of all parties that are involved with the partnership.

  • As noted before (and in Figure 6-4), the kind of partnership the committee envisions would allow people with appropriate experience and expertise to pursue teaching careers through nontraditional routes to the profession. However, state departments of education or accreditation bodies would need to be involved with this type of opportunity through the creation of policies that enable prospective teachers (both traditional undergraduate candidates and those who pursue teaching later in their careers through alternative pathways) to earn certification through the partnership.

FIGURE 6-4 The continuum of teacher professional development. In this model, teachers have the opportunities for continued professional growth throughout their careers. They also have the opportunity to assume leadership roles in their schools, in partnerships with local colleges and universities, and through leadership in their district, state, and nationally. These experiences, in turn, contribute to further opportunities for individual professional growth and development.



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