Transforming Educator Preparation and Entry into the Profession
To ensure students in the United States receive an education that is the best in the world--and one where they graduate from high school college- and career-ready--chief state school officers and their agencies have raised the bar.
To achieve our higher expectations, we must examine and transform how we prepare teachers and principals so that they can provide instruction and organize learning environments to help students reach these heightened expectations.
CCSSO's report, Our Responsibility, Our Promise, was written by the Task Force on Educator Preparation and Entry into the Profession. The task force is made up of current and former chiefs who are members of the Council of Chief State School Offi cers (CCSSO) with input from our partners at the National Association of State Boards of Education (NASBE) and the National Governors Association (NGA).
PREPARATION TOPICS
How might teacher and leader preparation programs use the Common
Core State Standards, InTASC standards, and ISLLC 2008 standards to
improve their practice?
How can states use policy changes to encourage innovation, and apply
new principles, practices, and policies to advance the transformation
of both teacher preparation and leader preparation?
What are the implications of using a variety of preparation models to get new teachers and leaders into for the PreK-16 system?
What are some accurate and consistent methods for determining the efficacy of preparation programs?
What approaches are states using to approve and improve preparation
programs accountable for the quality preparation of teachers and
leaders?
Who are the key stakeholders and strategies for working with them in
a collaborative manner? What strategies have states used to engage the
support or buy-in of stakeholders?
Click 
