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ERIC Number: ED506673
Record Type: Non-Journal
Publication Date: 2007
Pages: 128
Abstractor: ERIC
Reference Count: N/A
ISBN: N/A
ISSN: N/A
State Teacher Policy Yearbook: Progress on Teacher Quality, 2007. Maine State Summary
National Council on Teacher Quality
The "State Teacher Policy Yearbook" examines what is arguably the single most powerful authority over the teaching profession: state government. This Maine edition of the National Council on Teacher Quality's (NCTQ's) "State Teacher Policy Yearbook" is the first of what will be an annual look at the status of state policies impacting the teaching profession. It is hoped that this report will help focus attention on areas where state policymakers could make improvements to benefit both students and teachers. This policy evaluation is broken down into six areas that include a total of 27 goals. Broadly, these goals examine the impact of state policy on the preparation, certification, licensure, compensation and effectiveness of teachers across the elementary, secondary and special education spectra. Maine's progress toward meeting these goals is summarized here. Overall, Maine lags behind other states in implementing teacher-related policy. Maine completely missed 19 goals, met a small portion of two, partially met three and fully met three. While the state performed weakly in all areas, it has the most work to do in Area 3, "Teacher Evaluation and Compensation"; Area 4, "State Approval of Teacher Preparation Programs"; and Area 6, "Preparation of Special Education Teachers." One bright spot in Maine's policy is in the area of licensure reciprocity. The state does not place excessive burdens on out-of-state teachers, whether prepared through a traditional or alternate route, seeking to transfer their licenses to Maine. However, the state has a considerable amount of work to do to address the extensive weaknesses in its teacher policies. The body of the report provides a more detailed breakdown of the state's strengths and weaknesses in each area. Detailed rationale and "Food for Thought" for each area and corresponding goal are appended. (Contains 72 figures.) [Additional funding for this first edition of the "State Teacher Policy Yearbook" was provided by the Achelis Foundation, Bodman Foundation, Daniel's Fund, Fisher Family Foundation, Gleason Foundation, and The Teaching Commission. This state report is part of NCTQ's State Teacher Policy Yearbook series. For the national summary, see ED506661.]
National Council on Teacher Quality. 1420 New York Avenue NW Suite 800, Washington, DC 20005. Tel: 202-393-0020; Fax: 202-393-0095; Web site: http://www.nctq.org
Publication Type: Numerical/Quantitative Data; Reports - Evaluative
Education Level: Elementary Secondary Education
Audience: Policymakers
Language: English
Sponsor: Joyce Foundation; Ewing Marion Kauffman Foundation; Koret Foundation; Lynde and Harry Bradley Foundation; Martha Holden Jennings Foundation; Milken Family Foundation; Thomas B. Fordham Foundation
Authoring Institution: National Council on Teacher Quality
Identifiers - Location: Maine
Identifiers - Laws, Policies, & Programs: No Child Left Behind Act 2001