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ERIC Number: ED506709
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. New Jersey 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 New Jersey 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. New Jersey's progress toward meeting these goals is summarized. New Jersey has done a good job in meeting some of NCTQ's goals, but there is significant room for improvement in several areas. New Jersey completely missed six goals, met a small portion of three, partially met six, nearly met eight and fully met four--including one best practice designation. The state performed better than most states in Area 5, "Alternate Routes to Certification," and Area 1, "Meeting NCLB Teacher Quality Objectives." New Jersey also stands out in Area 4, "State Approval of Teacher Preparation Programs," for its policy limiting the amount of professional education coursework required by traditional teacher preparation programs to a maximum of 30 credit hours. This policy helps ensure that teacher preparation programs have well-balanced coursework requirements, and protects against potential excess. The state earns a best practice designation for this policy, which should serve as a model for other states. New Jersey, however, still has significant work to do to meet the other goals for Area 4, which is one of its weakest areas overall. New Jersey should consider requiring undergraduate teacher preparation programs to administer a basic skills test as a criterion for admission, and it should also base its approval of teacher preparation programs on measures that focus on the quality of the teachers the programs produce. 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: New Jersey
Identifiers - Laws, Policies, & Programs: No Child Left Behind Act 2001