February 24th, 2011 in San Diego, CA.
The AILACTE Annual 2011 Annual Meeting will be held
in San Diego, CA.
AILACTE members traditionally meet and
conference during the day preceding AACTE’s annual meeting.
AACTE meeting is scheduled for 2011 in San Diego from February 24-28.
Request for Proposals:
One of the hallmarks of a liberal arts education is its focus on the whole student. In addition to content knowledge, liberal arts colleges have historically sought to educate for disciplinary, critical and creative thinking as well as moral character. Teacher preparation that is grounded in the liberal arts develops intellectual, academic and interpersonal capacities and, in so doing, provides a foundation that will serve its graduates well throughout their careers. Tomorrow’s teachers and educational leaders must be educated for the increasing demands of diverse classrooms. In addition to reading text well, our candidates must read students, parents and communities well. And while they are accountable for helping students become effective readers and thinkers, tomorrow’s teachers must also be adept at helping students develop their social and emotional capacities.
Nel Noddings writes, “Well educated teachers should help students to understand that knowledge is not adequately described as a set of easily retrievable answers to unambiguously stated questions. Much real knowledge consists of well-developed capacities to figure things out.” To educate intellectually and holistically, one must be similarly educated. The 2011 AILACTE Annual Meeting and Conference will enable us to present, discuss and reflect on key features and practices of schools, colleges and departments of educations (SCDEs) that are inherent in the liberal arts tradition. To engage in the conversation, please follow the guidelines to submit proposals according to the following strands:
Strand I: Increasing Candidates’ Content Knowledge
Teacher preparation programs in the United States have come under recent criticism for lacking rigorous content knowledge. What innovative aspects of our programs ensure that all teachers, from preschool through twelfth grade, have strong knowledge in the content fields?
Proposals in this strand might address some of the following key questions:
- What partnerships have emerged between education faculty, arts and sciences faculty, and/or P-12 faculty to develop P-12 candidates’ depth of understanding and thinking ability in content knowledge?
- What challenges exist in providing candidates with breadth and depth of knowledge in the content fields? What strategies can overcome many of these obstacles?
- Strong partnerships between the academic and P-12 community are reciprocal in nature. What is the role that liberal arts colleges can play in helping P-12 faculty keep abreast of changes in their content fields?
- How do candidates demonstrate a robust understanding of their content? How do candidates demonstrate their ability to make interdisciplinary and life connections in their curriculum?
- How do candidates make their content knowledge accessible to students from diverse backgrounds?
Strand II: Increasing Candidates’ Skill in Teaching and Learning
In addition to content knowledge, effective educators must be able to craft learning experiences that meet the needs of culturally, linguistically and developmentally diverse students. This requires the combined efforts of the academy and the P-12 professional community.
Proposals in this strand might address some of the following key questions:
- What research-based classroom and clinical practices enable our students to develop a learning environment where all students are included?
- What are emerging best practices for effectively utilizing assessment data to develop appropriate and engaging instruction?
- What partnerships between SCDEs and P-12 schools/districts create clinical experiences that foster all candidates’ (early childhood, elementary, secondary and P-12, such as music or art) ability to engage students whose first language is not English?
Strand III: Developing Candidates’ Social and Emotional Capacities
Although student growth is too often equated with standardized achievement test scores, educators are responsible for helping P-12 students develop in many areas. What do our programs offer in regard to this important aspect of holistic education?
Proposals in this strand might address some of the following key questions:
- What research based practices do teacher education units employ to develop candidates’ interpersonal skills and dispositions within their programs?
- How do candidates demonstrate that they are socially and emotionally ready for the demands of teaching? What strategies and protocols are followed for candidates who have challenges in these areas?
- How do programs equip teacher candidates to perceive and understand their own students’ social and emotional levels of development? How do programs equip candidates to enhance social and emotional development within their diverse P-12 student body?
- The early stages of teaching can range from discouraging to overwhelming at times. How do we as teacher educators assist our graduates in becoming long-term contributors to the teaching profession?
Submission deadline: Proposal packets and e-mail
submission were to be postmarked by October 15, 2010.
General information from 2011 proposal instructions:
As you design your proposal, address one or a combination of the themes
and elaborate by describing your research and/or practice, and insights.
Also note the following:
- Presentations by multiple presenters are encouraged. Proposals
that include collaboration among AILACTE teacher education programs
together with P-12 schools and/or higher education colleagues from
other institutions are also encouraged.
- Notification regarding acceptance of proposals will be mailed
by or before November 25, 2010.
- All persons listed in the program as presenters must pay the
AILACTE Annual Meeting registration fee.
- Authors of accepted proposals will be invited to prepare a version
of the presentation for distribution to the AILACTE membership
- Interactive formats that allow participants to actively consider
new approaches or ideas are also encouraged.
Specific Guidelines for Proposal Submission:
Please include the following:
- Cover page (4 copies) including:
- Title of session.
- Session organizer: List name, title, institution, mailing address,
telephone, fax, and e-mail.
- Additional presenters: List names, titles, institutions, and
e-mails.
- Summary of your proposal for the printed program: 40-word limit
- Audiovisual equipment needed, if any. (PLEASE NOTE: Screens and cords provided. Additional equipment will be at
presenters' expense.)
The body of the proposal (4 hard copies). Since
proposals will be submitted to blind review, presenters' names and/or
institutions should not appear in this section. Type double-spaced,
12 pt. Font, and include the following:
- Title of the presentation.
- Paragraph explaining how the presentation connects to the theme(s).
- Paragraph explaining how you plan to organize the session and
present the information.
- Description of your research, practice, and insights (Limit to
two pages).
Submission of Proposal:
- One copy of the proposal must be sent electronically by October
15, 2010 to: Stacy Ernst, executive assistant at: erns0039@umn.edu.
- Additionally, the proposal packet- (containing 4 hard copies)
must be postmarked by October 15, 2010, and mailed to:
Dr. Jill Lederhouse
Associate Professor of Education
Wheaton College
501 E. College Avenue
Wheaton, IL 60187-5593
(630)752-5764
Jill.N.Lederhouse@wheaton.edu
