Resolution 2010-2: Inclusive Education
Whereas, the Association of Teacher Educators supports the concept and practice of inclusive education;
Whereas, the Association of Teacher Educators supports policies [standards] and practices encouraging teacher preparation programs to include instruction designed to improve candidates' knowledge and skills in working with students with special needs;
Action Statement: The Association of Teacher Educators resolves
(1) that the Association shall infuse in the criteria for the Award for Distinguished Program in Teacher Education programs that demonstrate effective teaching skills grounded in best practice for students including those with various abilities and disabilities and those from cultural and linguistic diverse backgrounds; those with various socio-economic backgrounds and gender.
(2) that the Association shall infuse in the entry process for the Award for Distinguished Program in Teacher Education evaluation data that reflects candidates teaching skills for students including those with various abilities and disabilities and those from cultural and linguistic diverse backgrounds; those with various socio-economic backgrounds and gender.
(3) that the Association shall draw upon the expertise of its members to be included as part of, or consultant(s) to, the Award for Distinguished Program in Teacher Education Evaluation Committee.
Resolution 2010-3: Developing and Communicating Resolutions
Whereas, there are numerous important issues that impact teacher education.
Whereas, the ATE should be proactive and public regarding its positions on these issues. Whereas, these issues may include federal aid to education, Race to the Top, pay-for-performance, alternative certification, grade retention of children, and lack of support for the education of gifted children in public schools, and other issues relevant to the mission of ATE,
Action Statement: The Association of Teacher Educators resolves
(1) that the Resolutions Committee will solicit and/or draft statements on such issues for consideration by the 2011 Delegate Assembly
(2) that such considerations by the Resolutions Committee provide direction to the appropriate body and/or influence policy makers at the local, state, and federal levels.
Resolution 2011-1: National Council on Teacher Quality (NCTQ) Teacher Education Programs’ RankingsWhereas, U.S. News & World Report and the National Council on Teacher Quality (NCTQ) announced a partnership to rate the quality of teacher education programs in the U.S.;
Whereas, teacher education programs have a long, credible history of evaluation by national and regional accreditation agencies, sanctioned by the U.S. Department of Education, state Departments of Education, Boards of Regents, and other professional organizations, which are available for public review;
Whereas, the methodology to be employed is flawed as noted by deans of education at some of the top research universities, (http://www.insidehighered.com/news/2011/02/08) and that non-responders are to be given estimated rankings and faulted for their refusal to participate;
Whereas, challenges to these rankings can be made subsequent only to their publication, thereby reducing or possibly negating their impact;
Be it resolved that the Association formulate a statement directed to the NCTQ challenging the proposed use of its standards in order to rank teacher education programs and to publish these rankings in U.S. News & World Report
Be it further resolved that the Association produce a press release on this issue for distribution to delegates and national media
Resolution 2011-2 Amendment to Definition of “Highly Qualified Teacher”
Whereas, there is an amendment to the highly qualified teacher definition in the Elementary and Secondary Education Act (ESEA);
Whereas, this amendment codified into law, through the 2012-2013 school year, a U.S. Department of Education regulation that allows thousands of underprepared and inexperienced individuals to teach, and denies parents notification of the teacher’s underprepared status;
Be it resolved that the Association urge Congress to repeal this amendment
Be it resolved that the Association work to develop a rational and transparent definition of teacher quality
Be it further resolved that the Association’s definition be disseminated to appropriate parties.
Resolution 2011-3 Pay-for-Performance
Whereas, there is a national trend toward evaluating teachers based on the concept of “pay-for-performance”;
Whereas, multiple systems have been or are being developed that encompass “pay-for-performance”;
Be it resolved that the Association develop a scholarly response to this trend
Be it further resolved that the Association’s findings be disseminated in an appropriate manner.
Resolution 2012-1 State Teacher Education Program Approval
Whereas state legislatures, state departments of education, and state professional standards boards are given legal authority to provide oversight and approval of educator preparation programs;
Whereas SCDE’s are primarily responsible to develop and implement the standards for teacher candidates and program approval;
Whereas curricular mandates are not effective means to assure quality teacher education programs; and
Whereas careful attention must be paid to the effective preparation of highly effective educators whose effectiveness is best measured by candidate competence.
Be it resolved that ATE encourage state agencies, accrediting agencies, and institutions of higher education to continue the use of candidate competence and related performance assessments in the program approval process; and
ATE continue to articulate and defend best practices related to program development, educator preparation programs, and program approval.
Resolution 2012-2 Online Teaching and Learning
Whereas there are a growing number of teacher education courses and programs being offered in online format, including many in teacher education programs;
Whereas ATE members are uniquely qualified to identify and promote effective teaching and learning practices
Whereas there are already externally developed indicators for online teaching and learning.
Resolve that ATE must formulate its position and state such in a position paper to be promulgated by an association group to be identified by the ATE President and Board of Directors during her term of office.
Resolution 2012-3 Support for Federal Department of Education
Whereas we are approaching a presidential election cycle; and
Whereas there has been discussion concerning the continuation of the federal Department of Education;
Be it resolved that ATE reaffirms our support for the federal Department of Education and that we encourage the ATE membership to carefully evaluate the platforms and positions of the candidates and their respective political parties.
Resolution 2013-1: Call for More Effective Response to Violence
The Resolutions Committee, at the request of PACTE to address the statement of the 180+ organizations that have endorsed the Statement on Effective Violence Prevention proposes the following resolution:
Whereas, many of our national organizations, along with our whole nation, offer condolences to the families of the lost and wounded of Sandy Hook Elementary, and have endorsed the statement on Effective Violence Prevention;
Be it resolved that the President and Board of Directors of ATE join the 180+ organizations that have endorsed the Statement on Effective Violence Prevention.
Resolution 2013-2, Call for Input to Council for Accreditation of Educator Preparation (CAEP) Draft Standards
Whereas, the Council for Accreditation of Educator Preparation (CAEP) has released draft standards;
Whereas, CAEP is soliciting public comment until March 29th;
Whereas, ATE is invested in quality teacher preparation and the future of accreditation;
Be it resolved, ATE encourages and supports members to offer comments during the public comment period for the CAEP draft standards;
And be it also resolved that the Executive Director immediately solicit input from the membership on the draft standards.
Resolution 2013-3, Universal Preschool Education
Preschool education has been shown to be a significant contributor to the subsequent success of children both in school and in life. While there is nearly universal agreement of this connection, and substantial research evidence that 90% of a child’s intellectual capacity is developed prior to age five, a large percentage of young children are not afforded the opportunity to derive these benefits, due to a lack of funding and access. On the other hand, the retention of children in primary and secondary grades costs over 14 billion annually, has been shown to have extremely negative effects on those children who are retained, and correlates with a 40 to 50% increase in the likelihood that these retained students will drop out, over those who were never retained.
Whereas we believe providing preschool education for all children who fall into the appropriate age group, is essential for their futures;
And whereas the Association of Teacher Educators is a collective voice to promote best practices in American education;
And whereas we believe this to be an opportune time to lend support to the need for universal preschool education as well as for the preparation of effective early childhood educators;
Now therefore be it resolved that ATE support universal preschool education in the following ways:
•Support the institution of alternate education paths proven successful for those children in lieu of current retention policies.
•Support the use of the 14 plus billion annually spent on retention, to the expansion of high quality preschool programs.
•Increase publications on the nature of and vital importance of preschool education.
•Disseminate knowledge that would support universal preschool education and advocate the elimination of retention on a national level.
•Pursue opportunities for joint ventures between ATE and other organizations in the field of early childhood education.
Be it further resolved that the Board of Directors take appropriate action to achieve these goals and report these actions directly to the Resolutions Committee.
Resolution 2013-4, Proliferation of Value Added Modeling (VAM) In Teacher Evaluation
Value added modeling (VAM) is a type of statistical analysis that measures students’ achievement progress by comparing their most recent standardized test scores to their results from earlier tests. Recently initiated policies in several states employ VAM data as a means of identifying individual teachers’ effectiveness. In some states, VAM data accounts for as much as fifty percent of teachers’ performance evaluations (Baker et al., 2010). Administrators use data gathered using VAM to make personnel decisions including offering pay incentives to teachers, offering or denying tenure, and teacher dismissal based on their students’ performance. The prevalence of policies that employ VAM as a measure of teacher effectiveness has direct implications for teacher education in the United States.
Whereas we are influenced by the evidence that indicates that many current uses of VAM are either statistically invalid, unreliable, or both (Baker et al., 2010);
Whereas we are concerned by the proliferation of VAM in new forums, such as evaluation of pre-service teachers and teacher education programs;
Whereas we believe both pre- and in-service teachers should be evaluated using a range of measures and should avoid over-emphasizing any one evaluation technique (Baker et al., 2010);
Whereas we believe that VAM-based teacher evaluation policies will drive away capable people from pursuing careers in education (Baker et al., 2010) ;
Whereas we believe that VAM-based teacher evaluation policies could cause effective educators currently working in schools to avoid teaching at-risk students (Baker et al., 2010);
Whereas we believe that VAM-based policies may negatively affect the quality of clinical and field experiences of pre-service teachers;
Be it therefore resolved that
•ATE supports ongoing external, scholarly, impartial, and non-partisan research into the validity and reliability of the VAM-based teacher evaluation systems currently being used in the United States.
•ATE encourages its members to present the evidence indicating the inaccuracies and ambiguities inherent in VAM-based teacher evaluation systems, where they exist, and alternate models of effective teacher evaluation systems with state and national policy makers.
•ATE will include a conference strand and this issue.
•The ATE Board of Directors will take appropriate action, including collecting data on the effects of VAM on the clinical experiences of teacher education programs, to respond to the components of this resolution.
Baker, E. L., Barton, P. E., Darling-Hammond, L., Haertel, E., Ladd, H. F., Linn, R. L., … & Shepard, L. A. (2010). Problems with the use of student test scores to evaluate teachers. Washington, DC: Economic Policy Institute.
Resolution 2013-5: Publication of Yearly Resolutions of the Association of Teacher Educators
Whereas the Association of Teacher Educators adopts resolutions each year through the Delegate Assembly;
And whereas these resolutions can be seen to be the current thinking and/or positions of the Association;
And whereas it is vital for the Association to widely distribute these resolutions so that the educational community at large knows the positions of the Association;
Be it therefore resolved that the editors of Action in Teacher Education be directed to publish, on an annual basis, the resolutions adopted by the Association in the previous year, and the actions taken in response to those resolutions.
Association of Teacher Educators
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