Evaluating and Improving Teacher Preparation Programs

A TALE OF TWO CITIES: State Evaluation Systems of Teacher Preparation Programs


The steering committee for Evaluating and Improving Teacher Preparation Programs commissioned the American Association of Colleges for Teacher Education (AACTE) to produce a teacher evaluation system landscape analysis, including a state-by-state summary of the evaluation system components and an analysis of similarities and differences between and among states.

Authored by Dr. Leslie Fenwick, this landscape analysis report presents information and data about state evaluation standards for teacher preparation programs and providers. Specifically, the program and provider approval processes and standards are listed by state (as defined by the state statute), along with an analysis of the similarities and differences between traditional, alternative route (IHE‑based), and alternative route (not IHE‑based) programs and providers. The report also provides six policy recommendations that emerged from the analysis about how states evaluate teacher preparation providers and programs.


This report is accompanied by a web-based interactive state map of state statutes governing TPPs and providers. Access the map here and click your states of interest for information on:

(1) State Approval Requirements (Teacher Prep)
(2) Program Evaluation Components
(3) Internship
(4) Summary Statement


  • Linda Darling-Hammond (Co-Chair)
    Learning Policy Institute 
  • Kenneth Zeichner (Co-Chair)
    University of Washington
  • Shari Albright
    Raise Your Hand Texas Foundation
  • Eva Baker
    University of California, Los Angeles
  • Deborah Ball
    University of Michigan
  • Eric Brown
    National Education Association
  • Robert Floden
    Michigan State University
  • Gloria Ladson-Billings
    University of Wisconsin
  • John Papay
    Brown University
  • Mary Sandy
    California Commission on Teacher Credentialing
  • Marla Ucelli-Kashyap
    American Federation of Teachers


Amy Berman, Deputy Director

Dian Dong, Senior Program Officer, Research

This report was prepared for the National Academy of Education (NAEd) to inform and support the work of the steering committee for Evaluating and Improving Teacher Preparation Programs. The project and research are supported by funding to the NAEd from the Bill & Melinda Gates Foundation. The opinions expressed are those of the author and not necessarily those of the NAEd or the Bill & Melinda Gates Foundation.

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