ERIC Number: ED496387
Record Type: Non-Journal
Publication Date: 2006-Jun-28
School Principals' Perspectives on the Passport to Teaching
Glazerman, Steven; Tuttle, Christina; Baxter, Gail
Mathematica Policy Research, Inc.
States vary in the degree to which they require prospective teachers to complete coursework, accumulate student teaching experience, and perform on written examinations before they are granted entry into the classroom. In recent years, the American Board for Certification of Teacher Excellence (ABCTE) has devised a primarily examination-based approach called the Passport to Teaching to address this problem, but to date, only five states have recognized it. One major impediment to more widespread adoption of the Passport is the need for more rigorous and objective evidence on the ability of the Passport program to identify high-quality or even minimal-quality teachers. This report is the first in a series of reports from an evaluation study designed to help address this need. Here, the authors provide some early evidence on the performance of American Board-certified teachers based on a recent survey of their supervisors. (Contains 8 tables and 1 figure.)
Descriptors: Teaching Experience, Student Teaching, Principals, Teacher Competencies, Longitudinal Studies, Surveys, Validity, Teaching (Occupation), Credentials, Elementary Secondary Education
Mathematica Policy Research, Inc. P.O. Box 2393, Princeton, NJ 08543-2393. Tel: 609-799-3535; Fax: 609-799-0005; e-mail: firstname.lastname@example.org; Web site: http://www.mathematica-mpr.com/publications/
Publication Type: Reports - Research
Education Level: Elementary Secondary Education
Authoring Institution: Mathematica Policy Research, Washington, DC.