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Goe, Laura; Holdheide, Lynn – National Comprehensive Center for Teacher Quality, 2011
The growing need for more information about measuring teachers' contributions to student learning growth, particularly in nontested subjects and grades, is the impetus for this Research & Policy Brief. Although the research base in this area is disappointingly limited, the brief includes considerations and suggestions based on current models…
Descriptors: Teacher Evaluation, Instructional Effectiveness, Teacher Effectiveness, School Districts
National Comprehensive Center for Teacher Quality, 2011
Teacher effectiveness, equitable distribution, and teacher preparation are inextricably linked. Recognizing that evidence-based practices account for at least part of the effects of teachers on achievement and the critical role of teacher preparation, the TQ Center (National Comprehensive Center for Teacher Quality) offers innovation…
Descriptors: Teacher Effectiveness, Evidence, Guidelines, Innovation
Hosp, John L. – National Comprehensive Center for Teacher Quality, 2010
The purpose of this Issue Paper is to provide a framework and justification for effective ways that teachers can collect and use assessment data to make instructional decisions. This framework is provided as an indication of what effective linking of assessment data to instructional decisions "ought" to look like--rather than a summary…
Descriptors: Preservice Teachers, Inservice Teacher Education, Student Evaluation, Elementary Secondary Education
Potemski, Amy – National Comprehensive Center for Teacher Quality, 2009
According to Section 2141(c) of the Elementary and Secondary Education Act (ESEA), as reauthorized by the No Child Left Behind Act (NCLB), local education agencies (LEAs) that fail to meet annual measurable objectives and make adequate yearly progress (AYP) for three consecutive years must enter into an agreement with the state education agency…
Descriptors: Federal Legislation, Educational Improvement, Federal Programs, School Districts
Reschly, Daniel J.; Wood-Garnett, Stephanie – National Comprehensive Center for Teacher Quality, 2009
Response to intervention (RTI) is a decision-making process for (1) identifying gaps between current and desired results; (2) designing, implementing, and revising interventions; (3) matching the degree of educational needs to the intensity of interventions; and (4) implementing interventions at multiple tiers. The process can be applied to…
Descriptors: High School Students, Middle School Students, Educational Needs, Intervention
Imazeki, Jennifer; Goe, Laura – National Comprehensive Center for Teacher Quality, 2009
States have been working on strategies to address the equitable distribution of teachers for a number of years. The Elementary and Secondary Education Act (ESEA), as reauthorized by the No Child Left Behind (NCLB) Act of 2001, specifically calls for states to identify and address the inequitable distribution of highly qualified, experienced…
Descriptors: Teacher Effectiveness, Elementary Secondary Education, Federal Legislation, Teacher Distribution
National Comprehensive Center for Teacher Quality, 2008
The National Comprehensive Center for Teacher Quality (TQ Center) designed the Interactive Data Tools to provide users with access to state and national data that can be helpful in assessing the qualifications of teachers in the states and the extent to which a state's teacher policy climate generally supports teacher quality. The Interactive Data…
Descriptors: Teacher Effectiveness, Teacher Qualifications, Teacher Certification, Teacher Recruitment
Smartt, Susan M.; Reschly, Daniel J. – National Comprehensive Center for Teacher Quality, 2007
Despite the fact that the early reading proficiency for all children has become a national mandate captured in both the No Child Left Behind (NCLB) Act and the Individuals with Disabilities Education Act (IDEA), the poor performance of America's fourth graders on national examinations of reading proficiency indicates that the nation is far from…
Descriptors: Reading Research, Federal Legislation, Colleges, State Standards
Dwyer, Carol A., Ed. – National Comprehensive Center for Teacher Quality, 2007
The National Comprehensive Center for Teacher Quality (NCCTQ) was launched in 2005 as part of a comprehensive system of content-based technical assistance to support states in implementing the priorities of the No Child Left Behind (NCLB) Act. NCCTQ's mission is to support Regional Comprehensive Centers (RCCs), states, and other education…
Descriptors: Academic Achievement, Teacher Effectiveness, At Risk Students, Stakeholders