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ERIC Number: ED474183
Record Type: Non-Journal
Publication Date: 2002-Dec
Pages: 17
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Assessing and Supporting New Teachers. Lessons from the Southeast. Teaching Quality in the Southeast Policy Brief.
Barnett, Berry; Hopkins-Thompson, Peggy; Hoke, Mandy
This report examines key elements of effective new teacher assessment and support, reviews southeastern states' progress in developing quality induction programs, and offers recommendations for action. More dollars are being invested in new teachers than ever before, and some states have markedly increased the quantity of new teacher support programs. However, states have not established accountability mechanisms that would make it possible to fully assess the quality of these investments. Data suggest new teacher induction programs lack adequate funding, pay insufficient attention to vital links between new teacher assessment and support, and under emphasize learning to teach specific content well. The report notes that quality induction programs can help with the teacher turnover problem. Some southeastern states are providing leadership to improve teacher quality, strengthen assessment, and support new teacher programs. The recent No Child Left Behind Act will help states transform teacher development systems. After presenting key facts and issues related to new teacher assessment and support, the report discusses southeastern states' work to develop better induction programs and offers recommendations (e.g., build consensus, strengthen collaboration, and recognize the critical role of mentors). Sidebars describe approaches to new teacher assessment and support in Connecticut and North Carolina and induction programs in the southeast. (SM)
Southeast Center for Teaching Quality, University of North Carolina, Office of the President, P.O. Box 2688, Chapel Hill, NC 27515-2688. Tel: 919-843-9519; Fax: 919-843-7616. For full text: http://www.teachingquality.org/resources/SECTQpublications/Induction.pdf.
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: National Inst. on Educational Governance, Finance, Policymaking, and Management (ED/OERI), Washington, DC.; BellSouth Foundation, Inc. Atlanta, GA.
Authoring Institution: Southeast Center for Teaching Quality, Chapel Hill, NC.
Identifiers - Location: California; Connecticut
Identifiers - Laws, Policies, & Programs: No Child Left Behind Act 2001