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National Comprehensive Center, 2020
The National Comprehensive Center's (NCC's) Native Education Collaborative developed resources to build the capacity of state education agencies (SEAs) in collaboration with tribes and local education agencies (LEAs) to enhance the learning lives of Native children and youth. The Native Education Collaborative developed the Circles of Reflection…
Descriptors: American Indian Students, American Indians, State Departments of Education, Tribes
Layland, Allison; Corbett, Julie – National Comprehensive Center at Westat, 2021
Districts and schools are receiving once in a life-time funding through the American Recovery Plan (ARP) to address the learning needs of students over the next few years, especially those who have been most impacted by a year of remote or hybrid learning. State education agencies (SEAs) including the District of Columbia, Puerto Rico, outlying…
Descriptors: Summer Programs, Acceleration (Education), Distance Education, Blended Learning
Layland, Allison; Redding, Sam – National Comprehensive Center at Westat, 2019
Strategic planning and performance management are not new concepts; however, education agencies and other nonprofit organizations have struggled to embrace and use the concepts, especially in unison. The strategic performance management (SPM) process provides a mechanism to bring performance management to state education agencies (SEAs), local…
Descriptors: Strategic Planning, Performance Based Assessment, State Departments of Education, School Districts
Coggshall, Jane G. – National Comprehensive Center for Teacher Quality, 2012
To meet the more rigorous expectations embodied in new college- and career-ready standards, students will need teachers who teach in ways that are distinctly different than how most have been teaching. Students will need, for example, English and science teachers who give students more guided practice in reading nonfiction texts that are more…
Descriptors: Teacher Effectiveness, Educational Change, Professional Development, Theory Practice Relationship
Goe, Laura; Holdheide, Lynn; Miller, Tricia – National Comprehensive Center for Teacher Quality, 2011
Across the nation, states and districts are in the process of building better teacher evaluation systems that not only identify highly effective teachers but also systematically provide data and feedback that can be used to improve teacher practice. "A Practical Guide to Designing Comprehensive Teacher Evaluation Systems" is a tool…
Descriptors: Feedback (Response), Teacher Effectiveness, Evaluators, Teacher Evaluation
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
Croft, Andrew; Coggshall, Jane G.; Dolan, Megan; Powers, Elizabeth – National Comprehensive Center for Teacher Quality, 2010
Featured prominently in recent federal education regulations, the term "job-embedded professional development" has come into increasingly common usage for more than a decade, yet rarely is it explicitly defined. But what exactly is job-embedded professional development? What types of teacher learning opportunities count as being job…
Descriptors: Teacher Effectiveness, Faculty Development, Professional Development, Teaching Methods
Brown-Sims, Melissa – National Comprehensive Center for Teacher Quality, 2010
With the need to meet a set of higher accountability standards such as Interstate School Leaders Licensure Consortium (ISLLC) Standards and the AYP benchmarks of the NCLB Act, for example, school principals are faced with the knowledge that they play a vital role in school effectiveness as well as teacher retention, parent participation, and…
Descriptors: School Effectiveness, Educational Improvement, Principals, Instructional Leadership
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
Lasagna, Molly – National Comprehensive Center for Teacher Quality, 2009
Improving teacher preparation for successful teaching in at-risk schools will help at-risk schools and districts by doing the following: (1) Create stability and growth by retaining teachers; (2) Address the equitable distribution of highly qualified teachers; (3) Break the cycle of outdated teaching methods and low expectations; and (4) Raise…
Descriptors: Educational Change, School Effectiveness, Educational Improvement, Program Improvement
Hirsch, Eric – National Comprehensive Center for Teacher Quality, 2008
Policymakers, practitioners, and researchers have long understood that teacher quality is the most important variable for the success of students. The context in which educators work is critical to their success and satisfaction; however, identifying and addressing the conditions that teachers want and need is difficult. Assessing context is not…
Descriptors: Academic Achievement, Teacher Effectiveness, Educational Change, Professional Identity
Goe, Laura; Coggshall, Jane – National Comprehensive Center for Teacher Quality, 2007
The purpose of this paper is to examine the relationships between preservice teacher preparation, teacher in-service practice, and outcomes for students with special needs. A fuller understanding of the "teacher preparation greater than teacher practice greater than student outcomes" connection will inform teacher preparation programs as they work…
Descriptors: Preservice Teacher Education, Preservice Teachers, Special Education Teachers, Special Needs Students
National Comprehensive Center for Teacher Quality, 2007
"Teachers are leaders when they function in professional communities to affect student learning; contribute to school improvement; inspire excellence in practice; and empower stakeholders to participate in educational improvement" (Childs-Bowen, Moller, & Scrivner, 2000, p. 28). Enhancing teacher leadership can help schools and districts reach the…
Descriptors: Teacher Effectiveness, Educational Environment, Stakeholders, Educational Improvement