In announcing his selection of Chicago superintendent Arne Duncan as his pick for Secretary of Education, President-elect Barack Obama outlined his vision for a 21^st century education system, stressing the importance of "recruiting, retaining, and rewarding" teachers. In addition, he praised Duncan's work in the Chicago schools saying, "He has worked tirelessly to improve teacher quality." This is just the latest in a series of statements from national and state leaders that brings focus to the issue of teacher effectiveness. Indeed, the Minnesota Board of Teaching's goals for fiscal year 2009 address the same topic, with particular attention to recruitment, licensure requirements, and retention.

The concept of teacher effectiveness is complex and involves a variety of factors. Teacher effectiveness requires recruiting outstanding candidates, preparing them effectively to meet rigorous standards, inducting them into the profession, providing them with effective school and district leaders, and presenting them with quality professional development opportunities throughout their careers. As teacher educators, we are involved in every aspect of this continuum. We encourage talented young people to consider a teaching career. We help professionals make a career change from corporation to classroom. We partner with schools to provide induction programs and lead professional development offerings for veteran educators. MACTE institutions continue to play an integral role in ensuring effective teachers for Minnesota students.

 Recently there has been much discussion about one element of teacher effectiveness:  admission to teacher education programs. Let us take a moment to focus on this aspect of the teacher effectiveness continuum.

Nationally there is a concern that the "best and brightest" are no longer attracted to the teaching profession. This does not describe the situation in Minnesota. To be eligible for admission to teacher education programs in MACTE institutions, candidates must demonstrate academic achievement, complete and pass prerequisite coursework in the content area, and pass general coursework such as composition and speech. In undergraduate teacher preparation programs, candidates have demonstrated their academic ability and are in their junior year before they are admitted to the program. In addition, individual institutions require some or all of the following: evidence of volunteer experiences working with children, a writing sample, a statement of goals or philosophy, an interview, diversity experience, and letters of reference. In most institutions, admission to professional education is quite competitive. The actual average grade point average of candidates admitted to MACTE teacher education programs is 3.30 for undergraduate programs and 3.49 for graduate programs. Indeed, Minnesota is attracting some of the "best and the brightest" to the teaching profession.

While we are proud of the academic skills of our candidates, MACTE institutions are concerned with evaluating the whole person when reviewing potential candidates. We take very seriously our responsibility to select candidates who hold promise as future educators. We want teachers who possess the characteristics required of the profession, and who have the social and communication skills that will help them support student learning and development. Our assessment of candidate qualifications does not stop at admission. Teacher education candidates meet rigorous benchmarks throughout their programs. They must earn passing grades in all required content coursework. Candidates are assessed on their knowledge and skills in meeting the BOT content and pedagogy standards. They go through an application process for student teaching. They are assessed on their teaching skills and behaviors in classroom settings. All candidates must pass the Praxis testing series. In addition, most programs require a portfolio that documents the candidate's mastery of the standards.

Minnesota can be proud of the teacher education candidates at MACTE institutions. We need to recognize them for their academic achievement and their commitment to help all students learn. Greater recognition and appreciation of our teacher candidates can encourage more of the best and brightest college students to become teachers.