Download or read book State Teacher Policy Yearbook 2009 Arizona written by National Council on Teacher Quality and published by . This book was released on 2009 with total page 154 pages. Available in PDF, EPUB and Kindle. Book excerpt: This Arizona edition of the National Council on Teacher Quality's (NCTQ's) 2009 "State Teacher Policy Yearbook" is the third annual look at state policies impacting the teaching profession. It is hoped that this report will help focus attention on areas where state policymakers can make changes that will have a positive impact on teacher quality and student achievement. The 2009 "Yearbook" presents a comprehensive analysis of state teacher policies. This evaluation is organized in five areas encompassing 33 goals. Broadly, these goals examine the impact of state policy on: (1) delivering well-prepared teachers; (2) expanding the teaching pool; (3) identifying effective teachers; (4) retaining those deemed effective; and (5) exiting those deemed ineffective. Arizona has an overall "Yearbook" grade of D+ for 2009. Arizona's major policy strengths include: (1) Ensures that teachers pass all subject-matter licensure tests before entering the classroom; (2) Requires that all new teachers pass a pedagogy test; and (3) Supports a performance pay initiative. Arizona's major policy weaknesses include: (1) Awards tenure virtually automatically; (2) Fails to make evidence of student learning the preponderant criterion in teacher evaluations; (3) Does not ensure that middle school teachers are appropriately prepared to teach grade-level content; and (4) Lacks an efficient termination process for ineffective teachers. Detailed rationale for each area and corresponding goal is appended. (Contains 124 figures.) [For the national summary, see ED511872.].

Download or read book Blueprint for Change in Arizona written by National Council on Teacher Quality and published by . This book was released on 2010 with total page 24 pages. Available in PDF, EPUB and Kindle. Book excerpt: The 2009 "State Teacher Policy Yearbook" provided a comprehensive review of states' policies that impact the teaching profession. As a companion to last year's comprehensive state-by-state analysis, the 2010 edition provides each state with an individualized "Blueprint for Change," building off last year's "Yearbook" goals and recommendations. State teacher policy addresses a great many areas, including teacher preparation, certification, evaluation and compensation. With so many moving parts, it may be difficult for states to find a starting point on the road to reform. To this end, this paper provides a state-specific roadmap, organized in three main sections. Section 1 identifies policy concerns that need critical attention, the areas of highest priority for state policymakers. Section 2 outlines "low-hanging fruit," policy changes that can be implemented in relatively short order. Section 3 offers a short discussion of some longer-term systemic issues that states need to make sure stay on the radar. In the 2009 "State Teacher Policy Yearbook", Arizona had the following grades: (1) Delivering Well Prepared Teachers (D); (2) Expanding the Teaching Pool (C-); (3) Identifying Effective Teachers (D); (4) Retaining Effective Teachers (D+); and (5) Exiting Ineffective Teachers (C-). Arizona has an overall grade of D+ for 2009. In the last year, many states made significant changes to their teacher policies, spurred in many cases by the Race to the Top competition. Based on a review of state legislation, rules and regulations, the National Council on Teacher Quality (NCTQ) has identified the following recent policy changes in Arizona: (1) New legislation requires the use of an evaluation framework that includes quantitative data on student academic progress that accounts for between 33 percent and 50 percent of outcomes; (2) Districts are now prohibited from using tenure as a factor in teacher layoffs, and they no longer have to consider tenure when they rehire; (3) Teachers dismissed for cause now have only 10 days to request a hearing rather than 30; and (4) Arizona now requires that alternate route candidates complete 45 classroom hours or three credit hours of training in research-based systematic phonics instruction. Individual sections contain footnotes. (Contains 5 figures.) [For the related reports, see "Blueprint for Change: National Summary. State Teacher Policy Yearbook, 2010" (ED515614) and "State Teacher Policy Yearbook, 2009. Arizona" (ED511885).].

Download or read book 2011 State Teacher Policy Yearbook Arizona written by National Council on Teacher Quality and published by . This book was released on 2011 with total page 166 pages. Available in PDF, EPUB and Kindle. Book excerpt: For five years running, the National Council on Teacher Quality (NCTQ) has tracked states' teacher policies, preparing a detailed and thorough compendium of teacher policy in the United States on topics related to teacher preparation, licensure, evaluation, career advancement, tenure, compensation, pensions and dismissal. The "2011 State Teacher Policy Yearbook" includes NCTQ's biennial, full review of the state laws, rules and regulations that govern the teaching profession. This year's report measures state progress against a set of 36 policy goals focused on helping states put in place a comprehensive framework in support of preparing, retaining and rewarding effective teachers. For the first time, the "Yearbook" includes a progress rating for states on goals that have been measured over time. An overall progress ranking is also included, showing how states compare to each other in moving forward on their teacher policies. Arizona received a D+ Overall 2011 Yearbook Grade. Arizona ranks 20th among states and has made moderate progress compared to other states. Highlights from recent progress in Arizona include: (1) Evidence of student learning in teacher evaluations; and (2) Broad usage and providers of alternative certification. (Contains 141 figures.) [For the full report, "State Teacher Policy Yearbook, 2011. National Summary," see ED528825.].

Download or read book State Teacher Policy Yearbook written by National Council on Teacher Quality and published by . This book was released on 2008 with total page 78 pages. Available in PDF, EPUB and Kindle. Book excerpt: This paper presents the Arizona edition of the National Council on Teacher Quality's 2008 "State Teacher Policy Yearbook". The 2008 "Yearbook" focuses on how state policies impact the retention of effective new teachers. This policy evaluation is broken down into three areas that encompass 15 goals. Broadly, these goals examine the impact of state policy on 1) identifying effective teachers, 2) retaining those deemed effective and 3) exiting those deemed ineffective. While Arizona is making progress toward meeting some goals, significant room for improvement remains in many others. The state completely missed six goals, met a small portion of four, partially met three, nearly met one and fully met one. Arizona's best performance is in its support of performance pay. The state has the most work to do in making tenure decisions meaningful, ensuring its pension system is neutral, closing loopholes that allow teachers who have not met licensure requirements to continue teaching and strengthening some policies regarding teacher compensation. Arizona's progress toward meeting these goals is summarized. The body of the report provides a more detailed breakdown of the state's strengths and weaknesses in each area. Arizona has an overall performance of D for 2008. Goals for each area are appended. (Contains 57 figures.) [Additional support was provided by The Teaching Commission. For the national summary, see ED514690.].

Download or read book State Teacher Policy Yearbook written by National Council on Teacher Quality and published by . This book was released on 2007 with total page 134 pages. Available in PDF, EPUB and Kindle. Book excerpt: The "State Teacher Policy Yearbook" examines what is arguably the single most powerful authority over the teaching profession: state government. This Arizona edition of the National Council on Teacher Quality's (NCTQ's) "State Teacher Policy Yearbook" is the first of what will be an annual look at the status of state policies impacting the teaching profession. It is hoped that this report will help focus attention on areas where state policymakers could make improvements to benefit both students and teachers. This policy evaluation is broken down into six areas that include a total of 27 goals. Broadly, these goals examine the impact of state policy on the preparation, certification, licensure, compensation and effectiveness of teachers across the elementary, secondary and special education spectra. Arizona's progress toward meeting these goals is summarized. Overall, Arizona has done a good job in meeting some goals, but there is significant room for improvement in several areas. Arizona completely missed 10 goals, met a small portion of eight, partially met four, nearly met one and fully met four. The state's best performances are in Area 1, "Meeting NCLB Teacher Quality Objectives"; Area 2, "Teacher Licensure"; and Area 5, "Alternate Routes to Certification." However, there is room for improvement. Arizona has the most work to do in Area 6, "Preparation of Special Education Teachers." Arizona stands out for its policy requiring annual evaluations for all teachers. The state, however, could make improvements in its requirements for the preparation of both elementary and secondary special education teachers. Arizona policy requiring elementary teachers to complete 45 clock hours or three credit hours of research-based reading instruction during their first two years of teaching is headed in the right direction, but the state should consider revising this policy to require that candidates complete this training prior to beginning to teach. The body of the report provides a more detailed breakdown of the state's strengths and weaknesses in each area. Detailed rationale and "Food for Thought" for each area and corresponding goal are appended. (Contains 72 figures.) [Additional funding for this first edition of the "State Teacher Policy Yearbook" was provided by the Achelis Foundation, Bodman Foundation, Daniel's Fund, Fisher Family Foundation, Gleason Foundation, and The Teaching Commission. This state report is part of NCTQ's State Teacher Policy Yearbook series. For the national summary, see ED506661.].

Download or read book State Teacher Policy Yearbook 2009 National Summary written by National Council on Teacher Quality and published by . This book was released on 2009 with total page 220 pages. Available in PDF, EPUB and Kindle. Book excerpt: The 2009 edition of the "State Teacher Policy Yearbook" is the National Council on Teacher Quality's (NCTQ's) third annual review of state laws, rules and regulations that govern the teaching profession. This year's report is a comprehensive analysis of the full range of each state's teacher policies, measured against a realistic blueprint for reform. The 2009 "Yearbook" revisits most of the goals from the NCTQ's first two editions, with a few new goals added for good measure. With ongoing feedback from state officials, practitioners, policy groups and other education organizations, as well as NCTQ's own nationally respected advisory group, the states have continued to refine and develop their policy goals. Consequently, many of the goals and related indicators have changed from previous reviews. The states' goals meet NCTQ's five criteria for an effective reform framework: (1) They are supported by a strong rationale, grounded in the best research available; (2) They offer practical, rather than pie-in-the-sky, solutions for improving teacher quality; (3) They take on the teaching profession's most pressing needs, including making the profession more responsive to the current labor market; (4) They are for the most part relatively cost neutral; and (5) They respect the legitimate constraints that some states face so that the goals can work in all 50 states. In addition to a national summary report, the researchers have customized the "Yearbook" so that each state has its own report, with its own analyses and data. In addition to giving an overall grade, they also give "sub-grades" in each of the five areas organizing the goals. These grades break down even further, with an eye toward giving a full perspective on the states' progress. It is hoped that the "Yearbook" continues to serve as an important resource for state school chiefs, school boards, legislatures and the many advocates who press hard for reform. (Contains 124 figures.).

Download or read book State Teacher Policy Yearbook 2009 Washington written by National Council on Teacher Quality and published by . This book was released on 2009 with total page 156 pages. Available in PDF, EPUB and Kindle. Book excerpt: This Washington edition of the National Council on Teacher Quality's (NCTQ's) 2009 "State Teacher Policy Yearbook" is the third annual look at state policies impacting the teaching profession. It is hoped that this report will help focus attention on areas where state policymakers can make changes that will have a positive impact on teacher quality and student achievement. The 2009 "Yearbook" presents a comprehensive analysis of state teacher policies. This evaluation is organized in five areas encompassing 33 goals. Broadly, these goals examine the impact of state policy on: (1) delivering well-prepared teachers; (2) expanding the teaching pool; (3) identifying effective teachers; (4) retaining those deemed effective; and (5) exiting those deemed ineffective. Washington has an overall "Yearbook" grade of D+ for 2009. Washington's major policy strengths include: (1) Articulates consequences for teachers with unsatisfactory evaluations; (2) Requires annual evaluations for all teachers; and (3) Maintains full authority to approve teacher preparation programs. Washington's major policy weaknesses include: (1) Awards tenure virtually automatically; (2) Fails to make evidence of student learning the preponderant criterion in teacher evaluations; (3) Lacks an efficient termination process for ineffective teachers; (4) Allows middle school teachers to teach on a K-8 generalist license; and (5) Does not ensure that middle school teachers are prepared to teach grade-level content. Goals for each area are appended. (Contains 124 figures.) [For the national summary, see ED511872.].

Download or read book State Teacher Policy Yearbook 2009 Texas written by National Council on Teacher Quality and published by . This book was released on 2009 with total page 154 pages. Available in PDF, EPUB and Kindle. Book excerpt: This Texas edition of the National Council on Teacher Quality's (NCTQ's) 2009 "State Teacher Policy Yearbook" is the third annual look at state policies impacting the teaching profession. It is hoped that this report will help focus attention on areas where state policymakers can make changes that will have a positive impact on teacher quality and student achievement. The 2009 "Yearbook" presents a comprehensive analysis of state teacher policies. This evaluation is organized in five areas encompassing 33 goals. Broadly, these goals examine the impact of state policy on: (1) delivering well-prepared teachers; (2) expanding the teaching pool; (3) identifying effective teachers; (4) retaining those deemed effective; and (5) exiting those deemed ineffective. Texas has an overall "Yearbook" grade of C- for 2009. Texas' major policy strengths include: (1) Makes evidence of student learning the preponderant criterion in teacher evaluations; (2) Offers licensure reciprocity to out of state teachers; and (3) Supports differential and performance pay initiatives. Texas' major policy weaknesses include: (1) Awards tenure virtually automatically; (2) Lacks an efficient termination process for ineffective teachers; and (3) Does not ensure that special education teachers have subject-matter knowledge. Goals for each area are appended. (Contains 124 figures.) [For the national summary, see ED511872.].

Download or read book State Teacher Policy Yearbook 2009 Colorado written by National Council on Teacher Quality and published by . This book was released on 2009 with total page 158 pages. Available in PDF, EPUB and Kindle. Book excerpt: The Colorado edition of the National Council on Teacher Quality's (NCTQ's) 2009 "State Teacher Policy Yearbook" is the third annual look at state policies impacting the teaching profession. It is hoped that this report will help focus attention on areas where state policymakers can make changes that will have a positive impact on teacher quality and student achievement. The 2009 "Yearbook" presents a comprehensive analysis of state teacher policies. This evaluation is organized in five areas encompassing 33 goals. Broadly, these goals examine the impact of state policy on: (1) delivering well-prepared teachers; (2) expanding the teaching pool; (3) identifying effective teachers; (4) retaining those deemed effective; and (5) exiting those deemed ineffective. Colorado has an overall "Yearbook" grade of D for 2009. Colorado's major policy strengths include: (1) Ensuring that teachers pass all subject-matter licensure tests before they enter the classroom, earning the state a "best practice" designation; (2) Articulating consequences for teachers with unsatisfactory evaluations; and (3) Placing no restrictions on alternate route usage or providers. Colorado's major policy weaknesses include: (1) Awarding tenure virtually automatically; (2) Failing to make evidence of student learning the preponderant criterion in teacher evaluations; (3) Not ensuring that elementary teachers are well prepared to teach mathematics; and (4) Allowing middle school teachers to teach on a K-8 generalist license. Goals for each area are appended. (Contains 124 figures.) [For the national summary, see ED511872.].

Download or read book State Teacher Policy Yearbook 2009 New Mexico written by National Council on Teacher Quality and published by . This book was released on 2009 with total page 154 pages. Available in PDF, EPUB and Kindle. Book excerpt: This New Mexico edition of the National Council on Teacher Quality's (NCTQ's) 2009 "State Teacher Policy Yearbook" is the third annual look at state policies impacting the teaching profession. It is hoped that this report will help focus attention on areas where state policymakers can make changes that will have a positive impact on teacher quality and student achievement. The 2009 "Yearbook" presents a comprehensive analysis of state teacher policies. This evaluation is organized in five areas encompassing 33 goals. Broadly, these goals examine the impact of state policy on: (1) delivering well-prepared teachers; (2) expanding the teaching pool; (3) identifying effective teachers; (4) retaining those deemed effective; and (5) exiting those deemed ineffective. New Mexico has an overall "Yearbook" grade of D+ for 2009. New Mexico's major policy strengths include: (1) Ensuring that licensure advancement is based on effectiveness, earning the state a "best practice" designation; (2) Articulating consequences for teachers with unsatisfactory evaluations; and (3) Requiring that all new teachers pass subject-matter licensure tests prior to entering the classroom. New Mexico's major policy weakness include: (1) Failing to make evidence of student learning the preponderant criterion in teacher evaluations; (2) Lacking an efficient termination process for ineffective teachers; and (3) Offering a disingenuous alternate route. Goals for each area are appended. (Contains 124 figures.) [For the national summary, see ED511872.].

Download or read book State Teacher Policy Yearbook 2009 Nevada written by National Council on Teacher Quality and published by . This book was released on 2009 with total page 154 pages. Available in PDF, EPUB and Kindle. Book excerpt: The Nevada edition of the National Council on Teacher Quality's (NCTQ's) 2009 "State Teacher Policy Yearbook" is the third annual look at state policies impacting the teaching profession. It is hoped that this report will help focus attention on areas where state policymakers can make changes that will have a positive impact on teacher quality and student achievement. The 2009 "Yearbook" presents a comprehensive analysis of state teacher policies. This evaluation is organized in five areas encompassing 33 goals. Broadly, these goals examine the impact of state policy on: (1) delivering well-prepared teachers; (2) expanding the teaching pool; (3) identifying effective teachers; (4) retaining those deemed effective; and (5) exiting those deemed ineffective. Nevada has an overall "Yearbook" grade of D- for 2009. Nevada's major policy strengths include: (1) Requires annual evaluations for all teachers; (2) Supports differential pay in high-needs schools and shortage subjects; and (3) Requires that all new teachers pass a pedagogy test. Nevada's major policy weaknesses include: (1) Awards tenure virtually automatically; (2) Fails to make evidence of student learning the preponderant criterion in teacher evaluations; (3) Lacks an efficient termination process for ineffective teachers; (4) Offers a disingenuous alternate route; and (5) Allows middle school teachers to teach on a K-8 generalist license. Goals for each area are appended. (Contains 124 figures.) [For the national summary, see ED511872.].

Download or read book State Teacher Policy Yearbook 2009 Georgia written by National Council on Teacher Quality and published by . This book was released on 2009 with total page 160 pages. Available in PDF, EPUB and Kindle. Book excerpt: The Georgia edition of the National Council on Teacher Quality's (NCTQ's) 2009 "State Teacher Policy Yearbook" is the third annual look at state policies impacting the teaching profession. It is hoped that this report will help focus attention on areas where state policymakers can make changes that will have a positive impact on teacher quality and student achievement. The 2009 "Yearbook" presents a comprehensive analysis of state teacher policies. This evaluation is organized in five areas encompassing 33 goals. Broadly, these goals examine the impact of state policy on: (1) delivering well-prepared teachers; (2) expanding the teaching pool; (3) identifying effective teachers; (4) retaining those deemed effective; and (5) exiting those deemed ineffective. Georgia has an overall "Yearbook" grade of C for 2009. Georgia's major policy strengths include: (1) Ensuring that middle school teachers are prepared to teach appropriate grade-level content, earning the state a "best practice" designation; (2) Supporting differential pay in high-needs schools and shortage subjects, earning the state a "best practice" designation; (3) Ensuring streamlined and relevant preparation by alternate route programs; and (4) Placing no restrictions on alternate route usage or providers. Georgia's major policy weaknesses include: (1) Awarding tenure virtually automatically; (2) Failing to make evidence of student learning the preponderant criterion in teacher evaluations; and (3) Lacking an efficient termination process for ineffective teachers. Goals for each area are appended. (Contains 124 figures.) [For the national summary, see ED511872.].

Download or read book State Teacher Policy Yearbook 2009 Oklahoma written by National Council on Teacher Quality and published by . This book was released on 2009 with total page 160 pages. Available in PDF, EPUB and Kindle. Book excerpt: The Oklahoma edition of the National Council on Teacher Quality's (NCTQ's) 2009 "State Teacher Policy Yearbook" is the third annual look at state policies impacting the teaching profession. It is hoped that this report will help focus attention on areas where state policymakers can make changes that will have a positive impact on teacher quality and student achievement. The 2009 "Yearbook" presents a comprehensive analysis of state teacher policies. This evaluation is organized in five areas encompassing 33 goals. Broadly, these goals examine the impact of state policy on: (1) delivering well-prepared teachers; (2) expanding the teaching pool; (3) identifying effective teachers; (4) retaining those deemed effective; and (5) exiting those deemed ineffective. Oklahoma has an overall "Yearbook" grade of D+ for 2009. Oklahoma's major policy strengths include: (1) Articulates consequences for teachers with unsatisfactory evaluations, earning the state a "best practice" designation; (2) Ensures that teachers are prepared in the science of reading instruction; (3) Requires annual evaluations for all teachers; and (4) Supports differential pay in high-needs schools and shortage subjects. Oklahoma's major policy weaknesses include: (1) Awards tenure virtually automatically; (2) Fails to make evidence of student learning the preponderant criterion in teacher evaluations; (3) Lacks an efficient termination process for ineffective teachers; (4) Allows middle school teachers to teach on a K-8 generalist license; and (5) Does not ensure that special education teachers have subject-matter knowledge. Goals for each area are appended. (Contains 124 figures.) [For the national summary, see ED511872.].

Download or read book State Teacher Policy Yearbook 2009 New York written by National Council on Teacher Quality and published by . This book was released on 2009 with total page 158 pages. Available in PDF, EPUB and Kindle. Book excerpt: The New York edition of the National Council on Teacher Quality's (NCTQ's) 2009 "State Teacher Policy Yearbook" is the third annual look at state policies impacting the teaching profession. It is hoped that this report will help focus attention on areas where state policymakers can make changes that will have a positive impact on teacher quality and student achievement. The 2009 "Yearbook" presents a comprehensive analysis of state teacher policies. This evaluation is organized in five areas encompassing 33 goals. Broadly, these goals examine the impact of state policy on: (1) delivering well-prepared teachers; (2) expanding the teaching pool; (3) identifying effective teachers; (4) retaining those deemed effective; and (5) exiting those deemed ineffective. New York has an overall "Yearbook" grade of D+ for 2009. New York's major policy strengths include: (1) Supports differential pay in high-needs schools and shortage subjects; (2) Requires that all new teachers pass a pedagogy test; and (3) Provides a financially sustainable pension system for teachers without committing excessive resources. New York's major policy weaknesses include: (1) Awards tenure virtually automatically; (2) Fails to make evidence of student learning the preponderant criterion in teacher evaluations; (3) Lacks an efficient termination process for ineffective teachers; and (4) Does not ensure that elementary teachers are well prepared to teach reading or mathematics. Goals for each area are appended. (Contains 124 figures.) [For the national summary, see ED511872.].

Download or read book State Teacher Policy Yearbook 2009 California written by National Council on Teacher Quality and published by . This book was released on 2009 with total page 156 pages. Available in PDF, EPUB and Kindle. Book excerpt: This California edition of the National Council on Teacher Quality's (NCTQ's) 2009 "State Teacher Policy Yearbook" is the third annual look at state policies impacting the teaching profession. It is hoped that this report will help focus attention on areas where state policymakers can make changes that will have a positive impact on teacher quality and student achievement. The 2009 "Yearbook" presents a comprehensive analysis of state teacher policies. This evaluation is organized in five areas encompassing 33 goals. Broadly, these goals examine the impact of state policy on: (1) delivering well-prepared teachers; (2) expanding the teaching pool; (3) identifying effective teachers; (4) retaining those deemed effective; and (5) exiting those deemed ineffective. California has an overall "Yearbook" grade of D+ for 2009. California's major policy strengths include: (1) Places no restrictions on alternate route usage or providers; (2) Requires that all new teachers pass a pedagogy test; (3) Supports differential pay in high-needs schools and shortage subjects; and (4) Maintains full authority to approve teacher preparation programs. California's major policy weaknesses include: (1) Awards tenure virtually automatically; (2) Fails to make evidence of student learning the preponderant criterion in teacher evaluations; (3) Does not ensure that middle school teachers are appropriately prepared to teach grade-level content; (4) Does not ensure that elementary teachers are well prepared to teach mathematics; and (5) Lacks an efficient termination process for ineffective teachers. Detailed rationale for each area and corresponding goal is appended. (Contains 124 figures.) [For the national summary, see ED511872.].

Download or read book State Teacher Policy Yearbook 2009 New Hampshire written by National Council on Teacher Quality and published by . This book was released on 2009 with total page 152 pages. Available in PDF, EPUB and Kindle. Book excerpt: This New Hampshire edition of the National Council on Teacher Quality's (NCTQ's) 2009 "State Teacher Policy Yearbook" is the third annual look at state policies impacting the teaching profession. It is hoped that this report will help focus attention on areas where state policymakers can make changes that will have a positive impact on teacher quality and student achievement. The 2009 "Yearbook" presents a comprehensive analysis of state teacher policies. This evaluation is organized in five areas encompassing 33 goals. Broadly, these goals examine the impact of state policy on: (1) delivering well-prepared teachers; (2) expanding the teaching pool; (3) identifying effective teachers; (4) retaining those deemed effective; and (5) exiting those deemed ineffective. New Hampshire has an overall "Yearbook" grade of D- for 2009. New Hampshire's major policy strengths include: (1) Ahead of most states in requiring broad liberal arts preparation for elementary teachers; (2) Placing no restrictions on alternate route usage or providers; and (3) Maintaining full authority to approve teacher preparation programs. New Hampshire's major policy weaknesses include: (1) Awarding tenure virtually automatically; (2) Failing to make evidence of student learning the preponderant criterion in teacher evaluations; (3) Not ensuring that elementary teachers are prepared in the science of reading instruction or are well prepared to teach mathematics; (4) Offering a disingenuous alternate route; and (5) Allowing middle school teachers to teach on a K-8 generalist license. Goals for each area are appended. (Contains 124 figures.) [For the national summary, see ED511872.].

Download or read book State Teacher Policy Yearbook 2009 Idaho written by National Council on Teacher Quality and published by . This book was released on 2009 with total page 154 pages. Available in PDF, EPUB and Kindle. Book excerpt: The Idaho edition of the National Council on Teacher Quality's (NCTQ's) 2009 "State Teacher Policy Yearbook" is the third annual look at state policies impacting the teaching profession. It is hoped that this report will help focus attention on areas where state policymakers can make changes that will have a positive impact on teacher quality and student achievement. The 2009 "Yearbook" presents a comprehensive analysis of state teacher policies. This evaluation is organized in five areas encompassing 33 goals. Broadly, these goals examine the impact of state policy on: (1) delivering well-prepared teachers; (2) expanding the teaching pool; (3) identifying effective teachers; (4) retaining those deemed effective; and (5) exiting those deemed ineffective. Idaho has an overall "Yearbook" grade of D- for 2009. Idaho's major policy strengths include: (1) Requires annual evaluations for all teachers; (2) Requires teacher preparation in the science of reading instruction; and (3) Maintains full authority to approve teacher preparation programs. Idaho's major policy weaknesses include: (1) Awards tenure virtually automatically; (2) Fails to make evidence of student learning the preponderant criterion in teacher evaluations; (3) Lacks an efficient termination process for ineffective teachers; (4) Allows middle school teachers to teach on a K-8 generalist license; and (5) Offers a disingenuous alternate route. Detailed rationale for each area and corresponding goal is appended. (Contains 124 figures.) [For the national summary, see ED511872.].