Category » TEACHERS

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  Measuring What Matters: A Stronger Accountability Model for Teacher Education

  1/2/10 - Crowe, Edward

  The redesigned accountability system proposed in this paper is an effort to direct regulatory oversight to things that matter: whether or not K-12 students are learning, how well teachers have developed the classroom teaching skills to be effective with their students, a graduate’s commitment to teaching as a professional career, feedback from graduates and employers, and high-quality tests of teacher knowledge and skills that are tied to classroom teaching performance and K-12 student...

• Mentoring and induction for special educators and related service personnel

  The National Technical Assistance Center for Personnel Preparation in Special Education Minority Institutions of Higher Education (Monarch Center),

  This section offers articles and other resources that describe induction programs and mentoring approaches for beginning professionals who work with students with disabilities. Included are mentoring and induction programs that involve a college or university in the partnership. The section also includes discussions of the various challenges associated with this work.

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  Methods of evaluating teacher effectiveness

  1/3/09 - Goe, E., Croft, A.

  This brief is intended to help regional centers and state policymakers as they consider evaluation methods to clarify policy, develop new strategies, identify effective teachers, or guide and support districts in selecting and using appropriate evaluation methods for various purposes.

• Models for preparing culturally responsive special education personnel

  The National Technical Assistance Center for Personnel Preparation in Special Education Minority Institutions of Higher Education (Monarch Center),

  Provides descriptions of personnel preparation programs that are culturally and linguistically responsive.

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  National High School Center Early Warning System Tool v2.0: Technical Manual

  1/12/10 - Therriault, S.B., Heppen, J., O’Cummings,M., Fryer, L., and Johnson, A.

  The Early Warning System (EWS) Tool v2.0 and Technical Manual are offered by the National High School Center, a central source of information and expertise on high school improvement issues that does not endorse any interventions or conduct field studies. Funded by the U.S. Department of Education, the National High School Center serves the Regional Comprehensive Centers in their work to build the capacity of states across the nation to effectively implement the goals of the Elementary and...

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  New and experienced teachers in a school reform initiative: the example of Reading First

  1/9/09 - Karl Nelestuen, Caitlin Scott, Makato Hanita, LeAnne Robinson, Tracy Coskle

  "This study compares the experiences and perceptions of new and experienced teachers in 235 schools in six western states (Alaska, Arizona, Idaho, Montana, Washington, and Wyoming) that have adopted the Reading First school reform initiative. Using previously collected data from surveys and interviews, the study considers four areas of the reform initiative for bringing all K–3 students up to grade level in reading by grade 3: instructional coaches, teacher collaboration, use of student...

• Policy Features that Make a Difference: Improving Mentor Programs for Novice Special Education Teachers

  1/14/10 - Hirsch, E., Rorrer, A., Sindelar, P. T., Dawson, S. A., Heretick, J., & Jia, C. L.

  Most states have policies for new teacher induction and mentoring programs that districts use as a foundation when designing and implementing local programs. Although most state policies do not differentiate programs for novice special education teachers, there are particular aspects of their experience—discussed in this Brief—that may affect mentoring effectiveness.

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  Practical Functional Behavioral Assessment Training Manual for School-Based Personnel

  1/10/11 - Loman, S. & Borgmeier, C.

  This guide is designed to train school-based personnel with flexible roles in a school to conduct practical functional behavioral assessments (FBA).

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  Preparing Teachers of English Language Learners

  1/30/09 - Kristen McGraner, Laura Saenz

  This Issue Paper presents a review of the policy environment for ELL instruction and the preparation of mainstream teachers toa ddress the needs of ELL students.

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  Principals Make a Difference: Recommendations for Strengthening Special Education Teacher Induction

  1/14/10 - Pugach, M. C., Blanton, L. P., Correa, V. I., McLeskey, J., & Langley, L. K.

  Although novice special education teachers benefit from the same types of support and induction that their general education colleagues receive, certain aspects of their experience require additional attention. Find out what principals can do to help novice special education teachers thrive.

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  Professional Learning Communities: A Practice to Support the Induction and Retention of Novice Special Education Teachers

  1/1/09 - Pugach, M. C., Blanton, L. P., Correa, V. I., McLeskey, J., & Langley, L. K.

  Collaboration among novice special education teachers and their general education colleagues can bolster the impact of induction programs for all novice teachers, including special education teachers. Strong, supportive collaborative structures also can influence novice special education teacher retention. A Professional Learning Community—the topic of this Brief—is a promising collaborative structure for engaging these novice teachers in the professional school culture.

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  Professional Learning Communities: A Promising Practice for Integrating Novice Special Education Teachers into the School Culture

  1/1/10 - Pugach, M. C., Blanton, L. P., Correa, V. I., McLeskey, J., & Langley, L. K.

  Collaboration among novice special education teachers and their general education colleagues can bolster the impact of induction programs for all novice teachers, including special education teachers. Strong, supportive collaborative structures also can influence novice special education teacher retention. A Professional Learning Community—the topic of this Brief—is a promising collaborative structure for engaging these novice teachers in the professional school culture.

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  Professional Learning in a Changing World: Promises & Challenges for Teacher Education

  1/2/09 - Artiles, Alfredo J.

  Presentation focuses on professional learning for teachers as well as challenges and implications

• Program content that fosters culturally relevant pedagogy

  The National Technical Assistance Center for Personnel Preparation in Special Education Minority Institutions of Higher Education (Monarch Center),

  Provides resources that describe curriculum, specific learning tasks, assignments, and practices. In general, these resources focus on how higher education faculty can prepare future professionals to use methods and techniques that are successful with culturally diverse populations of students.

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  Promoting Children’s School Readiness: Rethinking the Levers for Change

  1/30/10 - National Center for Research on Early Childhood Education,

  "Growing public investments in ECE, especially prekindergarten (pre-k), make understanding of how different research findings fit together increasingly important. This NCRECE In Focus offers teachers and administrators direction in this regard by looking at how two prominent “puzzle pieces” fit together."

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  Prospects for the profession: Public opinion research on teachers

  1/5/09 - Coggshall, J.

  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.