Press Releases & Statements

AACTE Proposes Guiding Principles on Negotiated Rulemaking for Teacher Preparation

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(Jan. 17, 2012, Washington, D.C.) – Tomorrow, the U.S. Department of Education's Negotiated Rulemaking Committee on Teacher Preparation Programs will begin its work to develop regulations for Title II of the Higher Education Act (HEA) and the TEACH Grants. The American Association of Colleges for Teacher Education (AACTE) today commended the deans and other teacher preparation leaders serving as members of the panel for their commitment to this endeavor and offered some guiding principles for the Committee's deliberations over the next few months. These guiding principles focus on enhancing the preparation of future educators in meaningful, sustainable and achievable ways, and seek to ensure advancement of the entire educator preparation profession to improve the knowledge and skills of beginning teachers entering the nation's classrooms.

AACTE's guiding principles are as follows:

  • Committee decisions related to data and accountability should result in the increased quality of teacher preparation.
  • Decisions related to data and accountability should result in systemic change that is sustainable over time.
  • Data and any use of that data for program improvement or accountability purposes should meet scientific standards for validity and reliability.
  • Changes agreed upon by the Committee should be attainable – in terms of the financial, human capital and technological resources required.
  • Deliberations of the committee should be based on valid research that has been peer-reviewed.

"AACTE is pleased that many of our colleagues and representatives of our member institutions are among those on the Negotiated Rulemaking Committee," said Sharon P. Robinson, president and CEO of AACTE. "Through professional development, partnership and advocacy efforts, we have given substantial consideration to many of the Committee's intended discussion topics, including the definition of a high quality preparation program. AACTE looks forward to being engaged with this process and to providing information and support to members of the Committee and the Department of Education."

As the negotiated rulemaking process moves forward, AACTE's hope is that Committee members will hold the above guiding principles at the forefront of their work. The Association also hopes the Committee will produce regulations that honor the legislative parameters of Title II of HEA and the TEACH Grant statute, and that provide clarity regarding compliance with the law.

Follow the latest information on the negotiated rulemaking process for teacher preparation at www.aacte.org.

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AACTE: Serving Learners
The American Association of Colleges for Teacher Education is a national alliance of educator preparation programs dedicated to the highest quality professional development of teachers and school leaders in order to enhance PK-12 student learning. The 800 institutions holding AACTE membership represent public and private colleges and universities in every state, the District of Columbia, the Virgin Islands, Puerto Rico and Guam. AACTE's reach and influence fuels its mission of serving learners by providing all school personnel with superior training and continuing education.



Innovation Exchange

Innovation Exchange logo The Innovation Exchange is a AACTE initiative that supports university-based educator preparation programs in responding to the changing demands of the workforce and in preparing educators to meet the needs of PK-12 learners. The activity and programming of the Innovation Exchange are guided by the following four interdependent components: Pedagogy, Workforce Development, Capacity Building, and Documentation and Synthesizing Research.

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