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The requirements for obtaining a teaching license in most states do not ensure that teachers are prepared to be successful in the classroom. Moreover, the requirements are different for every state, inhibiting teacher mobility and failing to provide a common standard of excellence for the teaching profession.

One potential approach for raising the bar for licensure and creating a common standard for entry into the profession is the performance assessment.

Yet the concept of a performance assessment as a gateway to licensure is in its infancy. Will it differentiate among teachers in ways that teacher evaluation systems have failed to do? Will it inform teacher preparation and professional development? Join us for a conversation with practitioners, researchers, and policymakers that have been involved in this effort. We will be releasing a paper by Linda Darling-Hammond that discusses the ways in which teacher performance assessments can be used to strengthen licensure, teacher preparation, and instructional practice.