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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 rarity of U.S. states shutting down teacher education programs at colleges and universities. Topics include the New York state process Regents Accreditation of Teacher Education (RATE), the impact of a quality audit of teacher education at Lake Superior State University by Michigan state officials, and accreditation by the organization Council for Accreditation of Educator Preparation.

The article reports on new rules being proposed by the U.S. Department of Education, requiring evidence from teacher colleges to validate their graduates' skills in classroom teaching and management. An overview of the department's proposal is given, noting its reporting and accountability requirements. Details are then given reviewing reactions to the initiative, particularly in regard to tying government ratings of schools to financial aid offerings.

The article looks at teacher education courses on the history of education. While history of education was once a required subject, it is now offered almost exclusively as an elective for graduate education students. Concerned proponents of the courses say they provide necessary context for civil rights issues and the current state of education. Subject area content and foundational courses in teacher education are discussed.

The article examines the public response to proposed rules designed to improve monitoring of teacher-preparation programs released by the U.S. Department of Education issued under the Higher Education Act. It notes that the proposal calls for states to use measures such as surveys of school districts, teacher-employment data, and student-achievement results. Opposition form teachers' unions is also covered.

The article reports on the 2015 launch of the education society the Deans for Impact, made up of 18 deans of education schools throughout the United States and promoting collaboration and innovation in teacher preparation programming. Details are given listing the initial participants of the organization, the goals and core principles of the group, and discussion of the professional diversity seen throughout its contributing members.

The article discusses the teacher education sector in New York State between 2006 and 2014, noting decisions by government regulators to keep certain education schools open despite demonstrated institutional problems. Details are given describing the particular case example of the teacher preparation program of Mercy College of Dobbs Ferry, the perceived administrative problems within the school, and the state administration's approach favoring remediation rather than school closure.

The article reports that many U.S. states are seeing a drop in the number of individuals enrolled in teacher-preparation programs. Topics discussed the possible influence of school budget cuts and teacher layoffs on the declined enrollment numbers, the influence of press coverage on education and teachers on declining enrollment, and whether or not this trend will be short- or long-term.

The article discusses the work of the organization Council for Accreditation of Educator Preparation (CAEP) in promoting U.S. teacher education standards. Topics include problems with the merger of the groups National Council for the Accreditation of Teacher Education (NCATE) and Teacher Education Accreditation Council (TEAC), the views of those two groups on accreditation, and the teacher college admissions standards promoted by CAEP.

The article discusses a report released in 2016 which shows a decline in the numbers of enrollments and completers of teacher-preparation programs from 2009-2014 in the U.S.

The article reports on the surveys from the American Teacher Panel of nonprofit global policy think tank RAND, suggesting that teachers are getting professional development aligned to the common core in English/language arts and mathematics, but failed to focus on topics that they needed.

The article reports that philanthropy the Bill and Melinda Gates Foundation will invest some 34 million dollars in cooperative initiatives designed to improve teacher-preparation programs' overall effectiveness. Topics include the Foundation also stated to have contracted with nonprofit Teacher Prep Inspection U.S. to visit each program annually and provide feedback on progress, and the winners of the grants stated to use the funding to create transformation centers.

The article covers an announcement from the U.S. Department of Education stating that it will revise test requirements including in a proposed teacher-preparation regulation.

The article, adapted from a blog post at www.edweek.org/go/blogs, discusses the launch of the website Path to Teach, a guide to colleges of education, by the U.S. organization National Council on Teacher Quality (NCTQ).

The article discusses the report "The Science of Learning" by the organization Deans for Impact, which aims at improving U.S. teacher education through the integration of learning science in teacher preparation.

The article looks at problems in the reporting by some states of data on the performance of teacher education programs to the U.S. Department of Education as required under the U.S. Higher Education Act.

The article reports on the Woodrow Wilson Academy for Teaching and Learning, a teacher-preparation initiative led by education critic Arthur E. Levine in partnership with the Massachusetts Institute of Technology (MIT). The project will focus on preparing secondary mathematics and science teachers and is designed to incorporate experimental techniques such as digital learning, open-source curricula, and simulations. The program will also be used to conduct teacher education research.

The article reports that in May 2015 the board of the teacher-preparation accreditation group Council for the Accreditation of Educator Preparation (CAEP) has replaced the group's president James G. Cibulka with interim president Christopher Koch.

The article discusses a dispute between the Council for Accreditation of Educator Preparation (CAEP) and the American Association of Colleges for Teacher Education (AACTE), noting that the CAEP has rejected the AACTE's request that it review its standards for teacher education programs.

The article discusses criticisms from teacher educator group the American Association of Colleges for Teacher Education (AACTE) towards accreditor the Council for the Accreditation of Educator Preparation (CAEP). Topics discussed include the accreditation standards used by CAEP, admissions standards for teacher education programs, and the role of the U.S. Department of Education.

The article discusses the use of practiced-based teaching methods in U.S. teacher education in the hopes that teachers will use these techniques in the classroom. Topics discussed include the book "Teach Like a Champion" by educator Doug Lemov, Lemov's experience in charter schools in the U.S. and the way this influenced his book, and efforts of teacher-educators to incorporate the methods in the book into teacher education.

The article presents commentary on trends in teacher education oversight throughout the U.S., suggesting that the general leniency of state regulators on teacher preparation programs reflects a lack of consensus on what essential traits must be taught to and held by certified teachers.

The article discusses the Mathematics Teacher Education Partnership (MTEP), which is a collaborative effort between U.S. colleges to better prepare teacher candidates to become middle and high school mathematics teachers able to teach to the Common Core State Standards. Topics discussed include the use of action research committees (RACs) to develop ways to better prepare mathematics teachers, the unique challenges of teaching secondary mathematics, and efforts to test new teaching approaches.

The article reports on the launch of a teacher education initiative by Harvard University, seeking to prepare college seniors as K-12 teachers through a student-teaching fellowship program.

The article reports that teacher-preparation program regulations from the U.S. Department of Education, which are based on the U.S. Higher Education Act's requirement that states identity weak teacher education programs, have been delayed.

The article examines a series of teacher assessments developed by TeachingWorks, a nonprofit organized founded by faculty members at the University of Michigan and educational testing organization Educational Testing Service (ETS). According to the article, the examinations would test teacher candidates' abilities in areas such as leading classroom discussions and asking effective questions. The use of actors to simulate classroom experiences and student behavior is also discussed.