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SERVE Center - The University of North Carolina at Greensboro

Teacher Quality


Why is this topic important?

teacher with student
The term “highly qualified” is defined by the No Child Left Behind (NCLB) Act and refers to the degrees, certifications, licensure, and specific subject area knowledge that each teacher is required to have by state law. While the initial discussion may have examined teacher preparation, recruitment and retention, the current discussion surrounds the equitable distribution of qualified teachers and teacher evaluation.

 What resources can we suggest?

PDF  Holland, D., Detgen, A., and Gutekunst, L. (2008). Preparing Elementary School Teachers in the Southeast Region to Work with Students with Disabilities (Issues & Answers Report, REL 2008–No. 065). Washington, DC: U.S. Department of Education, Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance, Regional Educational Laboratory Southeast.

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  Professional Learning Teams - An Overview

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 Professional Learning Teams - The Role of Leadership  

 A Facilitator's Guide to Professional Learning Teams

Additional Resources

PDF  Barley, Z. A., and Brigham, N. (2008). Preparing Teachers to Teach in Rural Schools (Issues & Answers Report, REL 2008–No. 045). Washington, DC: U.S. Department of Education, Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance, Regional Educational Laboratory Central.

PDF  Brandt, C., Thomas, J., and Burke, M. (2008). State Policies on Teacher Evaluation Practices in the Midwest Region (REL Technical Brief, REL 2008–No. 004). Washington, DC: U.S. Department of Education, Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance, Regional Educational Laboratory Midwest. Retrieved from http://ies.ed.gov/ncee/edlabs

Website  Constantine, J., Player D., Silva, T., Hallgren, K., Grider, M., and Deke, J. (2009). An Evaluation of Teachers Trained Through Different Routes to Certification, Final Report (NCEE 2009- 4043). Washington, DC: National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education.

PDF  Ellis, P., Grogan, M., Levy, A. J., and Tucker-Seeley, K. (2008). Developing the “Compendium of Strategies to Reduce Teacher Turnover in the Northeast and Islands Region”: a companion to the database (Issues & Answers Report, REL 2008–No. 052).Washington, DC: U.S. Department of Education, Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance, Regional Educational Laboratory Northeast and Islands.

PDF  Heine, H., & Emesiochl, M. (2007). Preparing and Licensing High Quality Teachers (Issues & Answers Report, REL 2007–No. 031). Washington, DC: U.S. Department of Education, Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance, Regional Educational Laboratory Pacific. 


Links

Website  National Center for Analysis of Longitudinal Data in Education Research (CALDER)

Website  Center for Teaching Quality (CTQ)


 


 

classroom Teachers & School Accountability: The Value Added Approach 
 
Visit the web page for resources from a three-part webinar series SERVE Center hosted.

 


EBE Request Desk  Resources from the
  EBE Request Desk

  

PDF  EBE Request #285 - What are other states doing to assess whether K–12 teachers are meeting the technology proficiency standards (NETS) outlined by ISTE? What are alternatives to the IC3 test?  

PDF EBE Request #254 - What is the impact of teachers with alternative certification on student achievement in science and mathematics?

PDF  EBE Request #150 - Information on professional learning communities (PLCs) and their effect on teachers, students, and school culture. 

PDF  EBE Request #186 - What are the causes and solutions to the challenges to teacher recruitment and retention?