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ATE Leads Push to Publish "A Call To Action," Report on Teacher Diversity 
The Association of Teacher Educators joined five other leading education groups, including the National Education Association, American Council on Education, American Association of Colleges for Teacher Education, Community Teachers Institute, and Recruiting New Teachers to publish Assessment of Diversity in America's Teaching Force: A Call to Action. The brochure was printed in quantity by NEA and has received widespread distribution in media outlets across the country.

To download a copy of the brochure in pdf format, click here. (Note: The brochure is about 512k in size, so it will take some time to download.) To download a press release with additional information, click here.

 

Sunday, February 14, 11:10-12:40
Finding Meaning in School System Gone Mad: A View from the Classroom
Description: A Chicago public school teacher and his students discuss how they attempt to engage in meaningful learning experiences amid the pressures of high-stakes accountability.
Panelists: Greg Michie, 7th/8th grade teacher, Chicago Public Schools, and 2-3 of his 7th/8th grade students

Sunday, February 14, 2:15-4:00
Reframing Accountability for Education Justice
Educational “accountability” has served to retain students, fire teachers, close schools, destroy neighborhoods, and privatize education. We examine accountability’s impacts on low-income/working-class communities of color (focusing on Chicago), and we reframe it as “mutual responsibility,” discuss the opt-out movement, and propose ways to use assessment, not accountability, to further teaching and learning.
Panelists: Eric “Rico" Gutstein, University of Illinois at Chicago; Monique Redeaux-Smith, Morrill Elementary School, Chicago Public Schools; Jeanette Taylor-Ramann,  Mollison Elementary School, Chicago Public Schools

Monday, February 15, 8:15-9:30
Assessment of English Learners: A New Era of Scholarship
Assessment of English Learners (ELs) is a growing area of discussion within teacher preparation programs. K-12 schools must assess ELs’ English language proficiency and measure their academic achievement in content areas. While assessment is discussed in teacher preparation programs, specifics about assessment with ELs is absent. Panelists will discuss the growing research in the assessment of ELs within high-stakes testing, all the way to formative assessments in the classrooms. Perspectives from the national, district and classroom level will be discussed.
Panelists: Tim Boals, Executive Director and Co-Founder of WIDA; Margo Gottlieb, Lead Developer and Co-Founder of WIDA; Diep Nguyen, Northeastern Illinois University; Trish Morita-Mullaney, Purdue University

Monday, February 15; 11:10-12:40
This is What Accountability Looks Like: Perspectives on Educational Accountability to Children and Communities
This session explores accountability from a range of perspectives including those of educational activists, researchers, parents, and educators.  Our goal is to move beyond test scores to consider what communities want for their children and schools.  Panel members will explore opportunities for challenging initiatives that fail to serve children.
Panelists: Catherine Compton-Lilly, University of Wisconsin Madison; Todd K. Lilly, Edgewood College; Tim Slekar, Edgewood College; Troy LaRaviere, Blaine Elementary School, Chicago

February 15, 2:15-4:00
Promoting Accountability in School Communities through Community Schools
Community schools are places where teachers, families, community members, and service providers coordinate purposeful and results-focused partnerships. These schools provide supportive conditions for teaching and learning and become the heart of the community. What makes these schools different is the way we think about schooling. Thus, preparing teachers to teach in community schools requires a paradigm in the way we prepare teachers. Three notable community school leaders will disseminate key information about the significance of the future of community schools and will share concepts, structures and strategies teacher education programs can adopt to support this progressive school reform movement. A question and answer period will follow at the conclusion of the panel presentation.
Panelists: Monica Medina, IUPUI; Marty Blank, President, Institute for Educational Leadership, President of Coalition of Community Schools; Jim Grim, IUPUI; Jane Quinn, Promoting Accountability in School Communities through Community Schools

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