2022 Call for Proposals
The online Call for Proposals for ATE's 2022 Summer Conference is now available. To submit a proposal, please read all of the information below, prepare your material, and submit your proposal online through our online portal.
Proposals are due by May 16, 2022. For a print copy of the information below click here.
2022 SUMMER CONFERENCE
July 29 – August 2, 2022
Our Professional Journeys: Navigating Roles, Research, Relationships, and Responsibilities
As a community of professional educators, we can no longer limit our dialogue to the recruitment, the programmed experiences leading to certification, the induction, and the retention of new teachers. We must enlarge our conversations to include professional learning for all individuals within the community over the course of their professional careers. Four critical areas (4 Rs) of conversation will be the focus of this year’s theme. I invite you to submit your proposal to join the conversations and the journey at ATE Nashville 2022 Summer Conference.Please note, as part of the 2022 Summer Conference, ATE will launch the inaugural ATE Inquiry Initiative, a collaborative exploration of the opportunity gaps in education. For more information about the Inquiry Initiative please click here. A separate application (profile) is required to participate in the Inquiry Initiative found here.
Proposals should address Our Professional Journeys: Navigating Roles, Research, Relationships, and Responsibilities.
Strand 1: Roles
Presentations in this strand explore the myriad roles in teacher education, including their creation, ongoing development, and evolution by addressing questions such as the following:
● How can your personal journey as a professional educator reveal intricate and complex roles?
● What are the unique roles within your context and what professional learning does each role require?
● How do you define and conceptualize the multifaceted nature of roles (counselor, teacher, researcher, caregiver, negotiator, leader) in your context?
● When you, as a professional educator, have transitioned between and across various roles, how did your previous role inform your new role? What new learning was needed and how was it obtained?
● How do inclusion and equity influence your role and professional journey?
● What new roles are needed or what current roles should be challenged within our educational system as we enter a post-COVID environment (i.e., mental health, secondary trauma, self-care, environmental change/challenges)?
● In what ways might the career-long roles of a professional educator be different, if the purposes of schooling were different (e.g. the purpose of education is to eliminate the opportunity gap)?
Strand 2: Research
Presentations in this strand explore research among individuals, groups, and organizations by addressing questions such as the following:
● How have you examined the professional journey to date (methodology, research findings)?
● In what ways have you examined professional practice through the study of varied perspectives?
● How have you engaged others in collaborative research efforts (e.g., with K-12 students, preservice teachers, in-service teachers, university faculty, etc.) and or used collaborative research methodologies (e.g., participatory action research and research practice partnerships?)
● What journeys does/should the profession recognize/value (i.e., existing body, alternative pathways)?
● How have you engaged in inquiry related to issues of equity and social justice?
● What new terrain (COVID, virtual) needs exploration?
● What research is needed to identify new models of learning to support an achievement-gap-free educational system?
Strand 3: Relationships
Presentations in this strand explore relationships among individuals, groups, and organizations by addressing questions such as the following:
● How can authentic relationships be forged and negotiated? What relationships exist or should exist amongst community members (e.g. administrators, teachers, parents/guardians, support personnel, and/or teacher educators?
● What best practices encourage relationship and community building across modalities (face-to-face, online, hyflex, and hybrid) post-COVID?
● How does the professional educator navigate organizational, interpersonal, and/or professional relationships across stakeholder groups and contexts?
● In what ways can we escape silos and address gaps that exist amongst K-12 schools, community colleges, universities, community-based and/or professional organizations?
● How do we find, build, and sustain relationships amongst researchers, practitioners, and policymakers?
● How do we establish and negotiate hierarchical relationships across local, state, regional, national, and/or international contexts?
● What relationships would need to be forged to establish and maintain an educational system designed to educate all children without the presence of an opportunity gap?
Strand 4: Responsibilities
Presentations in this strand examine the responsibilities of educators in our professional contexts by addressing questions such as the following:
● How might educators advocate for the profession and/or policies at the local, state, regional, national, and/or international level?
● What are the responsibilities of professional educators as advocates across their roles and relationships and/or in their research?
● What is our responsibility as professional educators to support the social-emotional well-being of ourselves, students, and communities?
● What is the responsibility of schools and communities to provide stability in times of social unrest and change?
● How do we advocate as professional educators for diversity, equity, and inclusion of our students and communities?
● What are the responsibilities of teacher preparation programs to prepare highly-effective, culturally sustaining, and antiracist classroom teachers?
● How do we build the capacity of the next generation of professional educators as leaders to advocate for the profession?
● If the purposes of public education have changed since the founding of the country, what new responsibilities does that create for the professional educator?
The 2022 Summer Conference Planning Committee encourages sessions that use multiple presenters, undergraduate and graduate students, classroom teachers, teacher educators at all levels, other school personnel, and policy-makers. These sessions may include the application of research, position papers, descriptions of existing programs/practices, or innovation in teacher education. Various types of sessions addressing the conference theme or other ATE interests are scheduled throughout the conference.
Fifty minute sessions addressing the conference theme or other ATE interests. 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 pair papers of a similar topic or theme for 50 minutes. Each paper will be given approximately 20 to 25 minutes to present, followed by a 10 to 15-minute question-and-answer session.
B. Roundtable Format: Roundtables are informal sessions during which presenters are 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 50 minutes.
Proposals must be submitted by May 16, 2022. Please read the information on this page in its entirety to better understand the requirements and guidelines for the proposal submission. Each proposal, regardless of session type, must be submitted either PDF or word doc., including all required information as stated below, and submitted here.
Step 1: Presenter’s Details (Do Not Submit as Part of the Abstract)
- Session Organizer: Name, title, institution, e-mail, social media handles, profile image, and professional biography.
- Co-Presenters: Same information as Session Organizer
Step 2: Submission Details
- Submission Title
- Summary for Conference Program: Describe the session in thirty words or less for use in the conference program. Be precise in describing the content of the session to aid attendees in selecting topics relevant to their interests. If the summary exceeds the 30- word limit, the program committee may edit it prior to the conference.
- Type of Session: Identify as one of the following: Multiple Paper or Roundtable.
- Teacher Educator Standards: Select the appropriate 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 (https://ate1.org/standards-for-teacher-educators) for more complete descriptions.
- Subject Descriptors: Identify the conference strand this presentation most closely relates to and include three one – or – two-word tags or descriptors for the subject index.
- ATE Professional Role and Involvement: Please identify your professional role (e.g., undergraduate and graduate student, classroom teacher, university/school-based teacher educator, other school personnel, policy makers. etc.) and level of ATE involvement (member, non-member, conference newcomer).
Step 3: Abstract of Presentation
Thematic Presentation (Upload your abstract as a PDF or word doc. with the following outlined information - Omit any identifiers from your abstract.)
- Type of Presentation: (Multiple Paper or Roundtable)
- Content of Presentation (no more than 1,500 words, including methodology and literature review when appropriate)
- Teacher Educator Standard(s) Addressed
- Objective(s) of the Presentation
- Relationship to Conference Theme/Strands
- Relevance or Implications of Topic
- Participant Outcomes
Reviewers may not review a proposal that does 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 May 16, 2022. Proposals are submitted thru the "Submit Proposals Here" Icon above.
All presenters are required to register for the summer conference and should be registered at least
two weeks prior to the start of the summer conference.
A. All Multiple Paper Session Rooms will be equipped with an LCD Projector Support Package which includes a projection screen and projection table with electrical connections as well as an LCD projector. It does not include computers or Apple connections. All rooms will have access to WiFi. If additional audiovisual equipment is needed, ATE will provide the name of an agency that can be contacted for individual presentation arrangements.
B. Information used in the program is copied from the proposal cover page. ATE reserves editorial rights.
C. All communication will be with the session organizer who is responsible for communicating with other presenters of that session.
D. Graduate students, classroom teachers, and new ATE members are especially encouraged to submit proposals.
2022 ATE Summer Conference Planning Committee
Rachelle Meyer Rogers, President
Patricia Tate, Planning Committee Co-ChairVince O'Neill, Planning Committee Co-Chair
Association of Teacher Educators
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