Teacher education is a complex process requiring the commitment of resources and the collaboration of faculty from different divisions. Many institutions accord teacher education a high priority, and although many teacher education programs succeed with varying degrees of institutional visibility and support, many also fall far short of their responsibility and promise. Presidents can provide the leadership to elevate the status of teacher education by placing it at the core of their institution's mission. Without campus-wide enthusiasm and support for teacher education, even the best programs will not realize their full potential. As a nation, we cannot afford for that to happen.
Teacher education occupies a position of high visibility with the public.
That position depends on a steady supply of qualified teachers, on sustained research to improve educational practices, and on responsive service to public schools in need of intervention, development, and a variety of approaches to successful learning and teaching. Colleges and universities have differing roles in the teacher education enterprise. Some have immediate responsibility within a community, serving as the main source of teachers. Others have a broader responsibility to the profession, providing undergraduate and graduate training. Some may assume a national leadership role to focus attention on teaching and learning as critical domains for inquiry and research.