By Sharon P. Robinson

AACTE's recent report The Changing Teacher Preparation Profession: A Report From AACTE's Professional Education Data System (PEDS) tells of the rapidly shifting work of preparing U.S. teachers. The report finds the academic prowess of college students entering teacher preparation is strong, with programs attracting students with GPAs that exceed minimum entry requirements. We also see that preservice programs are designing alternative routes to licensure, integrating technology to meet the needs of distance learners, and working to incorporate capstone performance assessments such as edTPA.

The report's findings also indicate that more work is needed to make extended clinical experiences a central component of preparation. Although virtually all programs incorporate supervised field experiences, only 5 percent have a full-year residency program. One-year residency programs are required for eligibility for the Teacher Quality Partnership (TQP) Grant Program and they are championed in recent reports, such as those from NCATE's Blue Ribbon Panel and the National Research Council, as well as in AACTE's PEDS report. Further, we know that candidates who engage more regularly in actual classroom activities are more likely to remain in the profession and have a more positive impact on student learning than those prepared in less clinically based programs.

By Sharon P. Robinson

Most U.S. citizens associate age 65 with retirement, signaling a time to slow down, unwind, and relax. As AACTE turned 65 this year, however, slowing down was the farthest thing from our minds. Indeed, we have never been more energized, excited, and emboldened by what lies ahead of us.

Those who joined us in Orlando can attest to the fact that our 65th Annual Meeting was one of our most successful and spirit-filled conferences to date. Rather than indulging in a retrospective, we focused on what is yet to come with the theme of "Embracing the Future: Vision, Venture, and Values." Our dedication to the millions of PK-12 students who rely on our work was reflected in this theme in a refreshing new way.

By Sharon P. Robinson

Constructive criticism is key to the growth of educational practice, policy decisions, and research. Teacher candidates improve through feedback from their professors, mentor teachers, and students; policies are honed through strategic advocacy by professionals and the public; and authors benefit from the critique of peer reviewers. Throughout educator preparation, meeting our goal to support student learning depends on how well we critique our work and build on what we learn from our successes and our missteps.