CEC Revised Preparation Standards Approved
The National Council for the Accreditation of Teacher Education (NCATE) has approved the initial and advanced CEC Preparation Standards for special educators. The revised preparation standards will support CEC’s continued leadership in performance-based recognition of special education preparation programs.
Q&A on Unified Accrediting Body
NCATE and TEAC issue a merger progress report on unification into the new Council for the Accreditation of Education Programs (CAEP). Preparation of Special Educators
Center for Teaching Quality (CTQ) is a national nonprofit that's been around since 1999. Our vision: a high-quality education system for all students, driven by the bold ideas and expert practices of teachers. Our mission: To connect, ready, and mobilize teacher leaders to transform our schools. This sounds simple. (Many of you are probably thinking, "Of course! Who better than teachers to figure out what kids need?") But the history of teaching in America has been troubled by rigid hierarchies and absurd power plays that do little to benefit teaching and learning. Troubled by out-of-whack supply and demand systems. By faulty public perceptions of what it means to be "just a teacher." By damaging cultural pressures for teachers to stay "in the box" and close their classroom doors.
Center on Great Teachers and Leaders (GTL Center) is dedicated to supporting state education leaders in their efforts to grow, respect, and retain great teachers and leaders for all students. The GTL Center continues the work of the National Comprehensive Center for Teacher Quality (TQ Center) and expands its focus to provide technical assistance and online resources.
Collaboration for Effective Educator Development, Accountability, and Reform (CEEDAR) Center‘s technical assistance is designed to help states, IHEs, and LEAs create coherent professional learning systems that provide “opportunities to learn for teachers and leaders” O (TL) 2. We are a national technical assistance center dedicated to supporting states in their efforts to develop teachers and leaders who can successfully prepare students with disabilities to achieve college and career ready standards.
edTPA Teachers must be ready to teach, with the necessary skills needed to support student learning, from the first day they enter the classroom. edTPA will give teacher preparation programs access to a multiple-measure assessment system aligned to state and national standards – including Common Core State Standards and the Interstate Teacher Assessment and Support Consortium (InTASC) – that can guide the development of curriculum and practice around the common goal of making sure new teachers are able to teach each student effectively and improve student achievement.
Educational Testing Service (ETS) developed a full range of valid and reliable academic assessments and higher education services. Our research-based products are easy to use and provide decision-critical and comparative data that can contribute to the success of your students and your institution
Interstate Teacher Assessment and Support Consortium (CCSSO InTASC). An effective teacher must be able to integrate content knowledge with the specific strengths and needs of students to assure that all students learn and perform at high levels. CCSSO InTASC is a consortium of state education agencies and national educational organizations dedicated to the reform of the preparation, licensing, and on-going professional development of teachers.
New Teacher Center (NTC) is a national non-profit dedicated to improving student learning by accelerating the effectiveness of new teachers and school leaders. NTC works with schools districts, state policymakers, and educators across the country to develop and implement induction programs aligned with district learning goals. NTC induction programs include one-on-one mentoring and professional development, all taking place within school environments that support new teachers.
Teach Plus's mission is to improve outcomes for urban children by ensuring that a greater proportion of students have access to effective, experienced teachers. It is founded on the premise that teachers want to learn and grow in the profession, and want to ensure that their development results in increased learning among their students. In order for schools to improve student achievement continuously, teaching must become a career that motivates and rewards continuous improvement among practitioners.