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ERIC Number: ED506713
Record Type: Non-Journal
Publication Date: 2007
Pages: 128
Abstractor: ERIC
Reference Count: N/A
ISBN: N/A
ISSN: N/A
State Teacher Policy Yearbook: Progress on Teacher Quality, 2007. Tennessee 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 Tennessee 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. Tennessee's progress toward meeting these goals is summarized. Overall, Tennessee has done a good job in meeting some of NCTQ's goals, but there is significant room for improvement in several areas. Tennessee completely missed seven goals, met a small portion of eight, partially met two, nearly met three and fully met seven--including two best practice designations. Tennessee's best performance is in Area 4, "State Approval of Teacher Preparation Programs." The state has the most work to do in Area 6, "Preparation of Special Education Teachers." Especially notable is the guidance the state gives to teacher preparation programs regarding the maximum amount of professional coursework that teacher candidates should be required to take. This policy earns the state a best practice designation, as does its statewide value-added student assessment model, which measures student-achievement gains over time. The state also has a strong set of standards regarding scientifically based reading instruction. The state, however, needs to institute policies to ensure that that there is an equitable distribution of quality teachers, and it should also do more to ensure that secondary special education candidates receive the coursework training they need. 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: Tennessee
Identifiers - Laws, Policies, & Programs: No Child Left Behind Act 2001