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AACTE, NEA: Effective Teaching Requires Strong State Policies Promoting Preparation, Development, and Effectiveness

WASHINGTON - May 10, 2010 -

While recognizing the many efforts at the national and federal level to improve teacher quality; the reality is that education remains a state responsibility.  Today, the American Association of Colleges for Teacher Education (AACTE) and the National Education Association (NEA), as part of their Partnership for Teacher Quality (PTQ) activities, hosted a policy forum highlighting how states can develop and support a high quality educator workforce.  The Policy Makers: Can You Hear Us?  Effective Teaching Requires Effective State Policies forum brought together education leaders, practitioners and policymakers to examine key state policy issues in teacher preparation, development, and effectiveness.

“If we are to succeed in our national efforts to improve public education, we must first begin with a committed effort to improve teacher preparation in our states.  Robust data collection and analysis that enable accountability and program improvement are essential to this objective.” AACTE President and CEO Sharon P. Robinson said.  “The research is clear.  We know what is necessary to help develop and support effective educators.  As states and localities look at new ways to promote teacher quality, they must not lose sight of the non-negotiables, including subject matter knowledge, rigorous curriculum that connects research to practice, and a rich clinical experience.”

“As we discuss improving our public schools, it is vitally important that we address all aspects of the education system.  Until we look at a full spectrum approach for transformation that includes teacher preparation and support, our students will continue to receive an education that does not adequately prepare them for the future,” said NEA Vice President Lily Eskelsen. “We must work to ensure that new teachers have the necessary skills, knowledge, abilities and support, so we are well positioned to change the dynamics in our schools and the trajectory of children's lives for the better.”

At the forum, AACTE and NEA released four policy papers that covered the topics of teacher licensure, statewide data systems, clinical teacher preparation, and effective teaching.  Innovations and best practices in these four critical areas of educator development will, in the eyes of many experts, be a focal point for strengthening existing state education policies across the nation.

The policy papers are:

  • Learning to Practice: The Design of Clinical Experience in Teacher Education by Pam Grossman of Stanford University
  • Recognizing and Developing Effective Teaching: What Policymakers Should Know and Do by Linda Darling-Hammond of Stanford University
  • Strengthening State Teacher Licensure Standards to Advance Teaching Effectiveness by Barnett Berry, Center for Teaching Quality
  • Using Longitudinal Data Systems to Inform State Teacher Quality Efforts by George Noell of Louisiana State University and Paige Kowalski of the Data Quality Campaign

All papers are available at the AACTE website at .

About the Partnership for Teacher Quality

The National Education Association (NEA) and the American Association of Colleges for Teacher Education (AACTE) formed the Partnership for Teacher Quality (PTQ) to promote awareness, understanding and collaboration about teacher quality issues at the state level. To learn more about AACTE and NEA visit and


CONTACT: Patrick Riccards  703-237-2554,
                            Michelle Hudgins  202-822-7649,