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 Blueprint for Change in Minnesota 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", Minnesota 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 (C-); and (5) Exiting Ineffective Teachers (F). Minnesota 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 Minnesota: (1) The state now requires that all new elementary teachers pass the Teacher Licensure Examination (MTLE) elementary education content test, which includes the equivalent of a stand-alone science of reading assessment; and (2) The state's new certification test also includes a separate subtest in which mathematics accounts for 75 percent of the exam questions. Minnesota stated that its Board of Teaching has been working steadily on a number of critical policy matters worthy of recognition within the context of this report. The state indicated that these policy changes are "complex" and are being worked on with significant stakeholder engagement to ensure that the final outcomes (rules and/or statutes) are both viable and sustainable. 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. Minnesota" (ED511917).].

Download or read book 2011 State Teacher Policy Yearbook Minnesota written by National Council on Teacher Quality and published by . This book was released on 2011 with total page 162 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. Minnesota received a C- for Overall 2011 Yearbook Grade. Minnesota ranks 2nd among states and has made very high progress compared to other states. Highlights from recent progress in Minnesota include: (1) Elementary teacher preparation in the science of reading instruction; (2) Alternate route admissions requirements; and (3) State data system with the capacity to provide evidence of teacher effectiveness. (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 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 Minnesota 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. Minnesota's progress toward meeting these goals is summarized. Overall, Minnesota lags behind most other states in implementing teacher-related policy. Minnesota completely missed 15 goals, met a small portion of three, partially met six, nearly met one and fully met two. While the state performed weakly in all areas, Minnesota has the most work to do in Area 5, "Alternate Routes to Certification," and Area 6, "Preparation of Special Education Teachers." Minnesota stands out for the performance pay plan it has developed, which rewards teachers for taking on different roles and responsibilities in the school and for demonstrating effectiveness as measured by student learning gains. Regarding teacher preparation, the state should offer at least one genuine alternate route for teacher certification, and it should also ensure that special education teacher candidates receive the training they need to become highly qualified. 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 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 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 report presents the Minnesota 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 Minnesota is making progress toward meeting some of the goals, significant room for improvement remains in many others. The state completely missed eight goals, met a small portion of two, partially met two, nearly met one and fully met two. Minnesota's best performances are in its support of performance pay and its neutral pension plan. Remaining work includes making tenure decisions meaningful, requiring a mentoring program for new teachers, articulating consequences for teachers with unsatisfactory evaluations and closing loopholes that allow teachers who have not met licensure requirements to continue teaching. Minnesota'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. Minnesota has an overall performance of D for 2008. Goals for each area are appended. (Contains 57 figures.) [Additional support for the 2008 "State Teacher Policy Yearbook" was provided by the Teaching Commission. For the national report, see ED514690.].

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 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 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.].

Download or read book State Teacher Policy Yearbook 2009 Vermont 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 Vermont 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. Vermont has an overall "Yearbook" grade of F for 2009. Vermont's major policy strengths include: (1) Maintains full authority to approve teacher preparation programs; and (2) Provides a financially sustainable pension system for teachers without committing excessive resources. Vermont'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) 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 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 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 Maine 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 Maine 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. Maine has an overall "Yearbook" grade of F for 2009. Maine'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) Requiring induction for all new teachers. Maine'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) Allowing middle school teachers to teach on a K-8 generalist license; (4) Offering a disingenuous alternate route; and (5) 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 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 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 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 Virginia 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 Virginia 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. Virginia has an overall "Yearbook" grade of D+ for 2009. Virginia's major policy strengths include: (1) Ensures that teachers are prepared in the science of reading instruction, earning the state a "best practice" designation; (2) Places no restrictions on alternate route usage or providers; (3) Maintains full authority to approve teacher preparation programs; and (4) Supports differential pay in high-needs schools and shortage subjects. Virginia'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 articulate consequences for teachers with unsatisfactory evaluations. Goals for each area are appended. (Contains 124 figures.) [For the national summary, see ED511872.].