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State Partnerships for Quality Teacher Preparation PDF - This issue paper examines how the effective use of data, competency-based teacher education standards and current relationships between districts and teacher education programs can lead to powerful partnerships that drive both the continuous improvement of schools and teacher education programs. The paper, which was developed with the support of the National Center for Teacher Transformation, is a result of a meeting of education leaders from throughout the nation that explored how to build effective state partnerships for quality teacher preparation. (Bruce Vandal and Barbara Thompson, Education Commission of the States, May 2009)...

Race to the Top: Promising Approaches to Achieving Teacher-Related Goals (Goal 3) MS Word PDF - (Jennifer Dounay, Education Commission of the States, March 2009)...

Community Colleges as Professional Development Resources for Working Teachers PDF - Community colleges can meet the needs of new professional development strategies by addressing the inflexibility and inconvenience of other programs, according to this report. It offers state examples of the community college role in professional development, as well as policy recommendations. (Gina Shkodriani, Education Commission of the States, December 2003)...

Report on the Teacher Needs Survey - Pre-K through 12th-grade teachers want more preparation in classroom management and instructional skills, according to this nationwide survey. According to the more than 2,300 responses received, teachers want help with classroom management in areas including student safety in classrooms and dealing with students' negative or disruptive behaviors. Teachers also want help with instructional skills, such as promoting critical thinking and motivating students to learn. Novice teachers, in particular, expressed a strong need for assistance. New teachers, those most likely to leave the profession, are seeking instructional strategies to serve the wide range of achievement levels students bring to the same classroom. Survey respondents indicated a preference for receiving professional development in the form of online courses or small in-district workshops, rather than larger regional workshops. (American Psychological Association, August 2006) ...

Lessons from a Decade of Mathematics and Science Reform: The Local Systemic Change through Teacher Enhancement Initiative - This report presents the findings from a comprehensive study of the content-focused teacher professional development. Results are based upon ten years of data, including questionnaires, observations and interviews with teachers of science, mathematics, and/or technology engaged in the National Science Foundation-supported Local Systemic Change through Teacher Enhancement Initiative. (Eric R. Banilower, Sally E. Boyd, Joan D. Pasley and Iris R. Weiss, Horizon Research Inc., February 2006) ...

Professional Communities and Instructional Improvement Practices: A study of small high schools in Chicago - This report examines the instructional improvement practices of teacher professional communities in seven Chicago High School Redesign Initiative schools. The authors note that teachers most commonly talked about instruction in informal one-on-one exchanges rather than through group activities to improve their members' collective instructional capacity and change core instructional practices. The researchers likewise report that the daily demands of teaching left teachers with little time to address instructional issues in a systematic or sustained manner within teacher teams, though one school with clear instructional priorities and strong leadership was able to facilitate ongoing discussions on building core instructional practices. The study provides questions school leaders and policymakers should ask in implementing professional development programs for teachers. (W. David Stevens, with Joseph Kahne, Consortium on Chicago School Research, January 2006)...

Characteristics of Public School Teachers' Professional Development Activities: 1999-2000 - This brief examines the prevalence of five features of teacher professional development: (1) a focus on teachers' subject-matter content or the teaching methods they employ; (2) duration in terms of the number of hours of training and the number of weeks or months over which training is provided; (3) an activity format that is integrated into the daily work of teachers rather than removed from the context of direct public school teaching, as in traditional workshops; (4) collective participation of teachers' peers in matters of instruction; and (5) alignment with local standards and other initiatives to change instructional practices, as well as teachers' own professional goals. Findings are disaggregated by a number of characteristics, including years of teaching experience and grade level taught. (Marion Scotchmer, Daniel J. McGrath and Ellinor Coder, National Center for Education Statistics, August 2005)...

National Board Certification Successfully Identifies Effective Teachers - This two-page brief summarizes the findings of a study on the effectiveness of National Board for Professional Teaching Standards (NBPTS) certification in identifying teachers who raise student achievement. Findings include: National Board Certified Teachers (1) are more effective at raising student achievement than teachers who pursue, but fail to obtain NBPTS certification; (2) are more effective at raising student achievement – outside of the year in which they apply – than teachers who do not pursue NBPTS certification; and (3) have a greater impact with younger and low-income students. Questions on the cost effectiveness of NBPTS certification have yet to be resolved. The full report also is available online. (Dan Goldhaber and Emily Anthony, Center on Reinventing Public Education, March 2004)...

Professional Development Analysis - Professional development for teachers can have a positive impact on student achievement if it: (1) is sustained over time; (2) focuses on specific content areas or instructional strategies; (3) supports the collective learning of most – if not all – teachers in a school; (4) aligns with school and teacher goals; and (5) provides opportunities for teachers to practice and apply new knowledge. However, this report finds that in general, teacher professional development does not reflect these characteristics, which results in mixed results in improving student achievement. The report provides recommendations for those planning professional development. (Ravay Snow-Renner and Patricia A. Lauer, McREL, 2005) ...

Online Professional Development: Why SREB States Should Use It - This publication looks at why states have not used online professional development more extensively and what states should do to use it effectively to meet their important teacher training needs. The author found the reasons given for not using online learning are lack of understanding of how the Web can be utilized, too many other demands on staff time and cost. (William R. Thomas, Southern Regional Education Board, October 2004) ...

NBPTS Certification: Who Applies and What Factors Are Associated with Success? - This report examines data on North Carolina teachers who applied for certification by the National Board of Professional Teaching Standards (NBPTS) to determine the characteristics of those who applied for, and those who earned, certification. Applicants tended to be young, women, African American and score higher on standardized tests. Successful candidates tended to be women, score higher on standardized tests and have obtained a master's degree. African Americans accounted for 13% of the applicant pool but only 4% of successful applicants. Schools with more prior successful candidates also were more likely to have teachers apply for certification. Low-income, low-performing and predominately minority districts were less likely to have NBPTS certified teachers. (Dan Goldhaber, David Perry and Emily Anthony, Urban Institute, May 2003)...

Can Teacher Quality Be Effectively Assessed? - The authors describe the results of the first large-scale study, based on a unique data set from North Carolina, assessing the relationship between the certification of teachers by the National Board for Professional Teaching Standards (NBPTS) and elementary-level student achievement. Their findings indicate NBPTS is successfully identifying the more effective teachers among applicants, and NBPTS-certified teachers, prior to becoming certified, were more effective than their noncertified counterparts at increasing student achievement. The statistical significance and magnitude of the “NBPTS effect,” however, differs significantly by grade level and student type. A two-page research brief also is available. (Dan Goldhaber and Emily Anthony, Center on Reinventing Public Education, April 2004)...


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