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Model Legislation: Teaching Fellows Program Act

The Teaching Fellows legislation would provide college scholarships to academically talented students who commit to teach in high-need public schools for four years after graduation. Modeled after the North Carolina and South Carolina Teaching Fellows programs, the legislation would also require participating institutions of higher education to provide professional development, community engagement and leadership opportunities to Fellows to support their growth as educational leaders and commitment to remain in the teaching field.

This bill is rooted in AACTE's state policy priorities and the recommendations from "Excellent Teachers for Each and Every Child:  A Guide for State Policy" released by AACTE, AFT, NEA,CTQ, OTL and SCOPE in December 2013. 

Organizational Supporters

American Federation of Teachers
American Council on Rural Special Education
Center for Popular Democracy
National Board for Professional Teaching Standards
National Education Association
Opportunity to Learn Campaign
Public Advocacy for Kids
San Francisco Teacher Residency

Sign up here to list your organization as a supporter.

For more information on the Teaching Fellows legislation read AACTE's press release or watch for updates on AACTE's Ed Prep Matters blog at

Questions? Contact Sarah Pinsky at This e-mail address is being protected from spambots. You need JavaScript enabled to view it .

State Policy Principles

The following principles and recommendations support the advancement of research- and evidence-based state policies and were developed in consultation with AACTE’s Advisory Council of State Representatives (ACSR). They address one piece of the comprehensive approach: strengthening the preparation of school personnel. While adopting these principles would not solve all of the challenges related to PK-12 educator quality, they are essential to improving the quality of new educators.

Implementation Recommendations for the Use of Performance-Based Assessments

AACTE supports the use of rigorous, reliable, and valid performance-based assessments as one exit benchmark of teacher candidates’ readiness to be successful novice teachers. This document outlines recommendations for teacher preparation programs and state education leaders interested in implementing a performance-based assessment of candidates. Recommendations include forming a strategic plan for implementation, engaging stakeholders, and developing a common-sense timeline for scaling up across the state.

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