Many policies governing who trains teachers, how they do so and the requirements for licensure have remained largely unchanged as the teaching profession has evolved and new expectations are placed on educators. CFEP is continuing its work with several states and actively exploring opportunities to work with leaders in a number of others states to examine the need, opportunity, challenges and advantages of rethinking each system individually and as an integrated system.
Existing policies governing teacher preparation and licensure are viewed by some as not being meaningfully connected to teachers’ classroom readiness, reflective of the actual abilities of teachers, or supportive of career pathways for recognizing and retaining great teachers. These systems can create unnecessary barriers to the profession and have a negative effect on the diversity of the workforce. While CFEP believes it is valuable and have worked with states to make decisions on individual components of the policies governing teacher preparation and certification, and on which policies to address in what sequence based on local context, CFEP has found it critical to give careful thought at each step to the critical interplay between systems.
CFEP’s educator preparation and licensure initiatives are collaborative efforts that bring together stakeholders involved with the training, employment and support of teachers together with educators, experts in the field, government leaders and business leaders to explore ways in which the teacher pipeline and workforce could be expanded and improved. Attention is given to specific areas of need including reducing unnecessary burdens on teachers, schools and states, preparing, recruiting and retaining ECE, ELL and STEM teachers and addressing challenges in the diversity of the workforce and the differing needs of urban, suburban and rural schools.