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The article examines the decrease of enrollment in teacher preparation programs in the U.S. The comment of Mary Vixie Sandy, executive director of the California Commission on Teaching Credentials, on the matter is noted. Also noted is the comment of Alisa Chapman, president for academic and university programs at University of North Carolina, on the decline of teaching programs at the university.

The article discusses the use of the edTPA performance-based licensing test for teacher candidates in the U.S. Topics discussed include the use of portfolios in the edTPA, the attitudes of teacher educators towards the test, and the experience of teacher Jaclyn Midgette who took the test to become certified.

The article discusses the involvement of the Bill & Melinda Gates Foundation in funding U.S. teacher quality initiatives. Topics discussed include foundation spending on teacher professional development, the impact of the foundation on U.S. education policy debate, and the foundation's funding of research and studies that have led to the use of value-added measures and student surveys in teacher evaluation.

The article discusses teacher-candidates' student-teaching and mentoring experiences in the U.S., adapted from an article by Stephen Sawchuk in the December 5, 2012 issue of the periodical "Education Week."

The article discusses challenges facing the implementation of the U.S. Common Core State Standards and the importance of teacher development, adapted from the article "Many Teachers Not Ready for the Common Core," by Stephen Sawchuk, published in the April 25, 2012, issue of "Education Week."

A condensed reprint of the article "New Attitudes Shaping Labor-District Relations," by Stephen Sawchuk, which was published in the November 16, 2011 issue of the journal "Education Week," is presented. The article examines the role of collective bargaining rights for teachers in collaboration between school districts and teachers' unions. Other topics explored include school budgets, U.S. education policy, and teacher evaluations.

A condensed reprint of the article "Study Throws Cold Water on Bonus Pay" by Stephen Sawchuk, from the September 29, 2010 issue of "Education Week," is presented. The article discusses the Project on Incentives in Teaching (POINT) study, conducted by the National Center on Performance Incentives, which investigated the effects of performance-based teacher compensation on overall student achievement in Nashville, Tennessee. It concluded that such compensation did not increase student achievement.