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ERIC Number: ED506691
Record Type: Non-Journal
Publication Date: 2007
Pages: 132
Abstractor: ERIC
Reference Count: N/A
ISBN: N/A
ISSN: N/A
State Teacher Policy Yearbook: Progress on Teacher Quality, 2007. Massachusetts 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 Massachusetts 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. Massachusetts' progress toward meeting these goals is summarized. Overall, Massachusetts has done a good job in meeting some of NCTQ's goals; however, there is still significant room for improvement in several areas. Massachusetts completely missed seven goals, met a small portion of five, partially met four, nearly met three and fully met eight--including two best practice designations. Massachusetts' best performances are in Area 1, "Meeting NCLB Teacher Quality Objectives," and Area 2, "Teacher Licensure." The state has the most work to do in Area 3, "Teacher Evaluation and Compensation," and Area 4, "State Approval of Teacher Preparation Programs." The state stands out for ensuring that its elementary education teacher candidates receive a broad liberal arts education to prepare them for the PK-6 classroom, and for having one of the nation's best policies regarding teacher preparation in the critical area of reading instruction. The state receives a best practice designation for each of these policies, which should serve as models for other states. Massachusetts, however, should consider requiring its undergraduate teacher preparation programs to administer a basic skills test as a condition for admission. Additionally, the state should require student learning to be the preponderant criteria for teacher evaluations. 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: Massachusetts
Identifiers - Laws, Policies, & Programs: No Child Left Behind Act 2001