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 Blueprint for Change in New Jersey 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 Jersey had the following grades: (1) Delivering Well Prepared Teachers (D); (2) Expanding the Teaching Pool (B-); (3) Identifying Effective Teachers (D+); (4) Retaining Effective Teachers (C-); and (5) Exiting Ineffective Teachers (D+). New Jersey 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 Jersey: New Jersey added a provision that allows out-of-state teachers to be eligible for a standard certificate with an endorsement equivalent to their out-of-state certificate if they: 1) completed at least three years of teaching in good standing during the previous seven years; 2) passed a content test that was required for the out-of-state certificate; and 3) possess a valid, regular, standard certificate from any state. 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 Jersey" (ED511927).].

Download or read book 2011 State Teacher Policy Yearbook New Jersey written by National Council on Teacher Quality and published by . This book was released on 2011 with total page 168 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 Jersey received a D+ for Overall 2011 Yearbook Grade. New Jersey ranks 36th among states and has made low progress compared to other states. Highlights from recent progress in New Jersey include: (1) Special education teacher preparation; and (2) Teacher pension system neutrality. (Contains 141 figures.) [For the full report, "State Teacher Policy Yearbook, 2011. National Summary," see ED528825.].

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 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 New Jersey 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 Jersey's progress toward meeting these goals is summarized. New Jersey has done a good job in meeting some of NCTQ's goals, but there is significant room for improvement in several areas. New Jersey completely missed six goals, met a small portion of three, partially met six, nearly met eight and fully met four--including one best practice designation. The state performed better than most states in Area 5, "Alternate Routes to Certification," and Area 1, "Meeting NCLB Teacher Quality Objectives." New Jersey also stands out in Area 4, "State Approval of Teacher Preparation Programs," for its policy limiting the amount of professional education coursework required by traditional teacher preparation programs to a maximum of 30 credit hours. This policy helps ensure that teacher preparation programs have well-balanced coursework requirements, and protects against potential excess. The state earns a best practice designation for this policy, which should serve as a model for other states. New Jersey, however, still has significant work to do to meet the other goals for Area 4, which is one of its weakest areas overall. New Jersey should consider requiring undergraduate teacher preparation programs to administer a basic skills test as a criterion for admission, and it should also base its approval of teacher preparation programs on measures that focus on the quality of the teachers the programs produce. 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 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 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 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 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 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 Jersey 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. Overall, New Jersey has done a good job in meeting some goals; however, significant room for improvement remains in several others. The state completely missed seven goals, met a small portion of one, partially met four and fully met three, including one best practice designation. New Jersey's best performances are in its effective induction for new teachers, its requirement of multiple formal evaluations for new teachers and its effort to close loopholes that allow teachers who have not met licensure requirements to continue teaching. The state has the most work to do in making tenure decisions meaningful, ensuring only factors that advance teacher effectiveness are required for permanent licenses, articulating consequences for teachers with unsatisfactory evaluations and strengthening some policies regarding teacher compensation issues. New Jersey'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 Jersey has an overall performance of C for 2008. Goals for each area are appended. (Contains 57 figures.) [Additional funding was provided by "The Teaching Commission." For the national summary, see ED514690.].

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 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 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 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 New York 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 York had the following grades: (1) Delivering Well Prepared Teachers (D+); (2) Expanding the Teaching Pool (C); (3) Identifying Effective Teachers (D-); (4) Retaining Effective Teachers (C-); and (5) Exiting Ineffective Teachers (D). New York 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 York: (1) New York's evaluation system now includes measures of student achievement; (2) The state also provides for expedited hearings before a single hearing officer to dismiss teachers who have a pattern of ineffective performance; and (3) The state has broadened the providers of its alternate route to include nonprofit organizations. In response to NCTQ's policy update, the state added that several initiatives regarding teacher certification and preparation have begun. It will be piloting clinically rich undergraduate- and graduate-level teacher preparation programs aligned with the new performance-based assessments. New York also pointed out that to increase the supply of highly effective teachers in high-needs subjects, its Board of Regents has approved in concept secondary-level certification for applicants who demonstrate content-knowledge proficiency either through undergraduate or graduate course credits or a score of proficient or higher on acceptable rigorous examinations. The state reiterated its new requirements for teacher evaluations and pointed out that districts are not required to implement these changes until the beginning of the 2011-2012 school year. Individual sections contain footnotes. The state also pointed out that it plans to create a statewide teacher career ladder for school districts to utilize in collective bargaining regarding student growth-based teacher compensation and the improvement of teaching practices. Finally, New York also reiterated its streamlined process to dismiss ineffective teachers, and it pointed out that, following a rating of "developing" or "ineffective," the teacher must be put on an improvement plan as soon as practicable but in no case later than 10 days after the date teachers are required to report prior to the beginning of the school year. (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 York" (ED511923).].