State Teacher Policy Yearbook: Progress on Teacher Quality, 2007. Connecticut State SummaryReportar como inadecuado

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The "State Teacher Policy Yearbook" examines what is arguably the single most powerful authority over the teaching profession: state government. This Connecticut edition of the National Council on Teacher Quality's (NCTQ's) "State Teacher Policy Yearbook" is the first of what will be an annual look at the status of state policies impacting the teaching profession. It is hoped that this report will help focus attention on areas where state policymakers could make improvements to benefit both students and teachers. This policy evaluation is broken down into six areas that include a total of 27 goals. Broadly, these goals examine the impact of state policy on the preparation, certification, licensure, compensation and effectiveness of teachers across the elementary, secondary and special education spectra. Connecticut's progress toward meeting these goals is summarized. Overall, Connecticut has done a good job in meeting some goals, but there is significant room for improvement in several areas. Connecticut completely missed nine goals, met a small portion of six, partially met four, nearly met one and fully met seven. The state's best performances are in Area 1, "Meeting NCLB Teacher Quality Objectives"; Area 3, "Teacher Evaluation and Compensation"; Area 4, "State Approval of Teacher Preparation Programs"; and Area 5, "Alternate Routes to Certification." However, there is still room for improvement. Connecticut has the most work to do in Area 6, "Preparation of Special Education Teachers." Connecticut stands out for having strong reporting requirements, providing valuable staffing information on teacher quality; experience level; turnover; and absenteeism by individual school, poverty and race. The state, however, should consider adopting more specific standards for teacher preparation programs regarding scientifically based reading instruction. It also needs to ensure that it adequately prepares its special education teachers. The body of the report provides a more detailed breakdown of the state's strengths and weaknesses in each area. Detailed rationale and "Food for Thought" for each area and corresponding goal are appended. (Contains 72 figures.) [Additional funding for this first edition of the "State Teacher Policy Yearbook" was provided by the Achelis Foundation, Bodman Foundation, Daniel's Fund, Fisher Family Foundation, Gleason Foundation, and The Teaching Commission. This state report is part of NCTQ's State Teacher Policy Yearbook series. For the national summary, see ED506661.

Descriptors: Reading Instruction, Teaching (Occupation), Teacher Effectiveness, Yearbooks, State Standards, State Government, Special Education Teachers, Special Education, Educational Policy, Policy Analysis, Government Role, Teacher Education, Teacher Certification, Compensation (Remuneration), Annual Reports, Elementary Secondary Education, Objectives, Program Evaluation, Teacher Evaluation, Schools of Education, Accreditation (Institutions), Program Effectiveness, Accountability, Program Improvement, Teacher Recruitment, Federal Legislation, Guidelines

National Council on Teacher Quality. 1420 New York Avenue NW Suite 800, Washington, DC 20005. Tel: 202-393-0020; Fax: 202-393-0095; Web site:

Autor: National Council on Teacher Quality


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