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ERIC Number: ED506697
Record Type: Non-Journal
Publication Date: 2007
Pages: 130
Abstractor: ERIC
Reference Count: N/A
ISBN: N/A
ISSN: N/A
State Teacher Policy Yearbook: Progress on Teacher Quality, 2007. Pennsylvania 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 Pennsylvania 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. Pennsylvania's progress toward meeting these goals is summarized. Overall, Pennsylvania has done a good job in meeting some of NCTQ's goals, but there is significant room for improvement in several areas. Pennsylvania completely missed eight goals, met a small portion of nine, partially met six, nearly met two and fully met two--including one best practice designation. Pennsylvania's best performance is in Area 3, "Teacher Evaluation and Compensation." The state has the most work to do in Area 6, "Preparation of Special Education Teachers." The state especially stands out for its policy requiring annual evaluations for all teachers. Teachers who receive a negative evaluation are placed on probation, and those who receive two negative evaluations within five years are formally eligible for dismissal. This policy earns the state a best practice designation. The state, however, should consider requiring the inclusion of objective evidence of student learning as part of the evaluation. It also needs to do more to ensure that new teachers know the science of reading instruction. The body of the report provides a more detailed breakdown of the state and weaknesses in each area. Detailed rationale and "Food for Thought" for each area and corresponding goals 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: Pennsylvania
Identifiers - Laws, Policies, & Programs: No Child Left Behind Act 2001