State Teacher Policy Yearbook: Progress on Teacher Quality, 2007. Colorado State SummaryReport as inadecuate




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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 Colorado 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. Colorado's progress toward meeting these goals is summarized. Overall, Colorado has done a good job in meeting some goals, but there is significant room for improvement in several areas. Colorado completely missed six goals, met a small portion of nine, partially met six, nearly met one and fully met five--including one best practice designation. The state's best performance is in Area 2, "Teacher Licensure." Colorado has the most work to do in Area 1, "Meeting No Child Left Behind (NCLB) Teacher Quality Objectives"; Area 3, "Teacher Evaluation and Compensation"; Area 4, "State Approval of Teacher Preparation Programs"; and Area 6, "Preparation of Special Education Teachers." Colorado's teaching standards are among the best in the nation and should serve as a model for other states. The state's standards remain focused on the practical aspects of teaching and include the level of specificity needed to facilitate testing as a means to verify that entry-level teachers have the expected skills. The state, however, should consider expanding its data collection and reporting efforts to include the ratio of new hires to full school staff; teacher absenteeism; and teacher turnover disaggregated by school, poverty and race. This data would help ensure that the state and its school districts have the necessary information available to work toward the equitable distribution of 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: Teacher Persistence, Teacher Attendance, Best Practices, 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: http://www.nctq.org









Author: National Council on Teacher Quality

Source: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=5267&id=ED506686







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