Teacher Licensure Collaborative

To help build strong and aligned systems of educator preparation, the Learning Policy Institute has partnered with national organizations and 15 interested states to establish the Teacher Licensure Collaborative (TLC). The TLC aims to support participating states in revising teacher licensure and certification standards to incorporate whole child practices, social and emotional learning, and ensure alignment with the science of learning and development. Research from the field points to important transformations in teaching practice that are needed to ensure that all children experience the secure relationships, skillful teaching, and personalized supports that enable healthy development and successful lives.

To implement practices that meet the developmental needs of all children, schools must have educators who are prepared with deep knowledge of how children grow and learn and the skills to transform that knowledge into supportive schoolwide practices. Strong educator preparation, grounded in the principles of whole child learning and development, is needed now more than ever to help teachers build these skills and meet this moment. A set of strong standards for professional licensing and program approval can help infuse these principles into teacher preparation, early career development, and continued professional growth and advancement.

We are grateful for the support of our funders: the Chan Zuckerberg Initiative, Harmony and Inspire at National University, Pure Edge, and the Wallace Foundation. Core operating support for the Learning Policy Institute is provided by the Heising-Simons Foundation, William and Flora Hewlett Foundation, Raikes Foundation, Sandler Foundation, and Mackenzie Scott and Dan Jewett.

American Association of Colleges for Teacher Education, Council of Chief State School Officers, Education Commission of the States, National Association of State Boards of Education, National Association of State Directors of Teacher Education and Certification, National Board for Professional Teaching Standards