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2019 Call for Proposals

ATE 2019 Annual Meeting

Call for Proposals


Hotel Sheraton Atlanta

Atlanta, Ga

February 17-20, 2019


Click to access All Academic and submit your proposalThe online Call for Proposals for ATE's 2018 Annual Meeting is now available.

To submit a proposal, please read all of the information below, review the requirements on All Academic, prepare your materials, and submit your documents through All Academic


You will need to create a new record for the All Academic online proposal submission for ATE’s 2019 Annual Meeting, even if you have submitted proposals for past Annual Meetings. To create a new record, click on the link to the All Academic page and then click on the green “Create a New Account” link in the “Login Here” box.


Due to requests from members, the deadline for submitting proposals for the

2019 ATE Annual Meeting in Atlanta has been extended.

Proposals are due by July 20, 2018


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 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?

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.


Deadline to submit proposals is July 20, 2018.


Conference Strands

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?


Click to access All Academic and submit your proposal

Proposals are due by July 20, 2018.

To submit a proposal, please read all of the information below, review the requirements on All Academic, prepare your materials, and submit your documents through All Academic

You will need to create a new account for the All Academic online proposal submission for ATE’s 2019 Annual Meeting, even if you have submitted proposals for past Annual Meetings. To create a new account, click on the link to the All Academic page and then click on the green “Create a New Account” link in the “Login Here” box.

Below are the requirements for proposal submissions that are on All Academic for your convenience.

General Information

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

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

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

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

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

Below is the information and snapshot of the All Academic requirements for proposal submissions.

The 2019 Annual Meeting 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

The 2019 annual conference is an all multiple-paper type conference.  There will be no single session papers.

Thematic Sessions

Thematic sessions addressing the conference theme or other ATE interests are scheduled for February 18 - February 20. These sessions may include the application of research, position papers, descriptions of existing programs/practices, or innovations 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 - 80 minutes. Each paper will be given approximately 20 - 25 minutes to present, followed by a 10 - 15 minute question-and-answer session.

B. Roundtable Format:  Roundtables are informal sessions during which a presenter is 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 Papers:  Two–three research papers will be grouped by related topics or themes in 60 - 80 minute sessions scheduled on February 18 or 19.  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 January 15, 2019.

D. Emerging Scholars Series:  Graduate students and those who have graduated within the last two years are encouraged to apply to participate in the Association of Teacher Educators’ Emerging Scholars Series. This is a prestigious, highly competitive strand highlighting the work of scholars who are new to academia. Emerging Scholar sessions are held February 18 and 19.

The purpose of the series is to foster a community of emerging scholars within ATE and to create a support network for recent graduates and soon to be graduates. While we strongly encourage research presentations, we will also consider other types of presentations such as conceptual analyses and program descriptions. Participants’ presentations will be grouped by topic and assigned an ATE Facilitator to coordinate and mentor during the session. Participants will also attend a reception that will allow them to engage with more experienced scholars in conversation around issues such as navigating the job market, thriving in the first two years, preparing articles for publication, or balancing teaching, research, and service.

E. Symposium: A symposium provides an opportunity to examine specific research issues, problems, or topics from a variety of perspectives. Symposia may use a panel discussion format targeted at a clearly delineated research issue or idea.  Symposium submissions will have 3-4 papers for the 60 - 80-minute session.  The session organizer will provide the name and information of a Symposium Discussant.

 

Before you begin entering your proposal in the All Academic conference site, you should have all of the necessary information prepared and have enough time set aside to complete the submission process. If you pause your work in the middle of a submission and you haven't saved your work, your session will time out after 60 minutes, and you will lose your work. Being prepared before you start is important.

 

Proposal Format:

The information for your cover page will be entered into the All Academic site when you begin the process.  You do not need to upload a separate cover page.  This information will include Title, Type of session, 30-word description, Subject Descriptors, Teacher Educator Standards, List of Presenters with e-mail addresses, institution, etc.

After entering that information into the All Academic proposal submission site, you will need to upload your proposal.  Failure to upload a proposal, will mean that your submission cannot be reviewed.  Because proposals are subject to blind review, do not include your name or the name of any other participant in this document.  This could cause your proposal to not be reviewed.

 

All Proposals for Thematic Sessions (Single Paper Format, Multiple Paper Format, Roundtable Format) must include the following:

1.     Title
2.
     Type of Session: Identify as one of the following: Single Paper Format, Multiple Paper Format, Symposium Format, or Roundtable Format.
3.
     Objective(s) of Presentation

ATE Teacher Educator Standards: Select the appropriate ATE 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 (Standards can be downloaded from this site: (https://ate1.org/standards-for-teacher-educators) for more complete descriptions.

4.     Relationship to Conference Theme and Strands
5.     Abstract of Presentation (300-500 words)
6.     Description of Audience Participation

Research Reports and Emerging Scholars Series must contain:

  1. Title
  2. Type of Session: Identify as one of the following: Research Report or Emerging Scholars’ Series.
  3. ATE Teacher Educator Standards: Select the appropriate ATE Teacher Educator Standard(s) that align(s) 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 (Standards can be downloaded from this site: ) for more complete descriptions.
  4. Introduction and Theoretical Framework
  5. Research Objectives
  6. Methods or Techniques of Data Collection
  7. Results/Conclusions/Implications for Teaching and Teacher Education 

The committee may choose not to review proposals that do 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 July 20, 2018

Click to access All Academic and submit your proposalProposals are due by July 20, 2018.


2019 ATE Annual Meeting Planning Committee

Patricia Tate, President

Christie McIntyrePlanning Committee Chair

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