postulates first published in 1990 (Teachers for Our Nation's Schools)
and then revised in 1994 (Educational Renewal: Better Teachers, Better
Schools) imply about five dozen conditions necessary to robust teacher
education programs. They imply also specific responsibilities for both
individual institutions and agencies as well as necessary collaborations.
A twentieth postulate, which pertains to strengthening and sustaining
teachers, was added in September 2000. An "unpacking" or discussion
of the implications of Postulate Twenty is available here.
Below are the revised postulates published in Educational Renewal,
plus the newest one.
for the education of the nation's educators must be viewed by institutions
offering them as a major responsibility to society and be adequately supported
and promoted and vigorously advanced by the institution's top leadership.
for the education of educators must enjoy parity with other professional
education programs, full legitimacy and institutional commitment, and
rewards for faculty geared to the nature of the field.
for the education of educators must be autonomous and secure in their
borders, with clear organizational identity, constancy of budget and personnel,
and decision-making authority similar to that enjoyed by the major professional
exist a clearly identifiable group of academic and clinical faculty members
for whom teacher education is the top priority; the group must be responsible
and accountable for selecting diverse groups of students and monitoring
their progress, planning and maintaining the full scope and sequence of
the curriculum, continuously evaluating and improving programs, and facilitating
the entry of graduates into teaching careers.
group of academic and clinical faculty members described above must have
a comprehensive understanding of the aims of education and the role of
schools in our society and be fully committed to selecting and preparing
teachers to assume the full range of educational responsibilities required.
group of academic and clinical faculty members must seek out and select
for a predetermined number of student places in the program those candidates
who reveal an initial commitment to the moral, ethical, and enculturating
responsibilities to be assumed, and make clear to them that preparing
for these responsibilities is central to this program.
for the education of educators, whether elementary or secondary, must
carry the responsibility to ensure that all candidates progressing through
them possess or acquire the literacy and critical-thinking abilities associated
with the concept of an educated person.
for the education of educators must provide extensive opportunities for
future teachers to move beyond being students of organized knowledge to
become teachers who inquire into both knowledge and its teaching.
for the education of educators must be characterized by a socialization
process through which candidates transcend their self-oriented student
preoccupations to become more other-oriented in identifying with a culture
for the education of educators must be characterized in all respects by
the conditions for learning that future teachers are to establish in their
own schools and classrooms.
for the education of educators must be conducted in such a way that teachers
inquire into the nature of teaching and schooling and assume that they
will do so as a natural aspect of their careers.
for the education of educators must involve future teachers in the issues
and dilemmas that emerge out of the never-ending tension between the rights
and interests of individual parents and interest groups and the role of
schools in transcending parochialism and advancing community in a democratic
for the education of educators must be infused with understanding of and
commitment to the moral obligation of teachers to ensure equitable access
to and engagement in the best possible K-12 education for all children
for the education of educators must involve future teachers not only in
understanding schools as they are but in alternatives, the assumptions
underlying alternatives, and how to effect needed changes in school organization,
pupil grouping, curriculum, and more.
for the education of educators must assure for each candidate the availability
of a wide array of laboratory settings for simulation, observation, hands-on
experiences, and exemplary schools for internships and residencies; they
must admit no more students to their programs than can be assured these
for the education of educators must engage future teachers in the problems
and dilemmas arising out of the inevitable conflicts and incongruities
between what is perceived to work in practice and the research and theory
supporting other options.
for the education of educators must establish linkages with graduates
for purposes of both evaluating and revising these programs and easing
the critical early years of transition into teaching.
for the education of educators require a regulatory context with respect
to licensing, certifying, and accrediting that ensures at all times the
presence of the necessary conditions embraced by the seventeen preceding
for the education of educators must compete in an arena that rewards efforts
to continuously improve on the conditions embedded in all of the postulates
and tolerates no shortcuts intended to ensure a supply of teachers.
and organizations that prepare the nation's teachers, authorize their
right to teach, and employ them must fine-tune their individual and collaborative
roles to support and sustain lifelong teaching careers characterized by
professional growth, service, and satisfaction.
Goodlad, John I., Educational Renewal: Better Teachers, Better Schools
(San Francisco: Jossey-Bass, 1994), pp. 72-93.