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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
National Comprehensive Center for Teacher Quality, 2007
In many schools and districts, leaders are lacking the necessary skills and preparation for the roles to which they are assigned. Improving the preparation of school and district leaders prior to hiring or promotion can help schools and districts accomplish the following goals: (1) Meet the growing need for highly qualified leaders; (2) Raise…
Descriptors: Teacher Effectiveness, Principals, Instructional Leadership, Urban Schools
Oliver, Regina M.; Reschly, Daniel J. – National Comprehensive Center for Teacher Quality, 2007
The purpose of this paper is to provide research and recommendations related to teacher quality and effectiveness, specifically addressing the area of classroom management to improve outcomes in general and special education. Focusing on classroom organization and behavior management is necessary as a preventive approach for students who are…
Descriptors: Disabilities, Teacher Effectiveness, Outcomes of Education, Faculty Development
Coggshall, Jane G. – National Comprehensive Center for Teacher Quality, 2007
Teacher effectiveness is one of the many dimensions of teacher quality, and some argue that it is the most crucial dimension. The appropriate definition and measurement of teacher effectiveness are the subject of an important ongoing national conversation--as well as the source of some contention and a fair amount of confusion. To promote…
Descriptors: Academic Achievement, Teacher Effectiveness, Measurement, Professional Development
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
National Comprehensive Center for Teacher Quality, 2007
This publication offers a sampling of strategies, resources, and tips for educators and policymakers engaged in the recruitment of mathematics, science, and special education teachers--specific to urban and rural schools and districts. These strategies and resources, when implemented effectively, can have a positive and lasting impact on the…
Descriptors: Teacher Effectiveness, Special Education, Teacher Recruitment, Teacher Competencies
Coggshall, Jane G. – National Comprehensive Center for Teacher Quality, 2006
This comprehensive review of 16 nationally representative public opinion polls conducted between 2000 and 2006 provides insight into how teachers, school administrators, parents, and the general public view the teaching profession. It looks specifically at issues of teacher availability, recruitment, and retention for at-risk and hard-to-staff…
Descriptors: Teaching (Occupation), Teacher Effectiveness, Job Satisfaction, Public Opinion
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