Teacher Quality
Resources
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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An Analysis of State Data on the Distribution of Teaching Assignments Filled by Highly Qualified Teachers in New York Schools
According to this report, New York rural schools and districts have a high percentage of core teaching assignments filled by highly qualified teachers, with only small differences across key factors such as school poverty and school need for improvement. Urban schools, particularly those in New York City, have fewer core assignments filled by highly qualified teachers. (Regional Educational Laboratory-Northeast and Islands, 2008)
Authors: Ann Brackett, Susan Mundry, Sarah Guckenburg, and Patricia Bourexis
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
Building on Success: Strengthening Teaching and Learning in New York State
This study, required by the amended State Education Law, was conducted by the Commissioner of Education and focuses on evaluating the effectiveness of teacher preparation programs. Specifically, the study, developed in consultation with institutions of higher education (IHEs), makes recommendations to the Board of Regents for improving such evaluations, including recommendations for developing or modifying data systems. (New York State Education Department, 2007)
The Secretary's Fifth Annual Report on Teacher Quality: A Highly Qualified Teacher in Every Classroom
This report presents the most current information for the 50 states on the implementation of the teacher quality provisions of Title II of the amended Higher Education Act of 1965 and the mandates of No Child Left Behind (NCLB). (U.S. Department of Education, 2006)
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
Where Were New York City’s 2005-2006 First-Year Teachers Prepared?
This study provides insight into how many New York City teachers were prepared through different pathways (traditional and alternative) and sectors (CUNY, SUNY, or independent) and by each individual teacher preparation institution in New York. (Teacher Pathways Project, 2008)