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 AACTE Projects/Programs 
Academy for Leadership Development Center for Improving Teacher Quality The Center for Improving Teacher Quality (CTQ) is a collaborative project of the Council for Chief State School Officers (CCSSO) and its program, the Interstate New Teacher Assessment and Support Consortium (INTASC); the National Association of State Directors of Special Education (NASDSE); the American Association of Colleges for Teacher Education (AACTE); the Council for Exceptional Children (CEC); the federal Regional Resource Centers (RRCs), and the federal educational laboratories and comprehensive centers.
The mission of the Center is to develop exemplary models for how to build an effective
statewide system of preparation, licensure, and professional development for general and
special education teachers of students with disabilities. Community Colleges AACTE is committed to building and strengthening the relationship between community colleges and AACTE members. Through workshops, meetings and papers, AACTE is emphasizing the particular importance of building strong teacher education articulation agreements between community colleges and colleges and universities. Staff Contact: Mary Harrill-McClellan Database on Teacher Education The Professional Education Data System (PEDS) is co-sponsored by the American Association of Colleges for Teacher Education (AACTE) and the National Council of Accreditation for Teacher Education (NCATE). All member institutions are required to submit the PEDS report on an annual basis. AACTE collects data on enrollment, program completions, faculty, staff, finances, and technology. The primary purposes of PEDS are to collect the basic data that identify and describe schools of education, to maintain counts of the number of students enrolled and number of degrees confirmed by level of program, and to monitor changes in the demographics of postsecondary students. Staff Contact: Yupin Bae Disciplinary Associations Network for Sustainability (DANS) AACTE periodically posts information on the work of this national network of higher education disciplinary associations who have joined forces to further the goals of UNESCO's Decade of Education for Sustainable Development. Based on UNESCO's objectives, the efforts of DANS focus on advocacy, communication, and networking directed at helping educators include sustainable development concerns and goals in their programs. Projects under consideration by DANS? working groups include service learning and action research activities; an information and collaboration "wiki" and webcasts for exchange of information on resources, syllabi, and best practices; faculty professional development offerings, and inclusion of sustainability education in undergraduate teaching standards across disciplines. Staff Contact : Alicia Ardila-Rey Early Childhood Education AACTE understands the critical need for quality teachers at the early childhood level. The Association is committed to work to enhance the professional quality of early childhood education teacher preparation programs, and to ensure the continued professional development of early childhood teachers. Staff Contact: Alicia Ardila-Rey Global/International Education Activities AACTE encourages the exploration of global education, cross-cultural education, and international teacher education as well as faculty development in these areas. The AACTE Committee on Global Diversity and Inclusion fosters development of a global perspective in teaching and teacher education and promotes the use of this perspective in decision-making within the Association, member institutions, and related constituencies. The Committee develops activities with a global/international focus for the AACTE Annual Meeting, encourages the network of interested members in conjunction with the Special Study Group on Global and International Teacher Education, and administers the Best Practice Award for Global and International Teacher Education. Staff Contact: AACTE The Holmes Scholars Program On June 1, 2001, the American Association of Colleges for Teacher Education (AACTE) and the George Washington University's Graduate School of Education and Human Development GSEHD) jointly assumed the management and coordination of the Holmes Scholars Program. The Holmes Scholars Program was launched in 1991, by the Holmes Group, [now Holmes Partnership] with the primary goal of establishing equity, diversity, and cultural competence in programs of higher education, and PK-12 schools. The Program was designed to enhance the teacher education profession by recruiting, preparing, and sustaining faculty and students who reflect and understand the implications of diverse perspectives in the nation?s learning communities. It is, by all accounts, a model of best practice. Staff Contact: Alicia Ardila-Rey Mid-Atlantic Regional Teachers Project The Mid-Atlantic Regional Teachers Project (MARTP) is a collaboration formed in 1998 of six Mid-Atlantic states ? Delaware, District of Columbia, Maryland, New Jersey, Pennsylvania, and Virginia ? whose issues include regional reciprocity encompassing rural and urban challenges, retirement/pipeline projections, subject area needs, alternate route programs, teacher quality, mobility and equitable hiring practices throughout the region. (www.martp.org) Staff Contact: Susannah Patton Multicultural Education AACTE's Committee on Global Diversity and Inclusion oversees programs that foster the infusion of multiculturalism and diversity in teacher education. These programs emphasizes a commitment to cultural pluralism (No One Model American, 1972). Publications and materials are available to assist schools, colleges, and departments of education in developing a culturally responsive education curriculum and in recruiting persons of color into teaching careers. Staff Contact: Alicia Ardila-Rey Public Policy and Government Relations AACTE provides a strong voice in national public policy discussions related to teacher education, asserting the centrality of effective educator preparation in addressing the many education challenges confronting public education today. AACTE provides routine government relations updates on the website; maintains a data base of teacher preparation programs; and routinely issues policy relevant publications, such as Teacher Education Reform: The Impact of Federal Investments Day on the Hill Every summer AACTE organizes Day on the Hill. Member organizations come to the nation?s capitol from around the country to meet with their congressional delegations to share with them information about effective educator preparation programs in their states and districts. Participants receive a briefing on key education policy issues, attend a congressional reception with Members of Congress and participate in a congressional briefing. In 2007, the topic of the briefing is ?Preparing STEM Teachers: The Key to Global Competitiveness.? News Briefs
AACTE monitors teacher education related news and events by developing daily news briefs, which are posted on AACTE?s website each afternoon and delivered weekly via email to more than 800 Deans. News Briefs monitor changes in public opinion and policy affecting the welfare and interests of the Association, its membership and the teaching community.
Professional Standards & Evaluation of Teacher Education AACTE, as a major participant in the accreditation reviews and decisions conducted by the National Council for Accreditation of Teacher Education (NCATE), participates through its appointed representatives in the governance, policymaking, and accreditation decisions of NCATE. Through its Committee on Professional Preparation and Accountability, AACTE provides leadership in accreditation policy as well as hosting an annual forum for AACTE members. AACTE is leading a dialogue between NCATE and the Teacher Education Accreditation Council (TEAC) concerning the future of both organizations and identification of common accreditation values, elements, and approaches. Delegates from AACTE institutions and professional staff participate in state and national initiatives regarding educator licensure and certification and teacher education program evaluation.
AACTE provides technical assistance to institutions seeking resources and consultants related to NCATE accreditation, program evaluation, and related needs.
Standards-based Teacher Education Project The Standards-based Teacher Education Project (STEP) focuses on the redesign of teacher preparation programs by aligning with national and state academic content standards and professional teaching standards, proposing that teachers who know content and how to teach it will have a positive impact on K-12 students? learning and achievement. Staff Contact: Lisa Stooksberry Special Study Groups (SSG) SSGs were established in 1988 by the Board of Directors to provide a forum for AACTE representatives and other interested persons to come together and discuss topics of interest. Applications to establish an SSG requires an action by AACTE's Board of Directors, and each applying group must have a requisite number of representatives from AACTE member institutions, as well as a statement of purpose that indicates a contribution to the practice of teacher education. To date there are twelve SSGs. Anyone wishing to join an existing SSG should contact that SSG's chair directly, and anyone wishing to establish a new SSG should contact Staff Contact: AACTE. State Chapters Forty-five state associations of colleges for teacher education are recognized by AACTE's Board of Directors as state chapters. The presidents or liaison representatives from these chapters are members of the Advisory Council of State Representatives (ACSR). ACSR meets twice annually to advise the national organization on state policy issues. AACTE sponsors an institute each summer for ACSR members. Staff Contact: Matt Wales |
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1307 New York Ave., N.W. Suite 300 | Washington DC 20005-4701 | Tel: (202) 293-2450 | Fax: (202) 457-8095 |