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Teaching QualityCertification and LicensureWhat States Are Doing (Additional Resources)
 What States Are Doing
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State Testing and Assessment Requirements for Initial and Continuing General Education Teachers MS Word PDF - There are multiple requirements for teachers to become and remain certified and/or licensed to teach, including different types of tests and assessments. Passing one or more exams is a common requirement for initial teacher licensure. Assessment requirements vary across states from the type of tests administered to the required passing score(s). This ECS StateNote reports on the types of assessments each state requires for initial and continuing teacher certification and licensure only, and is not intended to advocate for the use of teacher assessments in determining teacher quality. (Angela Baber, Education Commission of the States, January 2008)...

Special Education Teacher Certification/Licensure and Endorsement Categories in the States MS Word PDF - This StateNote focuses on the different types of certification systems and the endorsement areas for special education teachers in the states. The certification systems have been divided into three categories: generalist, mild/moderate-severe/profound and categorical. [Please allow time for the tables and charts in this publication to load.] (Justin Bathon, Education Commission of the States, July 2004)...

Preparing and Credentialing the Nation’s Teachers: The Secretary’s Eighth Report on Teacher Quality - The Secretary's Eighth Report on Teacher Quality presents the most current information for the 50 states, the District of Columbia, Puerto Rico and the outlying areas. The report outlines how states are preparing and credentialing teachers, and is based on state-submitted data from 2008, 2009 and 2010. (U.S. Department of Education, 2011) ...

A Study of Laws in Other States that Permit the Dissemination of Confidential Information Pertaining to Teacher Certification - Maine’s Office of Policy and Legal Analysis was charged by the legislature to look at what rules govern Maine and other states in dissemination of confidential teacher certification information. This study summarizes other state laws, identifies comparable professions in Maine and their handling of confidential licensure information, and reviews possible conflicts between laws governing reports of child abuse and neglect and the confidentiality provisions of teacher certification laws. Included are issues for further consideration by the Joint Standing Committee on Education and Cultural Affairs. (Phillip McCarthy, Carolyn Russo and Darlene Shores Lynch, Office of Policy and Legal Analysis, Maine State Legislature, October 2008)...

The New Jersey Alternate Route Program: An Analysis of the Perspectives from Alternate Route Teachers, Alternate Route Instructors, and Alternate Route Mentors - Established in the early 1980s, the primary goal of New Jersey’s Alternate Route was to increase teacher quality by recruiting candidates with strong liberal arts backgrounds. This report examines several questions, including: Is the program accomplishing its goal? Are school leaders satisfied with the teachers? In addition, recommendations are presented to improve and better evaluate the alternative route program. (Prepared for the New Jersey Department of Education, Fall 2007) ...

Everyone's Doing it, But What Does Teacher Testing Tell Us About Teacher Effectiveness? - This paper explores the relationship between teacher testing and teacher effectiveness using a unique dataset from North Carolina that links teachers to their individual students. The report finds a small positive relationship between teacher licensure tests and student achievement. The findings also suggest that states face significant tradeoffs when they require particular performance levels as a precondition to becoming a teacher, as "some teachers whom we might wish were not in the teacher workforce based on their contribution toward student achievement are eligible to teach based on their performance on these tests, while other individuals who would be effective teachers are ineligible." (Dan Goldhaber, Center for Reinventing Public Education, April 2006) ...

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