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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
Steiner, Lucy – National Comprehensive Center for Teacher Quality, 2009
The National Comprehensive Center for Teacher Quality asked Public Impact to conduct a study exploring the change processes in the creation and implementation of teacher evaluation systems. This TQ Research & Policy Brief provides an overview of Public Impact's preliminary findings as they relate to the impetus for change and the political and…
Descriptors: Teacher Effectiveness, Teacher Evaluation, Accountability, Educational Change
Behrstock, Ellen; Clifford, Matthew – National Comprehensive Center for Teacher Quality, 2009
A generational transition is occurring in U.S. public school classrooms. Baby Boom teachers (those born between 1946 and 1964) are approaching retirement age, and many of their colleagues from Generation X (those born between 1965 and 1976) are entering their mid-career stage. The newest generation in the teaching workforce is Generation Y (those…
Descriptors: Educational Change, Change Strategies, Generational Differences, Literature Reviews
Lasagna, Molly – National Comprehensive Center for Teacher Quality, 2009
The term "teacher retention" refers to the ability to keep teachers on the job. In other words, it is the ability to reduce or eliminate teacher turnover. "Turnover" refers to the migration of teachers between schools or districts "and" the attrition of teachers from the profession (Ingersoll & Perda, 2009). From the perspective of a principal,…
Descriptors: Teacher Effectiveness, School Personnel, Teacher Competencies, Teacher Persistence
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
Goe, Laura; Croft, Andrew – National Comprehensive Center for Teacher Quality, 2009
In "Approaches to Evaluating Teacher Effectiveness: A Research Synthesis" published by the National Comprehensive Center for Teacher Quality (TQ Center), ways of evaluating teachers were compared (Goe, Bell, & Little, 2008). This brief compares two of the methods discussed in that synthesis--value-added measures and classroom observations--and…
Descriptors: School Effectiveness, Teacher Effectiveness, Evaluation Methods, Teaching Methods
Hayes, Kathleen – National Comprehensive Center for Teacher Quality, 2009
Teacher shortages are essentially a problem of distribution (Darling-Hammond, 2001; Ingersoll, 2001; National Association of State Boards of Education, 1998; Olson, 2000; Reeves, 2003; Voke, 2002). According to recent studies, hardest to find are teachers who are both qualified and willing to teach in hard-to-staff schools, which included those in…
Descriptors: Teacher Effectiveness, Teacher Recruitment, Teacher Shortage, Teacher Qualifications
Putney, LaTisha L. – National Comprehensive Center for Teacher Quality, 2009
Qualified special education teachers have a strong foundation in pedagogy and are experts in the characteristics of students with disabilities. They have successfully completed several supervised field and clinical experiences, are adept in the skills of their respective specialty, and have passed the certification or licensure exam attesting to…
Descriptors: Disabilities, Special Education, Teacher Recruitment, Expertise
McGraner, Kristin L. – National Comprehensive Center for Teacher Quality, 2009
A STEM teacher is one who teaches in the fields of science, technology, engineering, and mathematics. In K-12 schooling, most STEM teachers instruct mathematics and science classes, which continue to be critical shortage areas. As part of a comprehensive human capital strategy, designing recruitment initiatives to attract qualified STEM teachers…
Descriptors: Teacher Effectiveness, Teacher Recruitment, Human Capital, Science Teachers
Behrstock, Ellen; Coggshall, Jane G. – National Comprehensive Center for Teacher Quality, 2009
The literature on teacher hiring and assignment tends to omit definitions of these key terms. An exception in Cohen-Vogel and Osborne-Lampkin (277), who define teacher assignment as "the reciprocal process between school management and teachers to guide decisions about who will teach, where they will teach, and what they will teach." But the…
Descriptors: Academic Achievement, Personnel Selection, Teacher Selection, Incentives
Schumaker, Jean B. – National Comprehensive Center for Teacher Quality, 2009
One way of helping students with learning disabilities and other struggling learners become independent life-long learners is to teach them how to use learning strategies in effective and efficient ways. Learning strategy instruction is instruction in how to learn and perform in academic environments such that positive outcomes result. Teachers…
Descriptors: Learning Disabilities, Teaching Methods, Learning Strategies, Outcomes of Education
Goe, Laura, Ed. – National Comprehensive Center for Teacher Quality, 2009
Questions about whether states play a role in ensuring access to high-quality teaching talent in local communities have ceased. Increasingly, states are encouraging and requiring more robust preparation programs; more efficient human resources departments that identify, recruit, place, and support the most effective educators; and more continuous…
Descriptors: Teacher Effectiveness, Program Effectiveness, Leadership Responsibility, Educational Change
Little, Olivia; Goe, Laura; Bell, Courtney – National Comprehensive Center for Teacher Quality, 2009
There are many different conceptions of teacher effectiveness, and defining it is complex and sometimes generates controversy. Teacher effectiveness is often defined as the ability to produce gains in student achievement scores. This prevailing concept of teacher effectiveness is far too narrow, and this guide presents an expanded view of what…
Descriptors: Academic Achievement, Teacher Effectiveness, Measurement, Teaching Methods
National Comprehensive Center for Teacher Quality, 2009
The National Comprehensive Center for Teacher Quality (TQ Center) is a resource to which the regional comprehensive centers, states, and other education stakeholders turn for strengthening the quality of teaching--especially in high-poverty, low-performing, and hard-to-staff schools--and for finding guidance in addressing specific needs, thereby…
Descriptors: Teacher Effectiveness, Stakeholders, Special Needs Students, State Departments of Education
McGraner, Kristin L.; Saenz, Laura – National Comprehensive Center for Teacher Quality, 2009
More than 5 million English language learners (ELLs) attend school in the United States (Ballantyne, Sanderman, & Levy, 2008). This population has increased by approximately 57 percent during the last decade, drawing sharp attention to the individual and instructional needs of students who are nonnative speakers of English (Ballantyne et al.,…
Descriptors: Teacher Effectiveness, Innovation, Teaching Methods, Teacher Education Programs
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