2022 Fall Meeting Call for Proposals

Teacher Education Council of State Colleges and Universities
Annual Fall Meeting 2022
October 2–4, 2022 • Denver Colorado

Theme: Sustaining Quality Educator Preparation Programs

Proposal submission deadline: July 1, 2022, at 11:59 p.m.
Notification emails will be sent on or before: August 1, 2022

The focus of the Fall 2022 Conference is to engage with university faculty and staff, school and district leaders, communities, and others in addressing the ongoing shortage of classroom teachers. The needs of children, youth and schools require professionals with an expanding repertoire of knowledge, skills, and dispositions with a particular focus on diversity, equity, and inclusion.

All submissions must include:

  • Presenter(s) information: name, title/position, institution/organization name, address, contact information
  • Type of presentation:
    • Paper/presentation: 45 minutes (concurrent with other sessions)
    • Panel: 60 minutes (several viewpoints presented on a single topic)
    • Work session on like interests: 90 minutes
  • Title of the presentation
  • Abstract (50 words maximum), describing the content of the presentation and to be used in conference materials
  • Presentation summary (250 words maximum)
    • Summarizing the content of the proposed presentation
    • Describing anticipated outcomes of the session
    • Discussing the major ideas related to the strand(s) that will be addressed
    • Sharing your plans for engaging the audience
  • An indication of whether or not this work has been published

Proposals are requested in one of three strands: partnerships, policies and practices.  Below are some potential questions or frameworks to serve as a guide.

Partnerships:            

  • How do IHE’s prepare their candidates to understand, respect, and engage with communities and families?
  • How are community schools addressing the needs of schools, students, families and communities?
  • How are IHE's and district partners collaborating on recruitment, development, and retention of educators to address teacher shortages and diversify the teacher pipeline?

 Policies:

  • What policies – state or accreditation related- promote the recruitment of students, in particular underrepresented students, into educator preparation programs?
  • What policies – state or accreditation related- are barriers to the recruitment of students, in particular underrepresented students, into educator preparation programs?
  • What policies – state or accreditation related- serve to strengthen educator preparation programs?
  • What policies – state or accreditation related- do not strengthen educator preparation programs? 

Practices:

  • How are IHE’s changing the models for the recruitment of students and specifically underrepresented students?
  • How are IHE’s revising their curricula to prepare students to serve diverse students?
  • How are IHE’s changing the models for the recruitment to increase the number of underrepresented faculty of color? 
  • How are practices integrating DEI practices?