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.
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
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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.