Abby SchachnerVictoria WangCathy YunSara Plasencia Chris MauermanCordy McJunkinsDeborah Stipek
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Well-prepared teachers are essential during the early years of learning, which form the foundation for lifelong success; and yet fewer than half of U.S. states require teachers to hold a credential. This national landscape highlights the key decisions states and preparation programs face and strategies for strengthening teacher preparation.
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Well-prepared teachers are essential during early years of learning, which form the foundation for lifelong success. A study examining early childhood credentialing programs in Louisiana, Massachusetts, New Jersey, and New York sheds light on strategies institutions of higher education can use to promote quality and accessibility of ECE credential programs.
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Well-prepared teachers are essential during the early years of learning, which form the foundation for lifelong success; and yet fewer than half of U.S. states require teachers to hold a credential. State-level policies governing the credentialing of early childhood teachers in Louisiana, Massachusetts, New Jersey, and New York illustrate how states can support a high-quality preschool workforce.
Jennifer A. BlandKimberlee RalphWesley WeiVictoria WangSteve WojcikiewiczMarjorie Wechsler
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Texas faces persistent teacher shortages due to high attrition and reliance on underprepared teachers. Three exemplary educator preparation programs using full-year clinical pathways, including residences, offer successful, scalable practices that can be applied to other preparation models and inform the ongoing evolution of statewide policies.
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To establish and sustain teacher residencies, Texas incorporated crucial features and requirements in its grant program, including required residency model and district–EPP partnership elements, shared residency program governance between partners, and technical assistance aimed at building local and regional capacity to embed strategic staffing structures for sustainable funding.
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The conventional wisdom has long been that teachers stop improving after a few years on the job. But decades of research show that teachers continue to improve as they gain additional experience, especially in environments that support professional learning and collaboration.
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Linda Darling-Hammond and Michael Petrilli discuss why experienced teachers don’t just matter—they keep improving when schools give them the right support. Here’s what policymakers and principals can do to keep great educators in the classroom.
Linda Darling-HammondMaria E. HylerSteve WojcikiewiczJoy Rushing
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New approaches to teacher preparation center on whole-child education and decades of research on how people learn and develop. These emerging principles reimagine educator training to foster strong relationships, rich learning, and supports that help all students thrive.
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California State University, Bakersfield, operates a consortium of seven teacher residency programs, each partnering with one or more local education agencies. Researchers examined the Kern Urban Teacher Residency and the Teacher Residency for Rural Education to understand how residency models can be modified to meet the needs of both large urban and small rural districts.
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Teacher residencies offer an approach to address teacher shortages while improving teacher preparation. Through robust financial and educational support, residencies attract diverse candidates who stay in teaching. Five effective California programs yield policy recommendations, including strategies for designing and funding sustainable, affordable programs that support candidates.
