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Teaching QualitySelected Research & Readings (Additional Resources)
 
  TEACHING QUALITY
 
What States Are Doing
Selected Research & Readings
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 Certification and Licensure
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The Progress of Education Reform: Evaluating Teacher Effectiveness PDF - This issue highlights recent research that attempts to explore the relationship between traditionally accepted measures of teacher quality – teacher certification and in-class performance – and teacher effectiveness as assessed through student academic performance. It also includes links to additional resources on teacher quality and teacher evaluation methods.(Tricia Coulter, Education Commission of the States, October 2007)...

Progress of Education Reform: Teacher Supply and Demand PDF - This issue of The Progress of Education Reform focuses on the imbalances between teacher supply and demand – in certain subjects and certain school districts – attributable largely to significant numbers of teachers leaving their jobs for reasons other than retirement. It summarizes recent research including an analysis of urban district hiring practices, and their effect on applicant attrition and teacher quality, and an examination of the role of teacher turnover in school staffing problems, and the extent to which school characteristics and organizational conditions contribute to teacher turnover. (Suzanne Weiss, The Progress of Education Reform, vol. 6, no. 4, Education Commission of the States, August 2005)...

NCLB and Highly Qualified Teachers: Where We Have Been and Need To Be MS Word PDF - This ECS Issue Brief links ECS research in the two critical areas of No Child Left Behind (NCLB) – teaching quality and teacher working conditions in hard-to-staff schools. The paper offers recommendations on how to more effectively administer and implement NCLB, and proposes that targeted efforts be made to assist teachers in hard-to-staff schools reach the requirements of the law. (Jennifer Azordegan and Charles Coble, Education Commission of the States, 2004)...

Eight Questions on Teacher Preparation: What Does the Research Say? - Interpreting the findings of education research in an unbiased fashion is critical for policymakers to make accurate, informed decisions to improve their schools. This report looks at what 92 research studies tell us about teacher preparation. This report is the first in a series of reports on teaching quality that ECS will release in 2003 and 2004. Subsequent reports will focus on what the research says about teacher recruitment and retention, licensure and certification, and professional development. (Michael B. Allen, Education Commission of the States, August 2003)...

A National Perspective on Four Quality-Teaching Issues MS Word - A growing body of evidence confirms that the quality of teaching students receive is the single most influential determinant, outside of home and family circumstances, of their academic success. Studies show that, regardless of socioeconomic factors, students who have effective teachers make significantly more progress than students with less effective teachers. This article documents some of the research and implications for state policymakers. (Charles Coble, ECS 2002) ...

No Child Left Behind Policy Brief: Teaching Quality PDF - In order for states to get a high-quality teacher in each classroom, they must (1) examine their teacher recruitment and certification processes, (2) ensure teachers have subject-content mastery and paraprofessionals meet standards, and (3) promote ongoing professional development. This policy brief presents implications for states and key policy questions around these issues. (Twanna LaTrice Hill, Education Commission of the States, April 2002)...

Teaching Quality: A National Perspective MS Word - A growing body of evidence confirms that quality teaching is the single most influential determinant of student academic success, outside of home and family. Some recent policy trends in ensuring the best teachers are in our classrooms include increased accountability of teachers and schools for value-added evidence of student learning, exploring alternative routes into the teaching profession, and community colleges' role in teacher preparation. (Charles Coble and Jennifer Piscatelli, Education Commission of the States, State Education Leader, Fall 2002)...

In Pursuit of Quality Teaching: Five Key Strategies for Policymakers PDF - This report provides a digest of useful information for policymakers who are dealing with what is generally agreed as the most urgent and critical issues involving the improvement of teaching in the nation’s schools: preparation and induction; recruitment and retention; professional development; licensure, evaluation and accountability; and school and district leadership. The report offers strategies for improving the quality of teaching, along with specific options available to policymakers in each of the five areas. (Education Commission of the States, 2000)...

Investing in Quality Teaching: State-Level Strategies MS Word - Recent studies have consistently found that teacher expertise is the single most important determinant of student achievement. Each dollar spent on improving teachers' qualifications nets greater gains in student learning than any other use of an education dollar. State policymakers can have a major impact on the quality of the teaching force if they are willing to look seriously at redesigning teaching standards, teacher education, hiring, recruitment, induction, evaluation and professional development. (Linda Darling-Hammond, Education Commission of the States, December 1998)...

2011 State Teacher Policy Yearbook - In this fifth edition of the State Teacher Policy Yearbook, NCTQ provides a detailed examination of state laws, rules and regulations that govern the teaching profession, covering the full breadth of policies including teacher preparation, licensure, evaluation, career advancement, tenure, compensation, pensions and dismissal. (National Center on Teaching Quality, Jan 2012) ...

Improving Teacher Quality Around the World: The International Summit on the Teaching Profession - This document discusses lessons shared during a two-day event held in New York City in March 2011. The summit marked the first-ever convening of education ministers, teachers, and union leaders from high-performing and rapidly improving countries and regions. Discussions were framed around four overarching themes: teacher recruitment and preparation; development, support, and retention of teachers; teacher evaluation and compensation; and teacher engagement in reform. Plans are already underway to convene a second international summit in spring 2012. (Asia Society, March 2011)...

Taking Human Capital Seriously: Talented Teachers in Every Classroom, Talented Principals in Every School - Recommendations for improving the quality of principals and teachers. (Strategic Management of Human Capital, November 2009)...

Improving Teacher Quality and Distribution - Experiments with teacher recruitment programs should continue at all levels, but data should be collected so promising practices can be improved and those that aren’t working can be ended. However new teachers get into the profession, the crucial question is how to keep them there. States and the federal government should continue to fund research on which factors increase teacher retention, including salary incentives, improved working conditions and school culture, mentoring and professional development. (National Academy of Education, November 2008)...

Teaching Quality in a Changing Policy Landscape: Improvements in the Teacher Pool - Recent years have seen a high level of education policy activity focused on issues of teacher quality. Policies have been developed at federal, state and institutional levels, and include increased institutional reporting of teacher candidates’ test scores, the mandate for Highly Qualified Teachers under NCLB, more stringent requirements for entry into and accreditation of teacher education programs and the rapid expansion of alternate pathways into teaching. To determine whether these policies were accompanied by changes in the academic quality of prospective teachers, this study focuses on Praxis candidates from the years 2002 through 2005, and compares this cohort with an earlier cohort of prospective teachers (1994 to 1997) included in an earlier ETS study. (ETS, December 2007)...

How the World's Best-Performing School Systems Come Out on Top - This report contains the results of a study of 25 of the world's school systems, including ten of the top performers. The report examines what these high-performing systems had in common and what tools were used to improve student outcomes. Three things matter most: (1) getting the right people to become teachers, (2) developing them into effective instructors; and (3) ensuring that the system is able to deliver the best possible instruction for every child. (McKinsey and Company, September 2007)...

A Possible Dream: Retaining California Teachers So All Students Learn - Twenty-two percent of California teachers leave the profession after their first four years in the classroom. Additionally, 10% transfer away from high poverty schools each year. The state spends more than $455 million each year to recruit, hire and prepare replacement teachers. This report offers recommendations to increase teacher retention, including: (1) assess teaching conditions locally and continuously; (2) elevate California’s student funding to (at least) adequate levels; (3) resolve the bureaucratic conundrum (not all bureaucracies are bad); (4) refocus school leadership on instructional quality and high-quality teaching and learning conditions; (5) establish statewide standards for school teaching and learning conditions; and (6) assess and address specific challenges in retention of special educations teachers. (Center for Teacher Quality at California State Sacramento, April 2007) ...

Teacher Pay Reforms – The Political Implications of Recent Research - This report discusses the importance of teacher compensation reform as a building block for improving teaching quality. It elaborates on the difficulties of creating reform that will be accepted by unions and teachers, and questions the ability to gauge teaching quality by achievement testing. The report’s conclusions include recommendations like pay reform should start at the state level, and states should begin with “pay experiments” that should be individually evaluated. (Dan Goldhaber, Center for American Progress, December 2006) ...

Teaching and California’s Future: California’s Teaching Force 2004 - This report states, “California’s teacher development is in a precarious situation.” The announcement that California students ranked lowest in the nation in average 4th-grade reading proficiency spurred state lawmakers to increase per-pupil spending 27% over the next decade, develop rigorous content standards, revise the state’s assessment system to align with those standards, create a strong accountability system and reduce class size in the early elementary grades. These actions led to some improvements and to some unintended consequences. Policy recommendations are listed, starting on page 75. (Camille E. Esch, Christopher M. Chang-Ross, Roneeta Guha, Juliet D. Tiffany Morales and Patrick M. Shields, The Center for the Future of Teaching and Learning, 2004)...

It's About Time PDF - This article discusses the importance of time management in classrooms. Specifically, it outlines the difficulty of providing teachers with professional development opportunities during the school year. (Michael Allen, Wingspread Journal, 2005)...

Out-of-Field Teaching, Educational Inequality and the Organization of Schools: An Exploratory Analysis - Analyzing data from the National Center for Educational Statistics' SASS (Schools and Staffing Survey), this study reports elementary and secondary teacher qualifications and the prevalence of out-of-field teaching in schools sorted by urbanicity and minority and poverty enrollment. The author suggests that teachers are often in out-of-field assignments not because of a lack of job candidates for the position, but because of district policies or choices made by administrators to allow out-of-field teaching to take place in a school or district. (Richard M. Ingersoll, Center for the Study of Teaching and Policy, University of Washington, January 2002)...

No Dream Denied: A Pledge to America's Children - Almost one-third of all new teachers leave the classroom after three years and close to 50% leave after five years, according to this national commission report. It also finds that retirement isn't the main culprit; teachers who leave the classroom for reasons other than retirement outnumber those retiring by almost three to one. More than a quarter of a million teachers stop teaching every year, and the cumulative effect is that high teacher turnover and attrition are undermining teaching quality. (National Commission on Teaching and America's Future, January 2003)...

Teachers’ Professional Lives: A View from Nine Industrialized Countries - In addressing its own teacher quality concern, the United States should take a closer look at how Japan professionally supports, motivates and compensates teachers, according to a survey conducted by the Council for Basic Education's Schools Around the World program. The survey discusses teaching conditions in eight countries: France, Portugal, Australia, the United Kingdom, Hong Kong, the Czech Republic, Japan and Germany. (Carol F. Stoel and Tin-Swe Thant, Council for Basic Education and Milken Foundation, 2002)...

State Policymaker's Brief MS Word - This brief from the ECS MetLife Advisory Board on Change in Education Initiatives speaks to what all state-level education policymakers need to know and understand in order to make effective decisions about education. The paper focuses specifically on what it takes to meet standards and what constitutes meaningful and appropriate assessment. (Teachers Network, ECS MetLife Advisory Board, 2001)...

The Leadership Issue Project State-of-the-Field Reports: Improving Leadership for Learning - Commissioned by the Wallace Foundation, these reports from the University of Washington explore central issues in the exercise of educational leadership, the reports synthesize studies, conceptual work, and examples of current and emerging practice. The reports address: (1) leading, learning and leadership support; (2) data-informed leadership in education; (3) allocating resources and creating incentives to improve teaching and learning; (4) redefining roles, responsibilities and authorities of school leaders; (5) purposes, uses and practices of leadership assessment in education; (6) redefining and improving school district governance and (7) leadership for transforming high schools. (The University of Washington, October and December 2006)...


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