NotesFAQContact Us
Collection
Advanced
Search Tips
ERIC Number: ED506701
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. North Dakota 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 North Dakota 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. North Dakota's progress toward meeting these goals is summarized. Overall, North Dakota lags behind most other states in implementing teacher-related policy. North Dakota completely missed 14 goals, met a small portion of five, partially met four, nearly met two and fully met two. North Dakota's best performance is in Area 1, "Meeting NCLB Teacher Quality Objectives"; however, it still has room for improvement. While the state has weaknesses in all areas, it has the most work to do in Area 5, "Alternate Routes to Certification." The state has a relatively strong policy of requiring yearly evaluations for all teachers, though the state does not provide guidance on how a district must proceed regarding a teacher with an unsatisfactory evaluation. The state needs to do more to address the extensive weaknesses in its teacher policies, and offering at least one genuine alternate route to certification should be among the first items on the list. 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: North Dakota
Identifiers - Laws, Policies, & Programs: No Child Left Behind Act 2001