Official AACTE Statement

For interviews, contact: Lisa Johnson
202-478-4502 or This email address is being protected from spambots. You need JavaScript enabled to view it.

(Dec. 19, 2011, Washington, D.C.) – The American Association of Colleges for Teacher Education (AACTE) today announced that several priority programs survived a fiscal year 2012 (FY12) package agreed to by both the House and Senate. Most of the programs, which invest in innovation and reform of educator preparation, were maintained at level funding in one of the most challenging funding environments in recent memory.

Following an initial push by Congress to eliminate or drastically cut discretionary funding programs to pay down the national debt, AACTE worked diligently with Congressional allies to convey the value of investment in higher-education based educator preparation. In addition, AACTE members, including current recipients of the critical federal funding programs, activated a steadfast grassroots approach to share their successes with their House and Senate members.

Official AACTE Statement

For interviews, contact: Lisa Johnson
202-478-4502 or This email address is being protected from spambots. You need JavaScript enabled to view it.

(December 16, 2011, Washington, D.C.) – The American Association of Colleges for Teacher Education (AACTE) celebrates further progress in the nationwide adoption of the Teacher Performance Assessment (TPA), after National Education Association (NEA) President Dennis Van Roekel announced a new agenda  to strengthen the teaching profession and improve student learning that includes urging broad expansion of the TPA.

The TPA continues to capture increased interest across the nation with more than 10,000 teacher candidates expected to participate in the field test next spring. The NEA's support acknowledges the critical role that the TPA will play in ensuring that new educators possess the knowledge and skills to enhance student learning and exhibit classroom proficiency through clinical practice.

From Congressional Quarterly
By Lauren Smith

The White House persuaded lawmakers to include a large increase for Pell grants in a measure to keep the government running through March — but another provision on teacher qualifications has angered some education advocates.

The continuing resolution unveiled in the Senate on Dec. 19 would maintain a $5.7 billion increase in Pell grants, which provide tuition assistance for low-income college students. The Obama administration had sought to prevent a cut to the $5,550 maximum tuition grant.

The measure also includes a provision that would allow teachers still in training to be considered “highly qualified.” Under the federal No Child Left Behind education law, all students are supposed to have highly qualified teachers, and school officials must notify parents when their children's teachers are not classified as such.

From InsideHigher ED
By Allie Grasgreen

The value of a master's degree in education – in monetary, philosophical and educational terms – is under fire as conflicting camps are responding to increasingly high-profile criticism of merit pay systems.

The debate over how teachers are paid – and how to attract the best teachers – has been going on for years. But U.S. Secretary of Education Arne Duncan and education mega-philanthropist Bill Gates went further – perhaps not coincidentally, within two days of one another – in using recent speeches as opportunities to call on school districts to reward teachers based on their students' performance and other measures of merit – not based on whether the teachers have earned master's degrees.

Video Wall Highlights

AACTE Holmes Program Participants Discuss the Value of Being a Member

In this video, Holmes students and coordinators discuss how the program supports their work, research, and advocacy efforts in educator preparation.

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