Understanding NCTQ’s Study of Clinical Experiences in Educator Preparation: A Conversation About Research and Improvement

Please note: This meeting will not be recorded. The use of AI tools or personal recording devices will not be permitted.

 Submit questions by November 19 to events@aacte.org.

Clinical experiences are central to preparing effective teachers. Strong clinical experiences can make a new teacher as effective as one in their second or third year in the classroom— a big gain for those teachers and, more importantly, their students. As the educator preparation community continues to strengthen the quality and impact of these experiences, rigorous research and constructive dialogue are essential.

This fall, the National Council on Teacher Quality (NCTQ) launched data collection efforts for a new study, The Teacher Prep Review: Clinical Practice, which builds off the 2024 Clinical Practice Action Guide and Clinical Practice Framework. In this webinar, NCTQ will share the study’s purpose, methodology, participation requirements, plans for reporting findings, and timeline.

AACTE brings this conversation to members as a part of its commitment to research-informed improvement, transparency, and professional engagement with other organizations in the field. AACTE members, who represent over 500 schools, colleges, departments, and educator preparation organizations, will have an opportunity to ask questions and consider how the research might contribute to a deeper understanding of effective clinical preparation. The webinar is intended to help educator preparation programs make informed decisions about participation in the study.

Moderator: 

Cheryl Holcomb-McCoy, Ph.D.
President and CEO
AACTE

Cheryl Holcomb-McCoy, Ph.D., is president and CEO of AACTE (American Association of Colleges for Teacher Education), the leading voice for educator preparation in the United States. A nationally recognized scholar and leader, she has advanced educational equity, educator preparation, and student success throughout her career.

Before joining AACTE, she served as dean of American University’s School of Education and held leadership and faculty positions at Johns Hopkins University, the University of Maryland, and Brooklyn College. A former kindergarten teacher, school counselor, and family therapist, Holcomb-McCoy is the author and editor of several influential books on educational equity and student well-being. Her work bridges research, policy, and practice to strengthen outcomes for educators and learners nationwide. She is an Aspen Institute Ascend Fellow and a Fellow of the American Counseling Association.

Speakers:

Heather Peske, Ph.D.
President
NCTQ

In 2022, Heather Peske, Ph.D., was named NCTQ’s next president. She comes to NCTQ from her role as senior associate commissioner for Instructional Support in the Massachusetts Department of Elementary and Secondary Education (MA DESE) where she implemented policies and programs across teacher development, educator preparation, and curriculum and instruction. Peske earned her master’s degree and doctorate in Administration, Planning, and Social Policy from the Harvard Graduate School of Education. She started her career in education as a 4th grade teacher.

Hannah Putman, MPP
Managing Director of Research
NCTQ

Hannah Putman is NCTQ’s managing director of research. She ensures that NCTQ’s analysis is grounded in strong research and methodology, and her work includes analyzing the teacher pipeline and licensure tests, highlighting state and district policies on topics such as clinical practice and reading, and evaluating teacher preparation in areas including content knowledge and classroom management.

Putman comes to NCTQ after conducting education research with Westat, a social science research company. Previously, Hannah taught 7th and 9th grade English in New York as a Teach For America corps member.

Hannah holds Bachelor of Arts degrees in English and Government and Politics from the University of Maryland, a Master of Science in Teaching from Pace University, and an MPP from the George Washington University with a focus on education policy and evaluation.