On May 10 CTQ President Barnett Berry spoke at the AACTE and NEA policy forum “Effective Teaching Requires Strong State Policies Promoting Preparation, Development, and Effectiveness.” Describing the ideas in his Strengthening State Teacher Licensure Standards to Advance Teaching Effectiveness policy paper, Berry painted a picture of teacher licensing systems in the future. Instead of debating licensure systems that are grounded in 20th century conceptions of teaching and learning, he urged state leaders to reform their licensure systems to focus on what teachers of the 21st century must know and do. States should invest in reforms that support teachers to learn and spread their expertise over time. They should remove cumbersome licensure procedures that block talented individuals from entering teaching while simultaneously avoiding preparation short-cuts that undermine teachers' readiness to teach; require that teachers know what and how to teach diverse, 21st century learners; and hold teachers to high, 21st century standards. Berry presented this work alongside Pam Grossman, who wrote about Learning to Practice: The Design of Clinical Experience in Teacher Education; Linda Darling-Hammond, Recognizing and Developing Effective Teaching: What Policymakers Should Know and Do; and George Noell and Paige Kowalski, Using Longitudinal Data Systems to Inform State Teacher Quality Efforts.