Official AACTE StatementFor interviews, contact: Lisa Johnson
(December 17, 2012, Washington, D.C.) – The Council of Chief State School Officers (CCSSO) today issued a new report entitled, Our Responsibility, Our Promise: CCSSO Task Force Report on Transforming Educator Preparation and Entry into the Profession. This report outlines recommendations for state school chiefs to engage in the transformation of how teachers and principals are prepared. The American Association of Colleges for Teacher Education (AACTE) is pleased to see its priorities for change in educator preparation reflected in the report.
AACTE strongly supports the recommendation that states develop a performance assessment of teacher candidates, as the development of such an assessment is currently underway through edTPA. This multiple-measure assessment tool, initiated by Stanford University and AACTE, is the product of collaboration among educator preparation professionals, practicing PK-12 teachers and other education experts. Institutions of higher education in 24 states and the District of Columbia are participating in edTPA. Similar to the recent American Federation of Teachers' report, CCSSO's recommendation for a licensure performance assessment presents an opportunity to engage chiefs in ensuring that edTPA is beneficial to the entire professional education community and the public.
AACTE also supports the recommendation of a full school year clinical experience. AACTE has advocated for a yearlong clinical requirement in numerous reports and policy proposals and has featured exemplary clinical work at its Annual Meeting sessions and Day on the Hill panels and publications. The Association strongly supports the call for strong state program approval procedures that require all providers to be responsible for the same measures of productivity and accountability. The recommendations that call for states to develop the data systems required to support policy makers in their governance and accountability responsibilities are also of great importance. Design and implementation of such systems must be driven by the highest standards of validity, reliability and integrity.
AACTE believes that recommendations such as states developing a performance rating system to hold educator preparation programs accountable could present challenges similar to those raised during the federal negotiated rulemaking process for teacher education.
"This report signals that state school chiefs recognize the important role that educator preparation plays in ensuring that all students are college- and career-ready," said Sharon P. Robinson, Ed.D., president and CEO of AACTE. "AACTE found that several of the recommendations, such as those on developing a performance assessment and improving high quality clinical experiences and state data systems, follow our members' professional and advocacy priorities. From here, it will be key that the implementation of these recommendations is taken seriously and accomplished by bringing all stakeholders to the table. To that end, we were pleased to see institutions of higher education represented on the report's advisory group. We pledge to work with CCSSO, and with the pilot states through our state chapters, to support implementation of these important recommendations."
For more information on AACTE's mission and priorities, visit www.aacte.org.
AACTE: Serving Learners
The American Association of Colleges for Teacher Education is a national alliance of educator preparation programs dedicated to the highest quality professional development of teachers and school leaders in order to enhance PK-12 student learning. The 800 institutions holding AACTE membership represent public and private colleges and universities in every state, the District of Columbia, the Virgin Islands, Puerto Rico and Guam. AACTE's reach and influence fuel its mission of serving learners by providing all school personnel with superior training and continuing education.