The 2009 edition of the "State Teacher Policy Yearbook" is the National Council on Teacher Quality's (NCTQ's) third annual review of state laws, rules and regulations that govern the teaching profession. This year's report is a comprehensive analysis of the full range of each state's teacher policies, measured against a realistic…

The Idaho edition of the National Council on Teacher Quality's (NCTQ's) 2009 "State Teacher Policy Yearbook" is the third annual look at state policies impacting the teaching profession. It is hoped that this report will help focus attention on areas where state policymakers can make changes that will have a positive impact on teacher…

To fulfill a mandate of the Tennessee State Legislature, the extent to which the Tennessee Career Ladder System (CLS) is valid for making inferences about the professional competence of teachers was investigated. Evidence of the extent to which the content of the evaluation procedures reflects sound theory, empirical findings, and best practices,…

A process to initiate recommended reform initiatives based on effective schools correlates and teacher effectiveness research is described in this report. Using the Achievement Formula, school districts conducted indepth self-studies of their instructional programs to compare student achievement levels with student ability and to determine the…

The project expanded on an already developed process for teacher-course evaluation at the higher education level. The process uses student ratings collected with an instrument which focuses on teacher behaviors and activities, overall assessments, and student and course information. Teaching improvement materials were developed as was a…

This 1985 Educator Opinion Poll was designed to obtain accurate data on the status, experience, and range of views held by public school teachers. The status and experience questions covered such topics as current class size, number of years of teaching experience, annual salary, eligibility for merit pay, education, professional affiliations, and…

The Utah Career Ladder System was evaluated, in an effort to provide policy options for Phase II of the Career Ladder implementation in Utah and present policy recommendations. Five major data collection efforts were made: (1) analysis of district career ladder plans from 1985-86 through 1987-88; (2) a telephone survey of Utah's 40 superintendents…

This report contains an evaluation of the Peace Corps stateside teacher training model for volunteers in Liberia. The first section lists recommendations stemming from the evaluation, concerning the pre-training questionnaire, deselection during training, emergency procedures, and the teacher training program. Section 2 describes the training…

Approximately 400 students in grades six through nine, many of whom were low achievers, participated in the Teaching and Learning program. The program was based on commercially developed curricula and implemented using principles of individualized instruction. Instruction was characterized by diagnosis and assessment, sequenced objectives,…

A British institution's efforts to improve assessment in the student teaching portion of its teacher education program to reflect a new approach to teacher training are described, focusing on the implications for supervisors and for the student teacher-supervisor relationship. (MSE)

Discusses the collaborative mode, a learner-centered method of instruction in which authority for curriculum formation is jointly shared by the learner and the practitioner. Examines the teacher's role, student participation, assessing teaching style, and elements of the Principles of Adult Learning Scale: learner-centered activities,…

This study assessed the effects of school-based supervision at schools where preservice teachers were practice teaching, rather than a university-based system of student teaching supervision. This school-based approach, which employed the school's teachers as supervisors, seemed to reduce student teachers' anxieties about evaluation and increase…

This Louisiana System for Teaching and Learning Assessment and Review (STAR) illustrates conceptual, methodological, and social/political issues emerging when the decision-making model used to make teacher certification decisions does not fit the assumptions of the measurement system used to collect the data. (SLD)

The expert science teaching educational evaluation model (ESTEEM) developed by the Center for Research on Educational Accountability and Teacher Evaluation is described. Its theoretical premises and research conducted from 1990 through 1993 are focuses. Nearly 200 fourth- through eighth-grade teachers were involved in that period. (SLD)

Performance testing is discussed as a method for teacher evaluation. Although new to teaching, performance assessment has a long history in assessment of other occupations, and much can be learned from this experience. Performance assessments, measuring knowledge and abilities in use, can help sharpen the definition of teacher competence. (SLD)