The importance of ensuring effective teacher preparation programs (TPPs) continues to be an issue of significant interest to state policymakers. As the focus of teacher education shifts more and more from training to preparing, several states are undertaking new approaches to identifying and promoting successful TPPs. Strategies to encourage properly prepared new teachers include: raising program admission standards; requiring shadowing of mentor teachers that have demonstrated their high effectiveness; performance-based funding; and monitoring program outcomes. For example, Louisiana and Tennessee have developed statewide systems that track the academic growth of a teacher’s P-12 students back to the preparation program from which that teacher graduated. This webinar focused on these and additional tactics of Southern states to ensure well-prepared teachers.

Presenters

Sandi Jacobs, Vice President and Managing Director, State and District Policy, National Council on Teacher Quality

Elizabeth A. Vilky, Senior Director of State and Member Relations, Council for the Accreditation of Educator Preparation

Ann Larson, Chair, Advisory Council of State Representatives, American Association of Colleges for Teacher Education; Dean and Professor, Department of Middle and Secondary Education, College of Education and Human Development, University of Louisville

Jane Bray, Chair Elect, Board of Directors, American Association of Colleges for Teacher Education; Dean, Darden College of Education, Old Dominion University

Archived Webinar

PowerPoint Slides

Sandi Jacobs, National Council on Teacher Quality

Elizabeth A. Vilky, Council for the Accreditation of Educator Preparation

Ann Larson and Jane Bray, American Association of Colleges for Teacher Education