State and local education agencies across the country face challenges related to understanding and managing their teaching staff to best help students learn. Statewide longitudinal data systems (SLDSs) offer valuable information about teacher labor markets that can be used to analyze supply and demand, inform budget and staffing decisions, and…

An effective teacher workforce is a diverse teacher workforce. As of 2017, only 5% of Ohio's teachers identify as teachers of color. As more teachers from diverse backgrounds enter the teaching profession in Ohio, they will encounter mentors who do not look like them and may not understand some of their struggles. The purpose of this guide is to…

Requiring teachers to complete a performance-based assessment in the form of a teacher performance assessment is becoming a common way for initial teacher licensure or advancing a license. While some traditionally- and alternatively-licensed teachers from all content areas may have to complete some type of performance-based assessment for initial…

The purpose of this technical report is to summarize the research methodology of the Novice Teacher Study (NTS) strand of the Teacher Quality Partnership (TQP) research. The Ohio TQP has embarked on a series of research studies to learn more about the characteristics of effective teachers and to identify the patterns of teacher performance in both…

Mentoring and induction programs are popular within the public school system in the United States. Additionally, content-based mentoring programs exist, such as those within agricultural education. A number of studies yielded results that showed a relationship between mentoring/induction participation and teacher retention. The importance of the…

Improving teacher preparation is critical to long-term improvement in teacher quality. More than 200,000 new teachers enter classrooms each year. Increasing student enrollment, the retirement of baby boom generation teachers, and high attrition in their first five years (between 40 and 50 percent of new teachers leave the profession) have…

This research addresses lack of student teaching preparation. There is strong evidence that beginning teachers are not trained to adequately teach students due to their lack of preparation/content knowledge. The purpose of this study is to examine the experience of beginning teachers to try to understand why student teachers are not prepared for…

The purpose of this study was to examine changes in teacher self-efficacy from the student teaching experience to the third year of teaching. The population was the entire cohort of student teachers from The Ohio State University. Of the 34 individuals who student taught, 17 entered the teaching profession. The researchers utilized the Teachers…

Peer Assistance and Review (PAR) is a local labor-management initiative designed to improve teacher quality. In PAR, expert "consulting teachers" mentor, support, and evaluate novice and underperforming veteran teachers. Evaluations under PAR can lead to dismissals. The authors examine the costs and benefits of PAR, both financial and…

A study was conducted to examine the relationship between first-year teachers' self-efficacy and their participation in e-Coaching designed to positively influence development of mathematics content knowledge, development of pedagogical content knowledge, and teacher retention. Teachers who most frequently participated in e-Coaching, on average,…

In "The Louisiana Recovery School District: Lessons for the Buckeye State," the Thomas B. Fordham Institute criticizes local urban governance structures and presents the decentralized, charter-school-driven Recovery School District (RSD) in New Orleans as a successful model for fiscal and academic performance. Absent from the review is…

This study compares knowledge as measured by grade point averages and Praxis II scores between first-year special education teachers who completed one university's alternative teacher preparation program (ATTP) and those who completed the university's traditional teacher preparation program (TTPP). A total of 33 teachers, 15 from the ATTP and 18…

This review of teaching standards in six states updates a 2009 review (White, Makkonen, and Stewart 2009) by incorporating California's recently adopted teaching standards alongside those from Florida, Illinois, North Carolina, Ohio, and Texas. The previous review was developed at the request of key education agencies in California to inform the…

This article analyzes the findings from a three-state study of teacher induction policy. It looks within and across Illinois, Ohio, and Wisconsin to explore the landscape and experience of teacher induction. Although the orientation and conception of each state's policy is similar, the states represent three different structural approaches to…

This study employed a Likert-type survey, "Praxis/Pathwise" written observations, as well as guided and open-ended reflections to assess the perceptions of preparedness for the first year of teaching for special education student teaching candidates. Cooperating teachers completed the survey and "Praxis/Pathwise" observations.…