Abstract
This paper discusses the changes that occurred in teacher preparation programs in Massachusetts as a result of the federal Race to the Top (RttT) initiative. This topic was investigated through extensive literature review, as well as original qualitative research. Several semi-structured interviews were conducted during the 2018-2019 school year with individuals representing various voices in policy, including a government official, a non-profit leader, and various members of academia. Major themes of the result include an overall positive reception of RttT as a program, a desire for the continued revision of teacher evaluation (CAP program and MTEL testing), and a fairly cohesive understanding of what it means for a teacher to be “well-qualified” or “highly effective”. While there was a feeling of positivity, interviewees also offered a number of critiques to the current teacher preparation evaluation system, including a demand for a more internally valid measure of teacher candidates. There was also a feeling that teacher preparation programs are not doing enough to help recruit and retain teachers of color in the state. While Massachusetts is generally well-known for its rigorous education system, and their work under the umbrella of RttT was generally successful, there continues to be room for improvement in their teacher preparation system.