Governance |
The Association of Teacher Educators was founded in 1920 and is an individual membership organization devoted solely to the improvement of teacher education both for school-based and post secondary teacher educators. ATE members represent nearly 1500 teacher educators in colleges, universities, school districts, and state education agencies within 41 regional and state affiliated units and US Territories.
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ATE Board of DirectorsThe ATE Board of Directors meets quarterly on the second Tuesday of February, May, July, and November. In addition to the regular quarterly online meetings, the Board holds in-person strategic planning and budget development sessions during the spring Annual Meeting and Summer Conference.
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ATE Delegate AssemblyThe Delegate Assembly of the Association of Teacher Educators meets yearly before ATE's Annual Meeting in the spring. The Delegate Assembly serves as a critical voice on policy, programs and practices of the association, and each unit is entitled to representation in proportion to the number of national members of ATE who are within that unit's borders.
Meeting Agenda
ATE 2024 Delegate Assembly Meeting (Anaheim) March 27, 2024 Meeting Archive
RESOLUTIONS2004 - 2009
Resolution 2004 Resolution 2004-I: Two Year Colleges: Whereas approximately 2.7 million teachers will be needed by 2011; Whereas two-year colleges have been recognized as a vital resource to address the teacher shortage; Whereas two-year colleges are recognized as a diverse pool for prospective teachers; Whereas approximately 40 percent of all teachers complete their initial math and science courses in two-year colleges; and Whereas ATE has sponsored conference presentations concerning teacher education in two-year colleges; Be it therefore resolved that: ATE recognizes and supports national initiatives that promote the role of two-year colleges in teacher education that meet the same high quality standards and expectations of accredited programs. ATE encourages its members and their related institutions to include in their professional development programs activities that promote articulation and collaboration with two-year colleges. Resolution 2006 Resolution 2006-I: Affective Education Affective education seeks to enhance students’ growth in attitudes, interest, character, values, and other areas within the social-emotional domain. It is evident in programs such as moral education, character education, conflict resolution, social skills development, self-awareness, and other related areas. Whereas we believe that teacher education programs should impart the knowledge, skills, and dispositions that all educators need for affective education, in support of state and national standards; And whereas we believe that development of the knowledge, skills, and dispositions is a process that requires support at all levels within the cultural milieu; And whereas we believe that modeling the knowledge, skills, and dispositions of affective education must be provided by teacher educators who demonstrate a high commitment to the education of the whole person, in the cognitive, affective, and psychomotor domains; And whereas we believe that affective education is manifested through formal and informal actions and interactions evident in all content, process, and contexts essential for teaching the whole child; And whereas we believe that through attentive practice and reflection, educators should employ prosocial affective characteristics and curriculum, including but not limited to: respect, responsibility, flexibility, resiliency, collaboration, commitment, self-awareness, and self-efficacy; And whereas we believe that quantitative and qualitative assessment of affective knowledge, dispositions, and skills must occur in real world settings; Now therefore be it resolved that ATE support teachers’ and teacher educators’ efforts in affective education in the following ways:
Resolution 2007-1: Lesbian, Gay, Bisexual and Transgender Equity Issues Whereas, the American Psychiatric Association in December 1973, and the American Psychological Association in January 1975 both removed homosexuality from their Associations’ official list of mental disorders, and the National Education Association adopted related educational equity resolutions in 1996 and 2005; Whereas, a lesbian, gay, bisexual, or transgender (LGBT) orientation per se implies no impairment in judgment, stability, reliability, or general social and vocational capabilities; Whereas, discriminatory practices continue to be directed toward LGBT individuals within the schools and society at large; Whereas, achieving equity, including as related to sexual orientation and gender expression, is an important part of educators’ commitment and practice; and Whereas, the qualities of teacher preparation and professional development are directly related to the qualities of teachers and the larger profession; First, be it resolved that the Association of Teacher Educators develop activities and programs for educating prospective and practicing teachers, administrators, staff employees, students, parents and guardians, teacher educators, and the communities of schools relating to the identification and elimination of discrimination and stereotyping in all educational settings; Second, be it resolved that the Association of Teacher Educators supports and urges the repeal of all discriminatory federal and state legislation and amendments that target LGBT individuals; Third, be it resolved that the Association of Teacher Educators supports and urges the enactment of equal rights legislation at the local, state, and federal level that would offer LGBT individuals the same protections now guaranteed to others on the basis of race, color, national origin, religion, gender, age, political affiliation, and disability. Resolution 2007-2: National Accreditation Options Whereas, ATE advocates for quality teacher preparation; Whereas, we live in a pluralistic society; Whereas, ATE values diversity, equity, and access; and Whereas, ATE supports the rights of states to determine accreditation and approval processes, Be it resolved that ATE supports multiple pathways to accreditation. Resolution 2008 Resolution 2008-I: Reauthorization of No Child Left Behind (NCLB) (as amended 2013) Whereas, No Child Left Behind (NCLB) is present awaiting reauthorization by the US Congress; Whereas, Numerous education organizations and associations have expressed deep concerns as to the provisions of the law and/or the negative effects of its implementation; Whereas, Action to reauthorize the law was not taken by the US Congress and has not been signed by the US President; and Whereas, The Obama Administration has expressed interest in reauthorization of the law for a period of three years; Action Statement: Be it resolved that the Association of Teacher Educators supports continued external, scholarly, impartial, and non-partisan review of the provisions and the positive, negative, and tertiary effects of No Child Left Behind prior to or in conjunction with reauthorization of the law. Be it further resolved that the Delegate Assembly charge the Board of Directors to communicate the ATE’s support for a timely and comprehensive analysis and review of NCLB and that this review be undertaken prior to a lengthy term of reauthorization. 2010 - 2014
Resolution 2010 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 Resolution 2011-1: National Council on Teacher Quality (NCTQ) Teacher Education Programs’ Rankings Whereas, 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; Action Statement: 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; Action Statement: 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”; Action Statement: 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 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. Action Statement: 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. Action Statement: 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; Action Statement: 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 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:
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; Action Statement Be it therefore resolved that
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; Action Statement: 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. Resolution 2014 Resolution 2014-1: Using Standardized Reading Test Scores to Retain Third Grade Students Whereas, a growing number of states are instituting or considering to institute laws that retain 3rd grade students who score poorly on standardized reading tests Whereas, no data exists about the long-term positive effects of retaining students in the elementary grades Whereas, the practice of retaining 3rd grade students who score poorly on standardized reading tests is becoming a national trend Whereas, the practice of retaining 3rd grade students who score poorly on standardized reading tests impacts minority and high poverty student populations at higher rates than majority student populations Whereas, retaining 3rd grade students who score poorly on standardized reading tests has not been shown to narrow the achievement gap over time Whereas, reasons for student test performance can be attributed to cognitive abilities and affective dispositions Action Statement: The Association of Teacher Educators resolves: Be it resolved that the Association send letters to state legislators asking them not to support policies that retain 3rd grade students based on standardized test scores until more conclusive data confirming the positive effects of grade retention on 3rd graders is published. Be it resolved that the Association create an ad hoc committee to collect, analyze, and disseminate data about the effects of retaining 3rd grade students based on their standardized reading test scores. Be it resolved that the Association collaborate with other practitioner-based professional organizations (American Federation of Teachers, National Education Association and Parent Teacher Organizations) to write a positive statement and send it to national and state legislators. Be it further resolved that the Association invites one of its members to compose an op-ed piece and submit it to news media with a national circulation to bring awareness about states passing laws that hold back 3rd grade students based on their reading scores without having supporting research. Resolution 2014-3: Membership Involvement in Resolution Formulation Whereas, there is both a need and a desire to involve the membership of the Association of Teacher Educators, with particular emphasis on members of Special Interest Groups, in the formation of Association positions, and Whereas, these positions are primarily based upon the resolutions passed by the Delegate Assembly Action Statement: The Association of Teacher Educators resolves: Be it resolved that all Special Interest Group chairs encourage their members to submit resolutions or specific concerns upon which to base resolutions, to the Association of Teacher Educators Resolutions Committee Chair no later than December 1st of each year. Be it resolved that each Special Interest Group chair be required to notify the Resolutions Committee Chair no later than October 1st of each year that its Special Interest Group will or will not be submitting one or more resolutions or bases for resolutions for the next annual meeting of the Resolutions Committee Be it further resolved that the Special Interest Group Coordinator invite the Resolutions Committee Chair or designee, to present an update of the work of the Resolutions Committee at the annual meeting of the chairs of the Special Interest Groups. Resolution 2014-4: Use of Common Core Student Assessment Results in Teacher and Teacher Education Program Evaluation Whereas, The US Department of Education is providing incentives for states to adopt the Common Core standards Whereas, the Common Core standards do not yet have a sufficient research base and have not been adequately field-tested Whereas, an increasing number of states are considering using student progress on Common Core standards as a tool for teacher evaluation and personnel decisions Whereas, student progress on Common Core standards or other state standards for beginning teachers (Years 1-3) are being considered as a tool for evaluation of teacher education programs Whereas, the research on the needed statistical modeling and the research on new teacher development does not support such practices Action Statement: The Association of Teacher Educators resolves: Be it resolved that the Association develop an official statement to be issued to state legislators to reject policies without a sufficient research base to make policies that effect personnel and programmatic decisions for teachers and teacher education. Be it resolved that the Research Committee be charged to collect, analyze, and disseminate research about the effects of using Common Core in the evaluation of teachers and teacher education programs. Be it further resolved that the Association invite one or more of its members, to compose an op-ed piece and submit it to news media, to bring awareness regarding the lack of validity of the tools used to measure student progress on Common Core standards and the methodology of using such tools to evaluate teachers and teacher education programs. 2015 - 2019
Resolution 2015 ATE Resolution 2015 – 1. Federally Mandated Standardized Testing Whereas, ATE supports assessment and accountability as a means to improve instruction, Whereas, No Child Left Behind (Elementary and Secondary Education Act) mandates that every state must measure each child’s progress every year in grades 3 through and 8 and at least once in grades 10 through 12, this mandate, in conjunction with other federal policies incentivizing the use of student test scores for funding and teacher evaluation decisions, has led to an increased use of standardized testing across the nation, Whereas, there is a growing concern expressed by parents, teachers, state officials, and students about areas such as student mental health and development, curricular diversity, and the decrease of instructional time and quality due to time demands of direct test preparation and test administration, Whereas, research has yielded inconclusive and inconsistent data on whether high- stakes testing improves student achievement as well as on whether such tests accurately measure teacher quality, Whereas, countries such as Finland are using more locally developed and performance focused assessment measures in conjunction with other policies, including high standards for teacher preparation, have demonstrated strong results on international assessments of student learning such as PISA, Whereas, at the state level, evaluations of teacher education programs are being linked to achievement test scores of the students of their graduates, Action statements: Be it resolved that ATE promote, through its president, the reduction of the number of mandated standardized assessments and the adoption of assessment systems that allow for multiple measures of learning, including assessments designed to evaluate comprehension and critical thinking and provide teachers with more actionable and timely data to improve instruction. Be it resolved that ATE promote, through its president, the inclusion of teachers in the creation and adoption of student assessment systems and related learning standards. Be it further resolved that ATE promote, through communication between its president and the Secretary of Education, as the cabinet officer who institutes and oversees related policies, the inclusion of teacher educators in the discussions of assessment systems and the accompanying professional development so we can best prepare teachers for the changing assessment systems and standards they will encounter in their schools and classrooms. ATE Response on Actions as a result of this Resolution: ATE’s Board of Directors has worked with various groups responding to the testing regimen incorporated in the original No Child Left Behind legislation including FairTest and other groups. However, the passage in 2018 of the Every Student Succeeds Act significantly reoriented this testing regimen. The Board continues to monitor the situation. ATE Resolution 2015 – 2. Rating Colleges of Education Based on Standardized Test Scores Whereas, an accountability movement is gaining momentum to evaluate colleges of education based on the test scores earned by their graduates’ public school students, Whereas, proposals to evaluate alternative teacher certification programs are not being developed or being publicized at the same rates as those being proposed to evaluate colleges of education, Whereas, reports such as the Teacher Prep Review 2014 Report published by the National Council Teacher Quality use controversial research methodologies to evaluate colleges of education, Whereas, a multitude of assessment strategies could be used to evaluate colleges of education but none have been sanctioned by teacher unions, professional organizations, or state departments of education, Whereas, using quantifiable measures (e.g., standardized test scores, teacher performance, and teacher retention rates) to evaluate colleges of education is controversial and limiting because qualitative factors are omitted Whereas, the foundational knowledge and teacher preparation colleges of education provide to their candidates can be mitigated for an array of reasons once candidates graduate from their programs, Action Statements: Be it resolved that the Association 0f Teacher Educators (ATE) creates an ad hoc committee to propose a methodology for evaluating colleges of education and alternative teacher certification program by December 2015. Be it resolved that the ATE posts the ad hoc committee’s proposed methodology to a password protected section of its website that only members of the Association can access. In this section, members of the Association will be able to add comments and provide feedback pertaining to the proposed methodology. Be it resolved that the ATE allocates time during its 2016 annual meeting for the previously mentioned ad hoc committee to present its methodology to the Association and field questions and comments that any member of the association may have. Be it resolved that the ad hoc committee makes revisions in and finalizes the proposed methodology so that it may receive an up/down vote by state delegates at the 2016 annual meeting. Be it further resolved that the Association creates an ad hoc committee to conduct a comparative study that analyzes the quality of teacher candidates that colleges of education produce as compared to the quality of candidates alternative teacher certification program produce. Be it further resolved that the Association allocates times during its 2016 annual meeting for the ad hoc committee to present their findings and field questions before publishing the previously described comparative study in a 2016 edition of The New Educator. Be it resolved that the Association composes a letter during the summer 2016 conference stating that it is opposed to evaluating colleges of education in disparate ways from alternative teacher education programs and include its proposal for evaluating all teacher education programs (both college of education and alternative teacher certification programs) with a request for endorsements to teacher unions, other professional organizations, and state departments of education. Be it further resolved that the Association sends the endorsed letter to state and federal politicians, departments of education, and educational think tanks. ATE Response on Actions as a result of this Resolution: ATE’s Board of Directors continues to consider the best ways to implement items proposed in this Resolution. ATE was instrumental working with other groups to have the proposed 2016 Teacher Preparation Regulations, which would have initiated a process for evaluating educator preparation programs through links to student performance, delayed. ATE Resolution 2015 - 3 Actions Taken on Resolutions Whereas, the Association of Teacher Educators (ATE) has a standing committee on resolutions, Whereas, the Resolutions Committee is charged to bring resolutions that reflect members' inputs to ATE's Delegate Assembly which convenes only at ATE's Annual Meeting, Whereas, resolutions approved by ATE's Delegate Assembly always contain action statements, Action statements: Be it resolved that the ATE's Delegate Assembly represents ATE's membership at large, Be it resolved that accountability of ATE's leadership to its members is paramount, Be it further resolved that ATE's President or Board of Directors' designee be required to report quarterly to the membership and to the Delegate Assembly on actions taken to implement all resolutions passed. ATE Response on Actions as a result of this Resolution: This resolution is superseded by Resolution 2019-3 above, and ATE staff will continue to respond to Resolution 2019-3. ATE Resolution 2015 – 4. Affiliates Resolution Whereas, the Association of Teacher Educators has a renewable memorandum of understanding with the American Association of Colleges for Teacher Education, a cooperation agreement with Kappa Delta Pi, a partnership with and memorandum of understanding with the Gay, Lesbian and Straight Education Network, and a memorandum of understanding resulting in a partnership with the National Education Association, Whereas, the language of each of these memoranda/partnerships delineates goals, purposes and initiatives to be shared by the organizations represented, Action Statements: Be it resolved that the Association of Teacher Educators publicize these professional affiliations to its membership and specifically, to the Delegate Assembly at its meeting during the annual conference. Be it further resolved that the Association of Teacher Educators provide, at its annual meeting, a report to the Delegate Assembly, of all joint activities in which it has engaged with each of its affiliates during the intervening year since the previous annual meeting. ATE Response on Actions as a result of this Resolution: AACTE and KDP, along with other groups, are members of the National Coalition of Educators, which ATE was instrumental in establishing and continues to coordinate. ATE Resolution 2015 – 5. Collaboration with Professional Organizations Whereas, there exists a large number of professional associations whose members educate many of our nation’s future teachers and/or students Whereas, the impact of these organizations and their members is somewhat diluted due to their separate entities Whereas, the effectiveness and import of these bodies would be enhanced through combined efforts Whereas, the Association of Teacher Educators could logically serve as an umbrella organization whose members represent virtually all segments of teacher education Action Statements: Be it resolved that the Association, through its Executive Director, reach out to the major stakeholders in teacher education, such as, but not limited to, the International Reading Association, the National Council of Teachers of Mathematics, the National Council for the Social Studies, the National Science Teachers Association, the American Alliance for Health, Physical Education, Recreation and Dance, the National Art Education Association, the National Association for Music Education, the National Council of Teachers of English, and the Association for Supervision and Curriculum Development, in order to formulate memoranda of understanding with these organizations with the specific purpose of strengthening the impact of all on the direction of education and specifically, teacher education in this country. Be it resolved that included in the memoranda are specific means, such as collaborative statements, on issues of mutual concern, addressed to national and state legislators.Be it further resolved that the memoranda address opportunities for collaborative contacts with news media designed to shed a national spotlight on issues affecting teacher education and education in general. ATE Response on Actions as a result of this Resolution: ATE was instrumental in establishing the National Coalition of Educators, uniting such groups, and continues to coordinate their meetings. NCE, which was started in 2016, directly responds to Resolution 2015-5. Resolution 2016 Resolution 2016-1: Virtual Supervision Whereas, the Association of Teacher Educators has its organizational roots and legacy as the Association for Student Teaching; Whereas, the Association of Teacher Educators encompasses the National Field Directors’ Forum and the SIG for Educational Leadership; Whereas, the Association of Teacher Educators supports policies and best practices pertaining to the identification and implementation of best practices regarding the supervision of field experience, student teaching, practicum, and internship candidates; Action Statement: Be it resolved that the Association will explore best practices in the ethical implementation of virtual supervisory techniques. Be it resolved that the Association will identify and propose standards of practice for virtual supervision in educational settings. Be it further resolved that the Technology and the Future of Teacher Education Committee be charged to collect best practice data and propose standards of practice for virtual supervision in educational settings. Motion to approve Resolution 2016-1, Virtual Supervision. This is a motion from the committee and does not need a second. The motion passed. ATE Response on Actions as a result of this Resolution: ATE’s Technology and the Future of Teacher Education Committee is investigating technological innovations such as virtual supervision. ATE’s revised Standards for Clinical and Field Experiences were approved by the Delegate Assembly in Spring 2016. Resolution 2016-2: Work of the Resolutions Committee Whereas, resolutions approved by the ATE Resolutions Committee represent the input of the organization’s membership; Whereas, such resolutions require consideration and action by the Delegate Assembly at ATE’s annual meeting; Whereas, delegates need time in advance of the annual meeting to read and share resolutions with the members they represent; Action Statement: Be it resolved that in order to complete review of resolutions, a deadline will be established of December 1 for submissions. Be it further resolved that all the favorably recommended resolutions will be forwarded to all the units and delegates at least two weeks prior to the convening of the ATE Delegate Assembly. In the event of extraordinary or unusual circumstances, the committee may review late submissions. ATE Response on Actions as a result of this Resolution: This resolution has been put into practice. Resolutions 2017 None to Report Resolution 2018 Resolution 2018-1: Implementation of Resolutions Whereas, the Resolutions Committee formulates resolutions based upon input from ATE’s membership, authorized units, the Delegate Assembly, committees, and the Board of Directors; Whereas, the Resolutions Committee presents resolutions to the Delegate Assembly that state the principles, policies, and goals of the Association; Whereas, all resolutions direct action or state the position of ATE; Whereas, the Delegate Assembly considers whether or not to support these resolutions; Action Statement: Be it resolved, that resolutions approved by the Delegate Assembly be implemented by the ATE President and Board of Directors unless specifically designated to other individuals or parties. ATE Response on Actions as a result of this Resolution: ATE’s Board of Directors has accepted this responsibility. Resolution 2018-2: Promoting ATE Standards for Teacher Educators and Field Experiences for Teacher Educators Whereas, the ATE has created standards for teacher educators and field experiences; Whereas, these standards appear on ATE’s website; Whereas, it is important for these standards to be publicized and utilized by teacher educators; Action Statement: Be it resolved, that the planning committees for ATE’s annual and summer meetings provide opportunities in the conference format for presenters to discuss and share their use of these standards. ATE Response on Actions as a result of this Resolution: This has been done. Resolution 2018-3: Action on Gun Violence in Schools Whereas, the federal ban on gun violence research, better known as the Dickey Amendment (Public Law 104-208 September 30, 1996; 110 STAT,3009) prohibits the necessary research needed to respond to the proliferation of gun violence in our American public schools. Action Statement: Be it resolved, that the Association of Teacher Educators supports the repeal of the Dickey Amendment and thus supports scholarly efforts to provide a research basis for action. ATE Response on Actions as a result of this Resolution: ATE supported this resolution and publicized their support widely. While the amendment itself remains, the language in a report accompanying the 2018 Omnibus spending bill clarifies that the Centers for Disease Control and Prevention can indeed conduct research into gun violence, but cannot use government appropriated funds to specifically advocate for gun control. This spending bill was signed into law. Resolution 2019 Resolution 2019-1: Centennial Task Force on the Future of ATE Whereas, the Association of Teacher Educators will celebrate its first hundred years in 2020; Whereas, there will be new leadership of the organization at that time; Whereas, 2019 is the prime time to look forward; Whereas, the organization would benefit from planning how to market, strengthen, and expand its national, state, and regional operations; Action Statements: Be it resolved, that the Delegate Assembly authorizes ATE’s Executive Board to create a special, timely task force that draws upon the expertise of, but is not limited to, individuals from the state units that receive the 2019 Sikula State Unit Achievement Awards and members from the five most recent Sikula Outstanding State Unit Awards (avoiding redundancy as needed) to put forth a report to a 2020 ATE general session that offers the bases for an electronic “playbook” for its members and addresses ATE’s plans for the future of the organization including its marketing, strengthening, and expanding of national, state, and regional operations; Be it further resolved, that upon approval of ATE’s Board of Directors, the “playbook” be included in ATE’s website and sent to state and regional unit presidents for their immediate use. ATE Response on Actions as a result of this Resolution: ATE’s Board of Directors is looking at this as just one of the ways to celebrate ATE’s Centennial Year. Resolution 2019-2: Special Recognition of Sustaining Members Whereas, the ATE officially recognizes its members who have been members for twenty years through their designation as laureates; Whereas, there are members who have sustained their membership over greater periods of time; Whereas, such members have helped sustain the ATE through its first hundred years; Action Statement: Be it resolved, that members who have maintained thirty, forty, fifty, or more years as ATE members receive special recognition at future annual meetings as decades evolve. ATE Response on Actions as a result of this Resolution: This will be instituted starting at the 2020 Annual Meeting in Atlantic City. Resolution 2019-3: Results of Actions on Approved Resolutions Whereas, resolutions approved by the Delegate Assembly are posted on ATE’s website; Whereas, all such resolutions contain action statements; Whereas, the members of ATE should be informed of the results of actions that occur subsequently; Action Statements: Be it resolved,that the outcomes of posted resolutions be included after each one on the website; Be it further resolved, that the Executive Director is responsible for completing this task beginning with resolutions posted from 2015 to the future. ATE Response on Actions as a result of this Resolution: Statements are included at the end of each resolution passed since 2015 showing ATE’s actions as results of the resolutions. 2020 - 2024
Resolution 2020 Resolution 2020:2 The National Coalition of Educators Whereas, the ATE participates in the National Coalition of Educators; Whereas, the intent of the NCE is to bring education professional organizations and groups across the country together to promote the profession; Whereas, the participating organizations engage in monthly dialogue to share their work and look at points for collaboration; Whereas, the NCE is committed to share with its constituents on periodic bases, key messages, initiatives, and celebrations that are of importance to its members and the field of education; Whereas, ATE’s membership is entitled to and desirous of updates on the collaborative efforts of ATE; Be it resolved, the ATE communicate outcomes of its NCE participation to its members on a periodic basis. Resolution 2020:3 School Trauma Whereas, students, teachers and school administrators are experiencing increasing amounts of trauma as a result of bullying, abuse at home, dramatic weather events, poverty, school shootings, immigration removals among other experiences; Whereas, symptoms resulting from trauma can directly impact a student’s ability to learn as well as ability to relate to others and to successfully manage emotions; Whereas, many teachers and school administrators may not have the tools to manage traumatic stress among students and school staff; Be it resolved, the ATE supports the development of trauma-informed practices, programs, and/or modules within educator preparation programs that will provide future teachers and school administrators with the tools needed to recognize and respond to those who have been impacted by traumatic stress; Be it further resolved, the ATE supports the development of support programs and practices to address the needs of teachers coping with secondary trauma. Resolution 2020:5 Budget Cuts Whereas, President Donald Trump’s 2021 Budget proposal would cut 11 educational programs from the national level; Whereas, cuts to the National Endowment for the Humanities, the National Endowment for the Arts, and student loan assurances will deeply affect public schools and universities; Whereas, such cuts would have a deep impact on students, their families, and communities across the nation; Be it resolved, that ATE encourages current financial support levels for national educational programming. Note: In response to Resolution 2019-3, following each resolution since 2015 outcomes taken as a result of the resolutions have been listed. These outcomes follow the statement “ATE Response on Actions as a result of this Resolution:…” The outcomes are provided by ATE’s Executive Director. Resolution 2021 Resolution 2021.1 Antiracism Whereas, the ATE’s Standards for Teacher Educators seek to help teacher education candidates and other school personnel impact student learning, teaching, cultural competence, professional development, and program development; Whereas, these Standards have been updated periodically; Be it resolved, the ATE supports the development of anti-racism practices, programs, and/or modules within teacher education programs that will enable future and current teachers and school administrators to most effectively contribute to the society in which they perform professionally; Be it further resolved, the ATE henceforth will include this addition in its Standards for Teacher Educators. Resolution 2022 Resolution 2022.1 ATE Response to Anti-CRT Legislation Whereas, a number of states have passed or are considering legislation that impact teachers’ abilities to discuss or include texts that address racism, sexism, and societal inequities in classrooms, Whereas, the ATE Standards for Teacher Educators and recent public statements from the organization have confirmed ATE’s emphasis on developing culturally competent teachers “who engage in activities that promote social justice," Whereas, ATE passed a resolution in 2021 supporting the addition to the ATE standards of “the development of anti-racism practices, programs, and/or modules within teacher education programs that will enable future and current teachers and school administrators to most effectively contribute to the society in which they perform professionally;” Be it be resolved, that ATE engage in collaboration and advocacy efforts with partner organizations to provide research-based responses for important conversations around legislation impacting the work of teachers and teacher educators on crucial topics such as racism, sexism, and issues of equity in our society, Be it further resolved that ATE provide resources, support research, or provide programming that will better support teacher educators, future teachers, and our school partners to engage with/address the controversies and challenges that impact their work and autonomy as professional educators in areas such as curriculum development and implementation. Resolution 2023 No resolutions. Resolution 2024 No resolutions. 2025 - Present
Resolution 2025 |
Standing CommitteesSee link below to ATE's Standing Committees
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Council of Unit Presidents (CUP)The Council of Unit Presidents (CUP) serves as the central facilitating agency in the communication and organizational linkages between and among the authorized ATE units and between the units and the ATE, which includes the latter’s officers, Board of Directors, Delegate Assembly, committees, commissions, task forces, and staff.
The Council articulates and promotes effective leadership roles in teacher education for authorized ATE units and works for appropriate recognition and professional status for those units. CUP participates in the formulation of and acts as a clearinghouse for substantive ideas, developments, and practices, especially as they relate to policy in teacher education, and shall keep its members informed of them. In addition, CUP works collaboratively with ATE, its authorized units, and other organizations, agencies, institutions, and individuals to study and improve teacher education and to maintain a strong voice for ATE in teacher education throughout the service area of each authorized unit. CUP Executive Committee
Mark Deschaine, Chair University of Mississippi Elizabeth Jakubowski, Treasurer Florida State University Laura Kaufman, Executive Secretary University of South Carolina Upstate Ray Francis, ATE Board Liaison Central Michigan University CUP Regional Representatives
NORTHEAST Kevin Zook SOUTHEAST Crystal Timmons MIDWEST Tim Richards SOUTHWEST Amanda Rutter NORTHWEST Francene Watson CUP Constitution and Bylaws (2016)
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ATE Council of Past PresidentsThe Council of Past Presidents was created as a result of a motion passed by the 2014 ATE Delegate Assembly held in St. Louis, Missouri. Membership in the Council of Past Presidents is open to all who have completed their terms as President and Immediate Past President of the national Association of Teacher Educators, or its predecessor group, the Association for Student Teaching. The Council of Past Presidents works with current elected leaders of the Association to advance the organization. The Council meets at least annually during the Annual Meeting of the Association to determine its agenda. A chair shall be elected by the membership to a three-year term and is eligible for reelection.
CHAIRPERSONS Judy Beck (2022-2024) Karen Embry Jenlink (2024-2026) BYLAWS
Policy & Procedures
Coming Soon Strategic Plan
Advocacy Handbook
Core Values
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