Download or read book State Teacher Policy Yearbook 2009 Indiana 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 Indiana's 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. Indiana has an overall "Yearbook" grade of D for 2009. Indiana's major policy strengths include: (1) Ensures that middle school teachers are prepared to teach appropriate grade-level content; (2) Maintains full authority to approve teacher preparation programs; and (3) Requires induction for all new teachers. Indiana'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) Does not ensure that elementary teachers are prepared in the science of reading instruction; 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.].

Download or read book Blueprint for Change in Indiana 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", Indiana had the following grades: (1) Delivering Well Prepared Teachers (D); (2) Expanding the Teaching Pool (D+); (3) Identifying Effective Teachers (D); (4) Retaining Effective Teachers (D+); and (5) Exiting Ineffective Teachers (F). Indiana 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 Indiana: (1) Indiana now requires aspiring teachers to demonstrate basic skills (Praxis I) as a criterion for admission to teacher education programs; (2) Indiana has eliminated the portfolio/mentoring program required for new teachers to advance from an initial license to a professional license. New teachers must instead complete a Beginning Teacher Residency program in which building level administrators assess a new teacher's effectiveness and develop plans for professional improvement; (3) Secondary teachers (5-12) must now major in an applicable content area and minor in education; and (4) Elementary teachers (K-6) must now either major in a content area and minor in education or minor in a content area and major in education. In addition, Indiana has drafted new teacher content standards that now require its teacher preparation programs to provide teacher candidates with training in the science of reading. The new standards also outline in greater detail mathematics content geared to the specific needs of elementary teachers. 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. Indiana" (ED511886).].

Download or read book State Teacher Policy Yearbook 2009 Mississippi 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 Mississippi 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. Mississippi has an overall "Yearbook" grade of D+ for 2009. Mississippi's major policy strengths include: (1) Requiring that all new teachers pass subject-matter licensure tests prior to entering the classroom, earning the state a "best practice" designation; (2) Ensuring that middle school teachers are prepared to teach appropriate grade-level content; and (3) Maintaining full authority to approve teacher preparation programs. Mississippi's major policy weakness include: (1) Awarding tenure virtually automatically; (2) Failing to make evidence of student learning the preponderant criterion in teacher evaluations; (3) Lacking an efficient termination process for ineffective teachers; and (4) Not ensuring 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 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 Rhode Island 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 Rhode Island 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. Rhode Island has an overall "Yearbook" grade of D for 2009. Rhode Island's major policy strengths include: (1) Places no restrictions on alternate route usage or providers; (2) Requires induction for all new teachers; and (3) Maintains full authority to approve teacher preparation programs. Rhode Island'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 prepared in the science of reading instruction or are well prepared to teach 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 Tennessee 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 Tennessee 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. Tennessee has an overall "Yearbook" grade of D for 2009. Tennessee's major policy strengths include: (1) Places no restrictions on alternate route usage or providers; (2) Maintains full authority to approve teacher preparation programs; (3) Supports a performance pay initiative; and (4) Requires that all new teachers pass a pedagogy test. Tennessee'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 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 Ohio 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: This Ohio's 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. Ohio has an overall "Yearbook" grade of D+ for 2009. Ohio's major policy strengths include: (1) Supports differential pay in high-needs schools and shortage subjects; (2) Supports a performance pay initiative; and (3) Requires that all new teachers pass a pedagogy test. Ohio's major policy weaknesses include: (1) Fails to make evidence of student learning the preponderant criterion in teacher evaluations; (2) Lacks an efficient termination process for ineffective teachers; (3) Offers a disingenuous alternate route; and (4) Does not ensure that elementary teachers are well prepared to teach 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 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 Wisconsin 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: This Wisconsin 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. Wisconsin has an overall "Yearbook" grade of D for 2009. Wisconsin's major policy strengths include: (1) Provides a financially sustainable pension system without committing excessive resources, earning the state a "best practice" designation; (2) Places no restrictions on alternate route usage or providers; and (3) Maintains full authority to approve teacher preparation programs. Wisconsin'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; (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 Illinois 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 Illinois' 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. Illinois has an overall "Yearbook" grade of D+ for 2009. Illinois' major policy strengths include: (1) Articulates consequences for teachers with unsatisfactory evaluations, earning the state a "best practice" designation; (2) Prevents teachers who have not met licensure requirements from continuing to teach; and (3) Requires that all new teachers pass a pedagogy test. Illinois' 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-9 generalist license; and (5) Does not ensure that elementary teachers are prepared in the science of reading instruction. 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 North Carolina 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 North Carolina 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. North Carolina has an overall "Yearbook" grade of D+ for 2009. North Carolina's major policy strengths include: (1) Encourages districts to compensate teachers for related prior work experience, earning the state a "best practice" designation; (2) Requires induction for all new teachers; and (3) Requires basic skills testing for admission into undergraduate teacher preparation programs. North Carolina's major policy weaknesses include: (1) Fails to make evidence of student learning the preponderant criterion in teacher evaluations; (2) Lacks an efficient termination process for ineffective teachers; (3) Offers a disingenuous alternate route; and (4) Does not ensure 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 Minnesota 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 Minnesota 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. Minnesota has an overall "Yearbook" grade of D- for 2009. Minnesota's major policy strengths include: (1) Requiring that all new teachers pass a pedagogy test; (2) Maintaining full authority to approve teacher preparation programs; and (3) Supporting performance pay initiatives. Minnesota's major policy weaknesses 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 Kentucky 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 Kentucky 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. Kentucky has an overall "Yearbook" grade of D for 2009. Kentucky's major policy strengths include: (1) Ensuring that middle school teachers are prepared to teach appropriate grade-level content; (2) Maintaining full authority to approve teacher preparation programs; (3) Placing no restrictions on alternate route usage or providers; and (4) Requiring induction for all new teachers. Kentucky's major policy weakness include: (1) Awarding tenure virtually automatically; (2) Failing to make evidence of student learning the preponderant criterion in teacher valuations; (3) Lacking an efficient termination process for ineffective teachers; and (4) Not ensuring 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 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 North Dakota 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 North Dakota 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. North Dakota has an overall "Yearbook" grade of D- for 2009. North Dakota's major policy strengths include: (1) Requiring annual evaluations for all teachers; (2) Maintaining full authority to approve teacher preparation programs; and (3) Requiring that all new teachers pass a pedagogy test. North Dakota'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) Lacking an efficient termination process for ineffective teachers; (4) Allowing middle school teachers to teach on a K-8 generalist license; and (5) Not ensuring that elementary teachers are prepared in the science of reading instruction. Goals for each area are appended. (Contains 124 figures.) [For the national summary, see ED511872.].