State Teacher Policy Yearbook: Progress on Teacher Quality, 2007. Illinois State Summary

Institution	National Council on Teacher Quality
Titel	State Teacher Policy Yearbook: Progress on Teacher Quality, 2007. Illinois State Summary
Quelle	(2007), (134 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Quantitative Daten; Teaching (Occupation); Teacher Effectiveness; Yearbooks; State Standards; State Government; Special Education Teachers; 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; Illinois + Suchen Sie Ihr Suchwort? Teaching; Lehrberuf; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Yearbook; Jahrbuch; Bund-Länder-Beziehung; Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Politics of education; Bildungspolitik; Politikfeldanalyse; Lehrerausbildung; Lehrerbildung; Abfindung; Kompensation; Lohnausgleich; Annual report; Tätigkeitsbericht; Goal definition; Zielsetzung; Programme evaluation; Programmevaluation; Teacher appraisal; Lehrerbeurteilung; Erziehungswissenschaftliche Fakultät; Accreditation; Institution; Institutions; Akkreditierung; Staatliche Anerkennung; Institut; Verantwortung; Lehrerrekrutierung; Bundesrecht; Richtlinien
Abstract	The "State Teacher Policy Yearbook" examines what is arguably the single most powerful authority over the teaching profession: state government. This Illinois 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. Illinois' progress toward meeting these goals is summarized here. While Illinois has met some of out goals, it lags behind many other states in implementing teacher-related policy. Illinois completely missed nine goals, met a small portion of 10, partially met three, nearly met three and fully met two. Illinois' best performance is in Area 1, "Meeting NCLB Teacher Quality Objectives"; however, there is still significant room for improvement. The state has considerable work to do in all other areas. Illinois requires all applicants to teacher preparation programs to pass a basic skills test, and the state's standards do more than many states to ensure that elementary teachers study core subject matter as part of their training. However, the state needs to do more to address extensive weaknesses in its teacher policies. 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.] (ERIC).
Anmerkungen	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
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10