundtable.

3. Session Organizer: Name, title, institution, e-mail and mailing addresses, fax number, and telephone number.

4. Additional Presenters: Same information as Session Organizer

5. Subject Descriptors: Identify the conference strand this presentation most closely relates to and include three one – or – two-word descriptors for the subject index.

6. Teacher Educator Standards: Select the appropriate Teacher Educator Standard(s) that aligns with your submission: 1) Teaching; 2) Cultural Competence; 3) Scholarship; 4) Professional Development; 5) Program Development; 6) Collaboration; 7) Public Advocacy; 8) Teacher Education Profession; 9) Vision. See ATE Website for more complete descriptions.

7. Summary for Conference Program: Describe the session in thirty words or less for use in the conference program. Be precise in describing the content of the session to aid attendees in selecting topics relevant to their interests. Proposals that do not include this summary or go beyond the thirty-word limit summary may not be considered. If the summary exceeds the thirty-word limit, the program committee may edit it prior to the conference.

8. ATE Participation and Professional Role: Please identify your professional role (e.g., college or university faculty member, college or university administrator, graduate student, classroom teacher, preK-12 administrator) and level of ATE involvement (member, non-member, conference newcomer).

Please note that all proposals are blind-reviewed and that this information will in no way affect the status of your proposal but will be used for scheduling accepted proposals and for communicating with presenters about other role-specific opportunities offered via ATE.

B.  Abstract of Presentation

Thematic Presentation (Omit any identifiers from your abstract.)

       1.  Title

       2.  Type of Presentation: (Multiple Paper, Roundtable, or Research Session.)

       3.  Teacher Educator Standard(s)

       4.  Objective(s) of the Presentation

       5.  Relationship to Conference Theme/Strands

       6.  Content of Presentation (no more than 1,000 words, including methodology and literature review when                                 appropriate)

       7.  Relevance or Implications of Topic

       8.  Participant Outcomes

The committee may not review a proposal that does not follow this format. Proposals will be reviewed on the basis of how well each component of the abstract is addressed in the submission.

Due Dates and Submission:
Proposals must be submitted by June 1, 2018.  Email the two Word documents described above to
 David Ritchey.

General Information

      A. All presenters are required to pre-register for the conference. Presenters should have 15 copies of handouts or materials for the attendees.

      B. ATE does not provide audiovisual equipment. However, ATE will provide the name of an agency that can be                           contacted for individual presentation arrangements.

      C. Information used in the program is copied from the proposal cover page. ATE reserves editorial rights.

      D. All communication is with the session organizer who is responsible for communicating with other presenters of                   that session.

      E. Graduate students, classroom teachers, and new ATE members are especially encouraged to submit proposals.

2018 ATE Summer Conference Planning Committee

Patricia Tate, President

Linda Austin and Cecilia HernandezPlanning Committee Co-Chairs

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