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 Blueprint for Change in New Hampshire 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", New Hampshire had the following grades: (1) Delivering Well Prepared Teachers (D); (2) Expanding the Teaching Pool (D); (3) Identifying Effective Teachers (F); (4) Retaining Effective Teachers (D-); and (5) Exiting Ineffective Teachers (D-). New Hampshire 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 New Hampshire: New Hampshire added "pupil course information" to the list of data elements that are to be submitted by schools to the state. This additional element will provide the data necessary to link student performance to individual teachers. In response to NCTQ's policy update, New Hampshire added that Commissioner Virginia M. Barry has convened a task force on teacher effectiveness to (1) provide a common definition of effective teaching for all schools; (2) identify different teaching frameworks that are research-based and critical components of a fair and equitable teacher evaluation process; (3) develop a system of preparation, professional development and continuous advancement of teachers to affect student learning; and (4) develop a set of recommendations that will lead to a statewide system of teacher effectiveness. Additionally, Professional Standards Board subcommittees are in the process of drafting new teacher standards and strengthening the administrative rules for professional growth and recertification, linking performance evaluation to the Individual Professional Development Master Plan. The Professional Standards Board, whose work will be responsive to the recommendations of the commissioner's task force, will also be reviewing the requirements for beginning, experienced and master teachers with a focus on demonstrating effective teaching and learning. Finally, the state asserted that it does not provide for tenure as such. "Although there is a provision for a continuing contract after three years of continuous employment, administrators report that decisions by principals to offer a fourth contract are taken very seriously to avoid granting increased job protection to teachers with weak performance evaluations." 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. New Hampshire" (ED511920).].

Download or read book 2011 State Teacher Policy Yearbook New Hampshire written by National Council on Teacher Quality and published by . This book was released on 2011 with total page 164 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. New Hampshire received a D- for Overall 2011 Yearbook Grade. New Hampshire ranks 26th among states and has made low progress compared to other states. Highlight from recent progress in New Hampshire includes: (1) 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 136 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 New Hampshire 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. New Hampshire's progress toward meeting these goals is summarized. Overall, New Hampshire lags behind most other states in implementing teacher-related policy. New Hampshire completely missed 14 goals, met a small portion of five, partially met four, nearly met two and fully met two. The state's best performance is in Area 5, "Alternate Routes to Certification." New Hampshire stands out for having a flexible reciprocity policy that recognizes out-of-state teacher licenses obtained both through traditional and alternate certification routes. Many of the state's other teacher licensure policies, however, are weak. The state's standards lack specificity and do not clearly refer to the knowledge and skills that new teachers must have before entering the classroom. For example, the state does not do enough to ensure that new teachers know the science of reading instruction. 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 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 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 New Hampshire 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 New Hampshire is making progress toward meeting a few goals, it lags behind other states in most other goals. The state completely missed 10 goals, met a small portion of three and partially met two. New Hampshire is taking steps in the right direction in giving local school districts full authority for pay scales and ensuring a neutral pension system. The goals needing significant work include requiring instructional effectiveness in teacher evaluations, making tenure decisions meaningful and requiring a mentoring program for new teachers. New Hampshire'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. New Hampshire has an overall performance of F for 2008. Goals for each area are appended. (Contains 57 figures.) [Additional funding for this document was provided by The Teaching Commission. For the national summary, see ED514690.].

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 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 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 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 New Jersey 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 Jersey 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 Jersey has an overall "Yearbook" grade of D+ for 2009. New Jersey's major policy strengths include: (1) Ensures that teachers pass all subject-matter licensure tests before they enter the classroom, earning the state "best practice" designation; (2) Ensures that middle school teachers are prepared to teach appropriate grade-level content; (3) Ensures streamlined and relevant preparation by alternate route programs; and (4) Requires annual evaluations for all teachers. New Jersey'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 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 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 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 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 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.].