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Descriptors:
Teacher Shortage; Faculty Development; Mentors; STEM Education; Teacher Persistence; Teacher Recruitment; Beginning Teacher Induction; Beginning Teachers; Program Effectiveness; Case Studies; Science Teachers; Mathematics Teachers; Teacher Education; Personal Narratives

Abstract:
The shortage of certified science, technology, engineering, and mathematics (STEM) teachers is of concern throughout the United States because of significant numbers needed over the next over the next 10 years. Addressing this issue in education, this study examined the experiences of three new STEM teachers who entered teaching through different pathways, focusing on those experiences related to the effectiveness of mentoring and the meaningfulness of professional development. Based on three case-study analysis, the findings provide an insight into the importance of mentoring and professional development for STEM teachers during their induction year to promote teacher persistence in the profession. This article provides ideas for recruitment, instructional preparation, and STEM teacher retention practices. (Contains 2 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Academic Achievement; Accountability; Beginning Teacher Induction; Beginning Teachers; Career Development; Compensation (Remuneration); Educational Change; Educational Objectives; Educational Policy; Elementary School Teachers; Elementary Secondary Education; Eligibility; Evidence; Instructional Effectiveness; Mathematics Instruction; Mathematics Teachers; Mentors; Merit Pay; Middle School Teachers; Professional Development; Reading Instruction; Reading Teachers; Retirement Benefits; Secondary School Teachers; School Districts; Science Instruction; Science Teachers; Social Studies; Special Education Teachers; State Government; State Regulation; State School District Relationship; State Standards; Student Teaching; Teacher Certification; Teacher Dismissal; Teacher Education; Teacher Education Programs; Teacher Evaluation; Teacher Effectiveness; Teacher Improvement; Teacher Persistence; Teacher Salaries; Teacher Shortage; Teaching (Occupation); Teaching Experience; Tenure

Abstract:
For five years running, the National Council on Teacher Quality (NCTQ) has tracked states' teacher policies, preparing a detailed and thorough compendium of teacher policy in the United States on topics related to teacher preparation, licensure, evaluation, career advancement, tenure, compensation, pensions and dismissal. The 2011 State Teacher Policy Yearbook includes NCTQ's biennial, full review of the state laws, rules and regulations that govern the teaching profession. This year's report measures state progress against a set of 36 policy goals focused on helping states put in place a comprehensive framework in support of preparing, retaining and rewarding effective teachers. For the first time, the "Yearbook" includes a progress rating for states on goals that have been measured over time. An overall progress ranking is also included, showing how states compare to each other in moving forward on their teacher policies. Florida received a D- for Overall 2011 Yearbook Grade. Florida ranks 32nd among states and has made low progress compared to other states. Highlights from recent progress in Florida include: (1) Teacher preparation program admission requirements; and (2) Dismissal of teachers for classroom ineffectiveness. (Contains 141 figures.) [For the full report, "State Teacher Policy Yearbook, 2011. National Summary," see ED528825.] Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Academic Achievement; Accountability; Beginning Teacher Induction; Beginning Teachers; Career Development; Compensation (Remuneration); Educational Change; Educational Objectives; Educational Policy; Elementary School Teachers; Elementary Secondary Education; Eligibility; Evidence; Instructional Effectiveness; Mathematics Instruction; Mathematics Teachers; Mentors; Merit Pay; Middle School Teachers; Professional Development; Reading Instruction; Reading Teachers; Retirement Benefits; Secondary School Teachers; School Districts; Science Instruction; Science Teachers; Social Studies; Special Education Teachers; State Government; State Regulation; State School District Relationship; State Standards; Student Teaching; Teacher Certification; Teacher Dismissal; Teacher Education; Teacher Education Programs; Teacher Evaluation; Teacher Effectiveness; Teacher Improvement; Teacher Persistence; Teacher Salaries; Teacher Shortage; Teaching (Occupation); Teaching Experience; Tenure

Abstract:
For five years running, the National Council on Teacher Quality (NCTQ) has tracked states' teacher policies, preparing a detailed and thorough compendium of teacher policy in the United States on topics related to teacher preparation, licensure, evaluation, career advancement, tenure, compensation, pensions and dismissal. The "2011 State Teacher Policy Yearbook" includes NCTQ's biennial, full review of the state laws, rules and regulations that govern the teaching profession. This year's report measures state progress against a set of 36 policy goals focused on helping states put in place a comprehensive framework in support of preparing, retaining and rewarding effective teachers. For the first time, the "Yearbook" includes a progress rating for states on goals that have been measured over time. An overall progress ranking is also included, showing how states compare to each other in moving forward on their teacher policies. Idaho received a D+ Overall 2011 Yearbook Grade. Idaho ranks 8th among states and has made high progress compared to other states. Highlights from recent progress in Idaho include: (1) Evidence of student learning in teacher evaluations; (2) State data system with the capacity to provide evidence of teacher effectiveness; and (3) Pay scales connected to teacher performance. (Contains 141 figures.) [For the full report, "State Teacher Policy Yearbook, 2011. National Summary," see ED528825.] Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Academic Achievement; Accountability; Beginning Teacher Induction; Beginning Teachers; Career Development; Compensation (Remuneration); Educational Change; Educational Objectives; Educational Policy; Elementary School Teachers; Elementary Secondary Education; Eligibility; Evidence; Instructional Effectiveness; Mathematics Instruction; Mathematics Teachers; Mentors; Merit Pay; Middle School Teachers; Professional Development; Reading Instruction; Reading Teachers; Retirement Benefits; Secondary School Teachers; School Districts; Science Instruction; Science Teachers; Social Studies; Special Education Teachers; State Government; State Regulation; State School District Relationship; State Standards; Student Teaching; Teacher Certification; Teacher Dismissal; Teacher Education; Teacher Education Programs; Teacher Evaluation; Teacher Effectiveness; Teacher Improvement; Teacher Persistence; Teacher Salaries; Teacher Shortage; Teaching (Occupation); Teaching Experience; Tenure

Abstract:
For five years running, the National Council on Teacher Quality (NCTQ) has tracked states' teacher policies, preparing a detailed and thorough compendium of teacher policy in the United States on topics related to teacher preparation, licensure, evaluation, career advancement, tenure, compensation, pensions and dismissal. The 2011 State Teacher Policy Yearbook includes NCTQ's biennial, full review of the state laws, rules and regulations that govern the teaching profession. This year's report measures state progress against a set of 36 policy goals focused on helping states put in place a comprehensive framework in support of preparing, retaining and rewarding effective teachers. For the first time, the "Yearbook" includes a progress rating for states on goals that have been measured over time. An overall progress ranking is also included, showing how states compare to each other in moving forward on their teacher policies. Missouri received a D for Overall 2011 Yearbook Grade. District of Columbia ranks 47th among states and has made no progress compared to other states. (Contains 141 figures.) [For the full report, "State Teacher Policy Yearbook, 2011. National Summary," see ED528825.] Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Academic Achievement; Accountability; Beginning Teacher Induction; Beginning Teachers; Career Development; Compensation (Remuneration); Educational Change; Educational Objectives; Educational Policy; Elementary School Teachers; Elementary Secondary Education; Eligibility; Evidence; Instructional Effectiveness; Mathematics Instruction; Mathematics Teachers; Mentors; Merit Pay; Middle School Teachers; Professional Development; Reading Instruction; Reading Teachers; Retirement Benefits; Secondary School Teachers; School Districts; Science Instruction; Science Teachers; Social Studies; Special Education Teachers; State Government; State Regulation; State School District Relationship; State Standards; Student Teaching; Teacher Certification; Teacher Dismissal; Teacher Education; Teacher Education Programs; Teacher Evaluation; Teacher Effectiveness; Teacher Improvement; Teacher Persistence; Teacher Salaries; Teacher Shortage; Teaching (Occupation); Teaching Experience; Tenure

Abstract:
For five years running, the National Council on Teacher Quality (NCTQ) has tracked states' teacher policies, preparing a detailed and thorough compendium of teacher policy in the United States on topics related to teacher preparation, licensure, evaluation, career advancement, tenure, compensation, pensions and dismissal. The "2011 State Teacher Policy Yearbook" includes NCTQ's biennial, full review of the state laws, rules and regulations that govern the teaching profession. This year's report measures state progress against a set of 36 policy goals focused on helping states put in place a comprehensive framework in support of preparing, retaining and rewarding effective teachers. For the first time, the "Yearbook" includes a progress rating for states on goals that have been measured over time. An overall progress ranking is also included, showing how states compare to each other in moving forward on their teacher policies. Georgia received a C Overall 2011 Yearbook Grade. Georgia ranks 23rd among states and has made moderate progress compared to other states. (Contains 141 figures.) [For the full report, "State Teacher Policy Yearbook, 2011. National Summary," see ED528825.] Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Academic Achievement; Accountability; Beginning Teacher Induction; Beginning Teachers; Career Development; Compensation (Remuneration); Educational Change; Educational Objectives; Educational Policy; Elementary School Teachers; Elementary Secondary Education; Eligibility; Evidence; Instructional Effectiveness; Mathematics Instruction; Mathematics Teachers; Mentors; Merit Pay; Middle School Teachers; Professional Development; Reading Instruction; Reading Teachers; Retirement Benefits; Secondary School Teachers; School Districts; Science Instruction; Science Teachers; Social Studies; Special Education Teachers; State Government; State Regulation; State School District Relationship; State Standards; Student Teaching; Teacher Certification; Teacher Dismissal; Teacher Education; Teacher Education Programs; Teacher Evaluation; Teacher Effectiveness; Teacher Improvement; Teacher Persistence; Teacher Salaries; Teacher Shortage; Teaching (Occupation); Teaching Experience; Tenure

Abstract:
For five years running, the National Council on Teacher Quality (NCTQ) has tracked states' teacher policies, preparing a detailed and thorough compendium of teacher policy in the United States on topics related to teacher preparation, licensure, evaluation, career advancement, tenure, compensation, pensions and dismissal. The "2011 State Teacher Policy Yearbook" includes NCTQ's biennial, full review of the state laws, rules and regulations that govern the teaching profession. This year's report measures state progress against a set of 36 policy goals focused on helping states put in place a comprehensive framework in support of preparing, retaining and rewarding effective teachers. For the first time, the "Yearbook" includes a progress rating for states on goals that have been measured over time. An overall progress ranking is also included, showing how states compare to each other in moving forward on their teacher policies. Maryland received a D+ Overall 2011 Yearbook Grade. Maryland ranks 17th among states and has made moderate progress compared to other states. Highlights from recent progress in Maryland include: (1) Evidence of student learning in teacher evaluations; (2) Alternate route admissions and program requirements; and (3) State data system with the capacity to provide evidence of teacher effectiveness. (Contains 141 figures.) [For the full report, "State Teacher Policy Yearbook, 2011. National Summary," see ED528825.] Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Academic Achievement; Accountability; Beginning Teacher Induction; Beginning Teachers; Career Development; Compensation (Remuneration); Educational Change; Educational Objectives; Educational Policy; Elementary School Teachers; Elementary Secondary Education; Eligibility; Evidence; Instructional Effectiveness; Mathematics Instruction; Mathematics Teachers; Mentors; Merit Pay; Middle School Teachers; Professional Development; Reading Instruction; Reading Teachers; Retirement Benefits; Secondary School Teachers; School Districts; Science Instruction; Science Teachers; Social Studies; Special Education Teachers; State Government; State Regulation; State School District Relationship; State Standards; Student Teaching; Teacher Certification; Teacher Dismissal; Teacher Education; Teacher Education Programs; Teacher Evaluation; Teacher Effectiveness; Teacher Improvement; Teacher Persistence; Teacher Salaries; Teacher Shortage; Teaching (Occupation); Teaching Experience; Tenure

Abstract:
For five years running, the National Council on Teacher Quality (NCTQ) has tracked states' teacher policies, preparing a detailed and thorough compendium of teacher policy in the United States on topics related to teacher preparation, licensure, evaluation, career advancement, tenure, compensation, pensions and dismissal. The "2011 State Teacher Policy Yearbook" includes NCTQ's biennial, full review of the state laws, rules and regulations that govern the teaching profession. This year's report measures state progress against a set of 36 policy goals focused on helping states put in place a comprehensive framework in support of preparing, retaining and rewarding effective teachers. For the first time, the "Yearbook" includes a progress rating for states on goals that have been measured over time. An overall progress ranking is also included, showing how states compare to each other in moving forward on their teacher policies. Maine received a D- Overall 2011 Yearbook Grade. Maine ranks 34th among states and has made low progress compared to other states. (Contains 141 figures.) [For the full report, "State Teacher Policy Yearbook, 2011. National Summary," see ED528825.] Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Academic Achievement; Accountability; Beginning Teacher Induction; Beginning Teachers; Career Development; Compensation (Remuneration); Educational Change; Educational Objectives; Educational Policy; Elementary School Teachers; Elementary Secondary Education; Eligibility; Evidence; Instructional Effectiveness; Mathematics Instruction; Mathematics Teachers; Mentors; Merit Pay; Middle School Teachers; Professional Development; Reading Instruction; Reading Teachers; Retirement Benefits; Secondary School Teachers; School Districts; Science Instruction; Science Teachers; Social Studies; Special Education Teachers; State Government; State Regulation; State School District Relationship; State Standards; Student Teaching; Teacher Certification; Teacher Dismissal; Teacher Education; Teacher Education Programs; Teacher Evaluation; Teacher Effectiveness; Teacher Improvement; Teacher Persistence; Teacher Salaries; Teacher Shortage; Teaching (Occupation); Teaching Experience; Tenure

Abstract:
For five years running, the National Council on Teacher Quality (NCTQ) has tracked states' teacher policies, preparing a detailed and thorough compendium of teacher policy in the United States on topics related to teacher preparation, licensure, evaluation, career advancement, tenure, compensation, pensions and dismissal. The 2011 State Teacher Policy Yearbook includes NCTQ's biennial, full review of the state laws, rules and regulations that govern the teaching profession. This year's report measures state progress against a set of 36 policy goals focused on helping states put in place a comprehensive framework in support of preparing, retaining and rewarding effective teachers. For the first time, the "Yearbook" includes a progress rating for states on goals that have been measured over time. An overall progress ranking is also included, showing how states compare to each other in moving forward on their teacher policies. Illinois received a C for Overall 2011 Yearbook Grade. Illinois ranks 4th among states and has made a very high progress compared to other states. Highlights from recent progress in Illinois include: (1) Evidence of student learning in teacher evaluations; (2) State data system with the capacity to provide evidence of teacher effectiveness; and (3) Dismissal for classroom ineffectiveness. (Contains 141 figures.) [For the full report, "State Teacher Policy Yearbook, 2011. National Summary," see ED528825.] Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Academic Achievement; Accountability; Beginning Teacher Induction; Beginning Teachers; Career Development; Compensation (Remuneration); Educational Change; Educational Objectives; Educational Policy; Elementary School Teachers; Elementary Secondary Education; Eligibility; Evidence; Instructional Effectiveness; Mathematics Instruction; Mathematics Teachers; Mentors; Merit Pay; Middle School Teachers; Professional Development; Reading Instruction; Reading Teachers; Retirement Benefits; Secondary School Teachers; School Districts; Science Instruction; Science Teachers; Social Studies; Special Education Teachers; State Government; State Regulation; State School District Relationship; State Standards; Student Teaching; Teacher Certification; Teacher Dismissal; Teacher Education; Teacher Education Programs; Teacher Evaluation; Teacher Effectiveness; Teacher Improvement; Teacher Persistence; Teacher Salaries; Teacher Shortage; Teaching (Occupation); Teaching Experience; Tenure

Abstract:
For five years running, the National Council on Teacher Quality (NCTQ) has tracked states' teacher policies, preparing a detailed and thorough compendium of teacher policy in the United States on topics related to teacher preparation, licensure, evaluation, career advancement, tenure, compensation, pensions and dismissal. The "2011 State Teacher Policy Yearbook" includes NCTQ's biennial, full review of the state laws, rules and regulations that govern the teaching profession. This year's report measures state progress against a set of 36 policy goals focused on helping states put in place a comprehensive framework in support of preparing, retaining and rewarding effective teachers. For the first time, the "Yearbook" includes a progress rating for states on goals that have been measured over time. An overall progress ranking is also included, showing how states compare to each other in moving forward on their teacher policies. Arkansas received a C Overall 2011 Yearbook Grade. Arkansas ranks 25th among states and has made low progress compared to other states. Highlights from recent progress in Arkansas include: (1) Middle school teacher preparation; (2) Evidence of student learning in teacher evaluations; and (3) Consequences for unsatisfactory evaluations. (Contains 141 figures.) [For the full report, "State Teacher Policy Yearbook, 2011. National Summary," see ED528825.] Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Academic Achievement; Accountability; Beginning Teacher Induction; Beginning Teachers; Career Development; Compensation (Remuneration); Educational Change; Educational Objectives; Educational Policy; Elementary School Teachers; Elementary Secondary Education; Eligibility; Evidence; Instructional Effectiveness; Mathematics Instruction; Mathematics Teachers; Mentors; Merit Pay; Middle School Teachers; Professional Development; Reading Instruction; Reading Teachers; Retirement Benefits; Secondary School Teachers; School Districts; Science Instruction; Science Teachers; Social Studies; Special Education Teachers; State Government; State Regulation; State School District Relationship; State Standards; Student Teaching; Teacher Certification; Teacher Dismissal; Teacher Education; Teacher Education Programs; Teacher Evaluation; Teacher Effectiveness; Teacher Improvement; Teacher Persistence; Teacher Salaries; Teacher Shortage; Teaching (Occupation); Teaching Experience; Tenure

Abstract:
For five years running, the National Council on Teacher Quality (NCTQ) has tracked states' teacher policies, preparing a detailed and thorough compendium of teacher policy in the United States on topics related to teacher preparation, licensure, evaluation, career advancement, tenure, compensation, pensions and dismissal. The 2011 State Teacher Policy Yearbook includes NCTQ's biennial, full review of the state laws, rules and regulations that govern the teaching profession. This year's report measures state progress against a set of 36 policy goals focused on helping states put in place a comprehensive framework in support of preparing, retaining and rewarding effective teachers. For the first time, the "Yearbook" includes a progress rating for states on goals that have been measured over time. An overall progress ranking is also included, showing how states compare to each other in moving forward on their teacher policies. Mississippi received a D+ for Overall 2011 Yearbook Grade. Mississippi ranks 47th among states and has made no progress compared to other states. (Contains 141 figures.) [For the full report, "State Teacher Policy Yearbook, 2011. National Summary," see ED528825.] Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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