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Resources for Teacher Quality

Implementing the No Child Left Behind Act: Teacher Quality Improves Student Achievement (2005)

This Quick Key Action Guide suggests actions that states and districts can take to close achievement gaps by focusing on teacher-quality issues. It also provides funding suggestions and practical resources for implementing teaching-quality reform measures.

Understanding the No Child Left Behind Act of 2001: Teacher Quality

This Quick Key discusses the qualifications and characteristics that define highly qualified teachers and paraprofessionals. It also describes alternative routes to certification.

Teacher Quality Vertical Learning Network Meeting (2002)

NCREL convened the Teacher Quality Vertical Learning Network (VLN) on April 30, 2020 to share its latest information and resources related to teacher quality in the Midwest. The purpose of this meeting was for participants to share how their state or organization currently is addressing issues of teacher quality and quantity, to discuss implications of the No Child Left Behind Act for their work, and to suggest how resources can be jointly leveraged to address the aforementioned issues.

Compendium of Resources on Teacher Quality (2001)

This report describes nearly 100 national, regional, and state resources related to teacher quality. The covered topics include general resources, teacher supply and demand, compensation, hiring and recruitment, licensure requirements and credential reciprocity, and pension portability. This report is copublished by the State Higher Education Executive Officers and NCREL.

Legislative Staffers Convene to Discuss the Relationship Between Teacher Quality and Closing the Achievement Gap (2000)

In an effort to be responsive to administrators' needs, NCREL convened the executive directors (or their representatives) of the elementary, secondary, and superintendent administrator association networks in the region. These key stakeholders shared their top concerns. They advised NCREL to focus on the role gap between what building-level principals are trained to do and what they are expected to do on a day-to-day basis, and the programs and strategies that seek to bridge this gap. Proceedings from this meeting highlight critical areas for focus.

 

 


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