


Image by Kevin Dooley via Flickr









Policymakers, programs, and researchers all bear some responsibility for the current state of teacher prep research, so in the paper we make recommendations for how to move past the current norm. Ultimately, the field needs to build a body of rigorous research that programs, policymakers, and states can use to make evidence-based decisions for improving teacher preparation. As Andy Rotherham and I wrote in an op-ed yesterday, the federal teacher prep regulations are a huge opportunity to move the field forward on this front. When we finally have that research, maybe then the specifics will come, and maybe then we’ll actually know how preparation programs should improve.