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ERIC Number: ED506718
Record Type: Non-Journal
Publication Date: 2007
Pages: 132
Abstractor: ERIC
Reference Count: N/A
ISBN: N/A
ISSN: N/A
State Teacher Policy Yearbook: Progress on Teacher Quality, 2007. Utah 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 Utah 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. Utah's progress toward meeting these goals is summarized. Overall, Utah lags behind most other states in implementing teacher-related policy. Utah completely missed 13 goals, met a small portion of six, partially met five, nearly met one and fully met two. Utah's best performance is in Area 1, "Meeting NCLB Teacher Quality Objectives," though it still has room for improvement. The state has the most work to do in Area 4, "State Approval of Teacher Preparation Programs." Utah has extensive subject-matter coursework requirements for secondary education teacher candidates that should ensure that preparation programs produce candidates who are highly qualified. The state, however, needs to improve its teacher distribution data-collection policies to help it ameliorate inequities in teacher assignments. Utah should develop a set of standards to clearly identify what teachers should know when they enter the classroom, and it should base its approval of teacher preparation programs on measures that focus on the quality of the teachers coming out of the programs. The body of the report provides a more detailed breakdown of the state's strengths and weaknesses in each area. Detail 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: Utah
Identifiers - Laws, Policies, & Programs: No Child Left Behind Act 2001