TAP's Elements TAP Outcomes Legislation Understanding Value-Added Teacher Quality Resources Teacher Compensation Teacher Evaluation Teacher Recruitment and Retension Student Assessment Federal Policy Teacher Effectiveness Teacher and Principal Leadership The Working Group on Teacher Quality
The following is a list of resources, including publications and Web sites, that provide additional information on the latest research, policies and discussions focused on teacher quality. Check back regularly as we will periodically update this page with additional resources.
Publications
Teacher Effectiveness
(Released by the Center for American Progres [CAP], March 2010)This paper offers strategies for states to increase teacher effectiveness through teacher differentiation that can be incorporated into state applications for the Race to the Top Fund, the Teacher Incentive Fund and the Investing in Innovation Fund. Some of the specific recommendations include robust data systems; professional standards for teaching; rigorous evaluation systems; and coordination of evaluation, tenure and licensure policies. TAP's teacher evaluation system is cited for effectively differentiating among teachers and TAP's ongoing applied professional growth component is mentioned as a promising model to address teacher needs and weaknesses.
(National Comprehensive Center for Teacher Quality [TQ Center], October 2009)
The TQ Center's second biennial report synthesizes research to help educators think systemically about policies and practices that support teacher effectiveness and equitable distribution of K-12 teachers. More specifically, the report addresses the leadership role of state policymakers in integrating multiple reform efforts to ensure long-term improvements in the educator workforce. TAP is cited as a model for states and districts that are designing and implementing alternative compensation systems to enhance teacher effectiveness.
(Center for Teaching Quality [CTQ] and the National Education Association [NEA], September 2009)
Jointly released by CTQ and NEA, this report highlights strategies to identify and develop effective teachers and to recruit and retain them for high-need schools. Part of NEA’s $6-million “Turn Around for Great Public Schools Initiative,” the paper outlines four recommendations to transform high-poverty schools: 1) recruit and prepare teachers for work in high-need schools; 2) take a comprehensive approach to teacher incentives; 3) improve the right working conditions; and 4) define teacher effectiveness broadly, in terms of student learning. TAP is cited as an example of a comprehensive approach to compensation reform.
(Philanthropy Roundtable, September 2008)
This guidebook provides philanthropists a solid grounding in the nature of the human capital challenge; it distills the best advice from pioneering donors in the field, while exploring the current landscape, most effective interventions and opportunities for donors seeking to achieve an excellent teacher and principal for every child.
(Strong American Schools, ED in ’08, 2008)
This briefing discusses the problems with the way teachers are treated in America and introduces some of the innovative solutions state and local leaders across America are using to put effective teachers in every classroom.
(National Center on Education Statistics [NCES], August 2007)
This report describes how the education system in the United States compares with education systems in the other G-8 countries: Canada, France, Germany, Italy, Japan, the Russian Federation and the United Kingdom. Twenty indicators are organized in five sections:
- population and school enrollment;
- academic performance;
- context for learning;
- expenditure for education; and
- education returns: educational attainment and income.
(National Council on Teacher Quality [NCTQ], 2007)
The State Teacher Policy Yearbook is the first project of its kind to provide a detailed analysis of every policy that states have that impact the quality of teachers, specifically their recruitment, preparation, licensing, evaluation and compensation. In all, the Yearbook project is an "encyclopedia" of individual state reports, totaling more than 5,600 pages of analysis and recommendations in 51 separate reports.
(The Teaching Commission, Spring 2006)
This report calls on state and local leaders to do more to reform the way American teachers are trained, licensed, supported and paid. The report outlines the status of the nation's schools and students, and looks at promising reform strategies. The final section of the report outlines specific steps for federal and state governments, school districts, schools, communities and parents.
(The Teaching Commission, January 2004)
This report's purpose is to offer specific policy recommendations to ensure that student learning, rather than teacher protection, is a priority. The authors make recommendations regarding changing how teachers are paid, how teacher education must be revamped and made a priority by college and university presidents and how states need to improve their licensing and certification requirements.
Jane Liepitz, Master Teacher, Anne Sullivan Communication Center, Minneapolis, Minnesota
"We did a questionnaire . . . and something that came out over and over again was the strength of the leadership team and its individuals. TAP won't work with unqualified master or mentor teachers because they carry the system. If you get people that can't work together or people that aren't trusted, it isn't going to work."