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ERIC Number: ED506690
Record Type: Non-Journal
Publication Date: 2007
Pages: 134
Abstractor: ERIC
Reference Count: N/A
State Teacher Policy Yearbook: Progress on Teacher Quality, 2007. Maryland 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 Maryland 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. Maryland's progress toward meeting these goals is summarized on the following page. Overall, Maryland has done a good job in meeting some of our goals, but there is significant room for improvement in several areas. Maryland completely missed 11 goals, met a small portion of five, partially met seven, nearly met two and fully met two. Maryland's best performance is in Area 5, "Alternate Routes to Certification." The state has the most work to do in Area 4, "State Approval of Teacher Preparation Programs," and Area 6, "Preparation of Special Education Teachers." The state stands out for having a practical alternate route to certification with reasonable coursework requirements; however, the state should consider making its admissions standards for this route more flexible. In addition, the state should work to hold its teacher preparation programs more accountable for the quality of their preparation, and consider extending the minimum probationary period required for tenure from two to five years. Maryland should also do more to ensure that special education teacher candidates receive the training they need to become highly qualified. The board provides a 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 71 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:
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: Maryland
Identifiers - Laws, Policies, & Programs: No Child Left Behind Act 2001