In an effort to explain the Staff Accountability Plan for New Mexico's schools, two pamphlets were developed. Designed to address the issue of teacher accountability and certification, pamphlet 1 presents the three provisions of the New Mexico Staff Accountability Plan. The plan requires: (1) a written basic skills assessment as part of teacher…

A review of the National Teacher Examinations (NTE) has focused on the Commons Examinations component. The Commons, now named the National Teacher Examinations Core Battery, tests general knowledge, communication skills, and professional knowledge in three separate tests. Users may select portions of the tests that best suit their needs at various…

The Kansas Internship Plan provides that beginning July 1, 1989, all teachers in Kansas with zero years of teaching experience will be required to successfully complete an internship year prior to their receiving five-year certification. Each intern will be assigned to an assistance committee of professional educators consisting of at least one…

Seven major areas of reform that are bringing significant changes in teaching and teacher education are documented and discussed: (1) improving the academic quality of students entering teacher education programs; (2) upgrading the standards for the accreditation of teacher education institutions; (3) raising teacher certification standards; (4)…

This booklet describes major issues in teaching and significant initiatives to strengthen teaching in New York State's public schools. The following topics are covered: (1) recruitment and preservice education; (2) teacher certification; (3) staff development and other improvements in the condition of teaching; (4) recognition of outstanding…

Two approaches to setting standards for the professional performance of teachers are contrasted. One involves a coherent professional belief system in which an internal standard is invoked within a conceptual framework. It is exemplified by Sigel's Distancing Model, and involves a theoretical standard for teacher performance and emphasizes the…

This document describes the Pennsylvania Competency-Based Teacher Education (PaCBTE) program and the Pennsylvania Competency-Assessment Certification (PaCAC) program and their relationship to teacher certification. The PaCBTE program is described as the state department of education's effort to assist colleges and universities in the transition to…

This 102-item annotated bibliography lists documents and journal articles published between 1967 and 1970. Citations are grouped under six categories or problems. The first section lists documents describing the characteristics of actual or proposed programs of performance-based teacher education. The second section contains items related to…

Discusses the importance of including measures of educational orientations and beliefs in the criteria for teacher certification but stresses the need for more research and refinement of such technical measures. (GC)

Presents information about the kind of competency testing being done, how educators view the testing movement, and how it is affecting teacher preparation programs. (SRT)

Explains provisions of the career ladder section of Tennessee's Comprehensive Education Reform Act including teacher levels, implementation, certification, evaluation procedures, involvement of the Tennessee Education Association, and rationale of legislators sponsoring this education reform package. (NEC)

Reviews consequences of the shift in emphasis from content knowledge to pedagogical method within teacher education. Identifies three forms (propositional, case study, and strategic) in which knowledge about content, pedagogy, and curriculum may be organized. Describes implications for teacher education and examination process and content. (KH)

This study explored the feasibility of using the National Board for Professional Teaching Standards (NBPTS) teacher assessment and certification process as part of a comprehensive strategy to improve professional culture and teaching quality in low-performing schools. Data from surveys of NBPTS California Support Network members were used to…

This article examines how novice teachers in Japan and in the United States, specifically in the state of Ohio, are assessed, evaluated, and supported as they enter the teaching profession. Comparison of practices and tools which characterize the two countries' approaches toward assessment and mentoring reveals that important differences exist in…

This paper identifies existing and potential measures of teacher qualifications as a single aspect of teacher quality, emphasizing their underlying rationale, ways to use them, and availability and quality of data collected from various sources. It categorizes types of teacher qualification measures, discusses data sources, and notes availability…