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ERIC Number: ED484546
Record Type: Non-Journal
Publication Date: 2004-Sep-13
Pages: 71
Abstractor: ERIC
Teacher Quality Toolkit
Lauer, Patricia A.; Dean, Ceri B.
Mid Continent Research for Education and Learning
This Teacher Quality Toolkit aims to support the continuum of teacher learning by providing tools that institutions of higher education, districts, and schools can use to improve both preservice and inservice teacher education. The toolkit incorporates McREL?s accumulated knowledge and experience related to teacher quality and standards-based education. The audience for this toolkit includes administrators of colleges of teacher education and teacher preparation programs, pre-kindergarten through grade 12 (PreK?12) school and district administrators, and state and district staff developers. This toolkit is organized into four chapters. Chapter 1 provides background on teacher quality and describes the importance of teacher quality issues in the current policy climate of the No Child Left Behind (NCLB) Act of 2001. Chapter 2 describes assessments and resources that institutions of higher education can use to improve their teacher preparation programs. Chapter 3 describes assessments and resources that districts and schools can use to improve the professional development opportunities they provide for their teaching staff. Chapter 4 presents suggestions for using the assessment tools provided in Chapters 2 and 3 in university-school collaborations. McREL plans to add to the resources for university-school collaborations in 2005 after completing additional development work. The following are appended: (1) Teacher Preparation for Standards-Based Education Survey; (2) Teacher Preparation Evaluation System Audit; (3) Rubric and Examples for Evaluating the Evidence of Effectiveness of Teacher Preparation Programs; (4) Professional Development Program Audit; and (5) Professional Learning Community Checklist.
Publication Type: Guides - General
Education Level: N/A
Audience: Practitioners
Language: English
Sponsor: Department of Education, Washington, DC.
Authoring Institution: Mid-Continent Research for Education and Learning, Aurora, CO.
Grant or Contract Numbers: N/A