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AACTE Issues 10 State Recommendations for Educator Preparation Programs and New Teachers During Global Crisis

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Today AACTE released its new report, Teaching in the Time of COVID-19: State Recommendations for Educator Preparation Programs and New Teachers. The 10 recommendations address critical state policy changes necessary to support innovative improvement in education during the global pandemic and beyond. Increased barriers to developing the educator workforce during the health crisis, coupled with the national teacher shortage, create demands for acute collaboration between educator preparation programs (EPPs), state education agencies, and PK-12 schools to reinvent systems for producing high-quality teachers to meet the growing needs of diverse learners.

AACTE reviewed and analyzed COVID-related state guidance to EPPs in pursuit of three goals: (1) to understand what states are doing to help prepare teachers for the classroom during this crisis, (2) to understand any extant trends in state guidance and (3), to identify recommendations for state leaders to enhance the support of new teachers impacted by program and policy disturbances stemming from the coronavirus crisis. From the analysis emerged recommendations that address changes to licensure and certification requirements, clinical experience pathways, and induction supports for novice teachers.

“Navigating the current crisis is complicated, to say the least, and the pandemic’s impact has a profound effect on many, including colleges of education and educator preparation programs,” said Lynn M. Gangone, Ed.D., AACTE president and CEO. “The circumstances of the pandemic open a window to think differently about our collective work. AACTE released this report at its State Leaders Institute today to provide our state chapter leaders with the latest research to inform their collaborations and conversations with state officials, PK-12 partners, and legislators.”

The report’s 10 recommendations are:

  1. In making licensure and certification waivers for teachers, states should make changes that are directly necessary because of the pandemic temporary, with a timeline for an ending that is clearly delineated, and transparent in that those who are granted certification as a result of waived requirements must be so classified, (e.g., “waiver-certification”).
  2. States should seek innovative opportunities to address ongoing challenges—such as lack of diversity in the profession and the need to modernize the processes of licensure and certification—as they consider licensure and certification revisions.
  3. Ensure candidates continue gaining experience teaching in a clinical setting with a mentor teacher, university supervisor, and continuous feedback.
  4. Encourage flexibility and collaboration between EPPs and school districts that ensure teacher candidates participate in clinical experiences online or in distance settings if PK-12 schools are not physically back in brick and mortar buildings.
  5. Encourage innovative approaches to clinical experiences including distributed learning models that employ team teaching in PK-12 settings, simulated classroom environments that allow candidates to approximate teaching, and financially supporting candidates through employment with the local school.
  6. Assess the needs of new teachers impacted by COVID-19 and identify areas for additional support.
  7. Require an induction action plan for new teachers describing the activities that must be completed or acquired for successful induction.
  8. Establish a mentorship program to equip new teachers with strategies to deliver high-quality instruction to diverse learners.
  9. Implement co-teaching for new teachers whose clinical experiences were fully or partially waived and teachers who have not passed exams for licensure and certification due to COVID-19.
  10. Partner with EPPs to provide professional development to ensure that new teachers possess the knowledge, skills, and dispositions to teach diverse students.

View the full report at AACTE’s website.


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