Online Call for Proposals
Chicago Hilton Hotel
February 13-16, 2016
Please read the following, then click here to access the All Academic website to submit your proposal online.
The 2016 Annual Meeting of the Association of Teacher Educators will be held in Chicago, Illinois at the Chicago Hilton Hotel. The theme selected by President Linda Houser is Accountability: Making It Meaningful.
The following strands focus the concepts, research, and practices for the ATE 2016 annual conference.
Conference Strands and Guiding Questions:
Accountability: Making It Meaningful
Strand 1: The Policy, Politics, and Impact of Rankings and Accountability for Teacher Education Programs: Past, Present and Future
Strand 2: Examining the Ethics, Sustainability, Validity, Reliability, and Equity of High-Stakes Testing in K-16 Education
Strand 3: Impact of K-16 Accountability on Teachers, Administrators, Students, Parents, Teacher Educators, Communities, and the Curriculum
Strand 4: Accountability and the Achievement Gap
Strand 5: Accountability and School Performance: Is There a Connection?
Strand 6: The Role of Technology in Educational Accountability
Strand 7: Accountability Surrounding Clinical Practice and Assessment
The 2016 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.
Proposals are due June 1, 2015
Forty-minute sessions addressing the conference theme or other ATE interests are scheduled for February 14-16. These sessions may include the application of research, position papers, descriptions of existing programs/practices, or innovation in teacher education. The Planning Committee is encouraging the submission of Multiple Paper Formats as one means of bolstering attendance at thematic sessions. 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 papers of a related topic or theme. Each paper will be given approximately 20-25 minutes to present, followed by a 10-15 minute question-and-answer session.
B. Single Paper Format: Single-paper presentations provide an opportunity for participants to share a synopsis of their work. The presenter typically allows 20-25 minutes to present followed by 10-15 minutes of discussion.
C. 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 40 minutes.
D. Research Reports: Research papers are presented in approximately 15-20 minute time segments. The paper presentations are grouped by related topics or themes in fifty-minute sessions on February 14-16. A response is provided at the end of the session by a discussant. If a proposal is accepted the written paper is due to respective discussants by January 15, 2016.
E. Technology Share-A-Thon Format: These interactive technology sessions will be presented in the 21st Century Classroom. Proposals should highlight how technology will be used to enhance the learning of content while engaging 21st century learners. The planning committee will group three interactive sessions to run concurrently during each time slot. Each presentation will be given twice during the 60-minute session. Presentations should last approximately 20 minutes, and will be followed by 10-minutes of free exploration by attendees.
F. 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 14 and 15.
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.
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.
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. 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, Technology Share-A-Thon Format, Roundtable Format) must include the following:
(2). Type of Session: Identify as one of the following: Single Paper Format, Multiple Paper Format, Technology Share-A-Thon Format, or Roundtable Format.
(3). Objective(s) of Presentation
(4). 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: http://www.ate1.org/pubs/Standards.cfm) for more complete descriptions.
(5). Relationship to Conference Theme and Strands
(6). Abstract of Presentation (3000-500 words)
(7). Description of Audience Participation
Research Reports and Emerging Scholars Series must contain:
(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: http://www.ate1.org/pubs/Standards.cfm) 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 June 1, 2015. Click here to access the All Academic website in order to submit your proposal(s).
A. Formats that utilize multiple presenters are encouraged. 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 20 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.
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.
2015-16 ATE Summer Conference Planning Committee
Linda Houser, President
Annette Digby and Ryan Flessner , Planning Committee Co-Chairs
Special Opportunity: ATE Clinical Practice Fellows
Apply to become a 2016 ATE Clinical Practice Fellow!
ATE Clinical Practice Fellows are a group of teacher educators who have a strong research interest in clinical practice. Clinical Fellows attend a special pre-conference full day symposium on Saturday, February 13, 2016, before the opening keynote that evening, sponsored by ATE’s Commission on Clinical Practice.
The first Clinical Fellows Symposium was held at the 2015 meeting and was a resounding success! Sixty-six Clinical Fellows and Clinical Practice Partners (school-based teacher educators such as mentor teachers, PDS principals, and coaches) were selected in a competitive application process to serve as the Founding Fellows. At the inaugural symposium in 2015, these Fellows and their Partners networked with one another, shared research interests, and heard from some of the top scholars in clinical practice as they engaged in a national dialogue about “turning teacher education upside down” and putting clinical practice at the center of all teacher education endeavors!
The Founding Fellows have created working groups to continue their dialogue and discussion and take action to build new and enhance existing clinically-rich teacher education programs. The Founding Fellows will return to ATE in 2016 to share their progress and continue the dialogue.
In addition, we invite other teacher educators in all stages of their careers to join the Founding Fellows by applying to be a 2016 ATE Clinical Practice Fellow. We especially encourage doctoral students and early career faculty members to apply, while simultaneously submitting a research paper focused on clinical practice to the ATE’s Emerging Scholars Program. Having the dual designation of Emerging Scholar and Clinical Practice Fellow at the 2016 annual meeting will afford you many wonderful opportunities to discuss your work, learn from others, and contribute to the larger conversation about clinical practice in teacher education.
If selected, we strongly encourage all 2016 ATE Clinical Fellows to bring a school-based teacher educator (mentor teacher, PDS principal, coach, etc.) to the conference to serve as a “thought-partner” throughout the symposium and conference activities. School-based educators will be designated as “Clinical Practice Partners” and will received special recognition along with all Clinical Practice Fellows at the conference. You are encouraged to explore funding for a Clinical Practice Partner through your institution’s deans office.
If selected as a Clinical Practice Fellow, your time at the Saturday Clinical Fellows Symposium will include:
Welcome and Special Recognition from ATE President as well as Clinical Practice Fellow 2016 Co-Chairs, Audra Parker, Seth Parsons, Kristien Zenkov, Diane Yendol-Hoppey and Nancy Fichtman Dana
Activities to foster networking with other Fellows and their Partners to spark conversation about clinically rich teacher education
Symposium Address delivered by Renée Clift, Associate Dean, University of Arizona and Carolyn Dumler, Assistant Superintendent, Marana Unified School District. Dr. Clift and Dr. Dumler will lead a discussion of the importance of continuous communication and the need for structures that facilitate positive interactions in creating and sustaining clinically rich teacher preparation. Dr. Clift was ATE’s 2015 Distinguished Teacher Educator Award winner and has published widely on school-university collaboration and integrating methods courses and field experiences. Her most recent research focuses on the dean’s role in promoting teacher preparation and on embedding early childhood teacher preparation in schools, families and communities. Dr. Dumler is the Executive Director of the University of Arizona Professional Preparation Board and has numerous state and national presentations on teacher evaluation and school-university collaborations to support prospective teachers. Dr. Clift and Dr. Dumler have worked closely with one another to embed teacher education in clinical settings and to survive (and thrive) while responding to external mandates for accountability.
Structured work time to share your own work on clinical practice with others and receive feedback or launch a new research project in collaboration with other Clinical Practice Fellows and their Partners.
The application process is competitive, but simple. Click here to download the application form and submit to email@example.com. Your application will be reviewed along with proposals for the conference and you will be notified in early Fall of your acceptance.