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ERIC Number: ED506693
Record Type: Non-Journal
Publication Date: 2007
Pages: 134
Abstractor: ERIC
Reference Count: N/A
ISBN: N/A
ISSN: N/A
State Teacher Policy Yearbook: Progress on Teacher Quality, 2007. Minnesota 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 Minnesota 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. Minnesota's progress toward meeting these goals is summarized. Overall, Minnesota lags behind most other states in implementing teacher-related policy. Minnesota completely missed 15 goals, met a small portion of three, partially met six, nearly met one and fully met two. While the state performed weakly in all areas, Minnesota has the most work to do in Area 5, "Alternate Routes to Certification," and Area 6, "Preparation of Special Education Teachers." Minnesota stands out for the performance pay plan it has developed, which rewards teachers for taking on different roles and responsibilities in the school and for demonstrating effectiveness as measured by student learning gains. Regarding teacher preparation, the state should offer at least one genuine alternate route for teacher certification, and it should also ensure that special education teacher candidates receive the training they need to become highly qualified. 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: Minnesota
Identifiers - Laws, Policies, & Programs: No Child Left Behind Act 2001