Special education teachers must have the skills to design and deliver intensive interventions for students with severe and persistent learning and behavioral needs. To ensure effective instruction for these students, preservice preparation programs must provide their teacher candidates with opportunities to learn, apply, and practice intensive…

This Special Issues Brief from the Collaboration for Effective Educator Development, Accountability and Reform (CEEDAR Center) and the Center on Great Teachers and Leaders (GTL Center) outlines essential features for providing high-quality, structured, and sequenced opportunities to practice within teacher preparation programs. This brief is…

Veteran teachers are often discontent because of the repetitive nature of teaching. New experiences, not repetition, are necessary for growth. Previous theories of adult development include deterministic models (such as those of Freud, trait and factor psychology, and behaviorism) and the developmental theory, which reveals no evidence of adult…

The guidelines and competencies presented in this volume establish criteria for a comprehensive certification program for North Carolina public school teachers, beginning from the point of entry into a teacher preparation program and continuing through initial certification and the first years of full-time teaching. Program approval functions to…