Teacher Quality
America’s Challenge: Effective Teachers for At-Risk Schools and Students
In the two years since the launch of the National Comprehensive Center for Teacher Quality (NCCTQ), a tremendous amount of information has been compiled about the availability, recruitment, and retention of teachers for at-risk schools and students. NCCTQ has compiled much of this learning in its inaugural biennial report. (National Comprehensive Center for Teacher Quality, 2007)
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Barriers to the Preparation of Highly Qualified Teachers in Reading
This brief investigates the use of scientifically based reading research and instruction in the preparation, certification, and licensure of beginning teachers. National Comprehensive Center for Teacher Quality researchers also describe the use of innovation configurations in research on teacher preparation programs. (National Comprehensive Center for Teacher Quality, 2007)
Authors: Susan M. Smartt and Daniel J. Reschly
Does Teacher Professional Development Have Effects on Teaching and Learning? Evaluation Findings from Programs in 14 States
The Council of Chief State School Officers conducted a study of teacher professional development programs in mathematics and science through a grant from the National Science Foundation. The study analyzed the quality of programs in relation to recent research evidence, and examined the extent to which evaluations of the programs found measurable effects on teaching and learning. The study is intended to assist education leaders in all states by providing research evidence concerning the characteristics of professional development in mathematics and science that produces positive effects with teachers. (Council of Chief State School Officers, 2008)
Authors: Rolf K. Blank, Nina de las Alas, and Carlise Smith
The Link Between Teacher Quality and Student Outcomes: A Research Synthesis
This research synthesis explores evidence for the relationship between teacher quality and student learning in an effort to help identify which teacher qualifications and characteristics should be prioritized in educating and hiring those teachers who are most likely to have a positive impact on student learning. (National Comprehensive Center for Teacher Quality, 2007)
Author: Laura Goe
NCCTQ: Strengthening the Quality of Teaching for All Students
The National Comprehensive Center for Teacher Quality hosted an informational webcast May 11, 2006 to introduce its mission, work, and staff and open a dialogue with the Regional Comprehensive Centers and other Content Centers. Speakers were:
- Sabrina Laine, Ph.D., NCCTQ Director, Learning Point Associates
- Amy Jackson, NCCTQ Deputy Director, Learning Point Associates
- Tricia Coulter, Ph.D., NCCTQ Principal Investigator, Education Commission of the States
- Carol Dwyer, Ph.D., NCCTQ Principal Investigator, ETS
- Dan Reschly, Ph.D., NCCTQ Principal Investigator, Vanderbilt University
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Raising Student Achievement Through the Equitable Distribution of Teachers
John Luczak, Ph.D., Education Program Officer, The Joyce Foundation, moderated this March 30, 2006 Webcast. Speakers were:
- M. René Islas, Chief of Staff to the Assistant Secretary of Elementary and Secondary Education
- Linda Murray, Ph.D., Superintendent in Residence, The Education Trust-West
- Deborah Hirsh, Chief Human Resources Officer, Los Angeles Unified School District
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Recruiting Quality Teachers in Mathematics, Science, and Special Education for Urban and Rural Schools
This publication focuses on six strategies for recruiting highly qualified teachers in mathematics, science, and special education. These strategies can assist schools and districts to be competitive in the job market and to lure college students and other professionals who are interested in a teaching career. (National Comprehensive Center for Teacher Quality, 2007)
The Teacher Preparation ►Teacher Practices ►Student Outcomes Relationship in Special Education: Missing Links and New Connections
This brief examines the literature on the relationship between pre-service teacher preparation, teacher inservice practice, and outcomes for students with special needs. Specific recommendations for program improvement and further research are provided. (National Comprehensive Center for Teacher Quality, 2007)
Authors: Laura Goe and Jane Coggshall
Teacher Quality in At-Risk Schools
This publication focuses on four issues associated with getting and keeping quality teachers in the schools that most need them: performance-based pay; building the capacity of school leaders to support teachers; induction, mentoring, and support of new teachers; and teacher preparation to teach in at-risk schools. It also provides several strategies that—when implemented effectively—can have a positive and lasting impact toward ensuring highly qualified teachers in at-risk schools. (National Comprehensive Center for Teacher Quality, 2007)
Teacher Turnover in At-Risk Schools: Accurate Diagnosis, Promising Solutions
This look at promising solutions in teacher recruitment and retention efforts in low-performing, high-poverty schools was moderated by Dr. Tom Carroll, President of the National Commission on Teaching and America's Future, and aired September 22, 2005. Speakers were:
- Dr. George Ann Rice, Associate Superintendent, Human Resources Division, Clark County (Nevada) School District
- Dr. Janet Hansen, Senior Policy Researcher, RAND Corporation
- Dr. Linda Wallinger, Assistant Superintendent for Instruction, Virginia Department of Education