But What's the why behind this initiative, if there's anything more to it than what you've already articulated?

Sure.

Yeah.

I mean, at NCTQ, we've got over 20 years under our belt now of looking at the quality of teacher education across the country.

One of the consistent things we find is that teacher preparation can be slow to change and slow to take on some of the new things that are happening in K-12.

And so we want to build coherence between what candidates like your daughter are learning in pre-service and what she's going to be expected to do on day one when she gets to her first position in the district, and making that as seamless an experience for the individual teacher candidate as possible.

And so part of the impetus behind transforming teacher prep is we feel like there are two main actors that have a lot of agency in terms of what that experience for candidates in the teacher prep programs looks like.

So are you I mean, obviously, we want teachers to come out of teacher prep ready to teach and teach well, but that's sort of an abstract, right? That's that like what? Are there some assumptions that we want to take into account of that they might have some apprenticeship as they enter the workforce or some support or they may not have any support? If anything, does NCTQ have in mind in terms of this is sort of quantifiable and qualitatively what we think teachers should have and be ready to do as they enter the workforce, you know, day one kind of thing.