ethanporcaro/eric-fulltext-meta huggingface dataset:
2011 State Teacher Policy Yearbook. Pennsylvania
Author: National Council on Teacher Quality
Date: 2011-00-00
Type: Numerical/Quantitative Data
Subjects: 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

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 &quot;Yearbook&quot; 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. Pennsylvania received a D for Overall 2011 Yearbook Grade. Pennsylvania ranks 18th among states and has made moderate progress compared to other states. Highlights in recent progress in Pennsylvania include: (1) Elementary teacher preparation in the science of reading instruction; (2) Middle school teacher preparation; and (3) Special education teacher preparation. (Contains 141 figures.) [For the full report, &quot;State Teacher Policy Yearbook, 2011. National Summary,&quot; see ED528825.]
2011 State Teacher Policy Yearbook. North Carolina
Author: National Council on Teacher Quality
Date: 2011-00-00
Type: Numerical/Quantitative Data
Subjects: 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

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 &quot;Yearbook&quot; 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. North Carolina received a D+ for Overall 2011 Yearbook Grade. North Carolina ranks 32nd among states and has made low progress compared to other states. Highlight from recent progress in North Carolina includes: (1) Annual evaluations for all teachers. (Contains 141 figures.) [For the full report, &quot;State Teacher Policy Yearbook, 2011. National Summary,&quot; see ED528825.]
2011 State Teacher Policy Yearbook. New Jersey
Author: National Council on Teacher Quality
Date: 2011-00-00
Type: Numerical/Quantitative Data
Subjects: 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

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 &quot;Yearbook&quot; 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. New Jersey received a D+ for Overall 2011 Yearbook Grade. New Jersey ranks 36th among states and has made low progress compared to other states. Highlights from recent progress in New Jersey include: (1) Special education teacher preparation; and (2) Teacher pension system neutrality. (Contains 141 figures.) [For the full report, &quot;State Teacher Policy Yearbook, 2011. National Summary,&quot; see ED528825.]
The Impact of the NISL Executive Development Program on School Performance in Massachusetts: Cohort 2 Results
Author: Nunnery, John A.
Date: 2011-07-00
Type: Reports - Research
Subjects: Caring,Academic Achievement,Management Development,Instructional Leadership,Principals,Leadership Training,Leadership,School Effectiveness,Administrator Role,School Culture,Curriculum Design,Academic Standards,Capacity Building,Simulation,Mathematics Achievement,Reading Achievement,English,Language Arts,Outcomes of Education,Program Effectiveness,Comparative Analysis,Matched Groups,Cohort Analysis,School Administration,Economically Disadvantaged,Special Needs Students,Limited English Speaking,Standardized Tests,Statistical Analysis

School leaders are increasingly being asked, whether by rhetoric or policy, to measurably improve student achievement. The resultant need to assist school leaders in their ability to improve teaching and learning for all students in their schools led to the establishment of the National Institute of School Leadership's (NISL's) Executive Development Program. The NISL program emphasizes the role of principals as strategic thinkers, instructional leaders, and creators of a just, fair, and caring culture in which all students meet high standards. The current national focus on the importance of effective, instructional leadership has, in turn, led to calls for principal evaluation to be tied directly to student achievement (Davis, Kearney, Sanders, Thomas, and Leon, 2011). Within this milieu, effective and proven principal leadership development programs are crucial. (Contains 3 tables and 2 figures.) [This report was produced by the Center for Educational Partnerships, Old Dominion University.]
Effects of the National Institute for School Leadership's Executive Development Program on School Performance in Pennsylvania: 2006-2010 Pilot Cohort Results
Author: Nunnery, John A.
Date: 2011-03-00
Type: Reports - Research
Subjects: Leadership Training,Management Development,Instructional Leadership,Principals,School Effectiveness,Administrator Role,School Culture,Curriculum Design,Academic Standards,Capacity Building,Simulation,Educational Trends,Academic Achievement,Mathematics Achievement,Reading Achievement,English,Language Arts,Outcomes of Education,Program Effectiveness,Factor Analysis,Correlation,Comparative Analysis,Matched Groups,Pilot Projects,Cohort Analysis,Caring,Assistant Principals,School Administration,Economically Disadvantaged,Special Needs Students,Limited English Speaking,Standardized Tests,Statistical Analysis,Middle Schools,Elementary Schools,High Schools

The National Institute of School Leadership's (NISL's) Executive Development Program (EDP) was established to provide professional development to school leaders to drive their schools to high performance. The program emphasizes the role of principals as strategic thinkers, instructional leaders, and creators of a just, fair, and caring culture in which all students meet high standards. Its primary goal is to ensure that the participating school leaders have the knowledge, skills, and tools to effectively set direction for teachers, support their staffs, and design an efficient organization. The curriculum is organized into four courses: &quot;World-Class Schooling&quot; (Principal as a Strategic Thinker and School Designer, Standards-Based Instruction), &quot;Teaching and Learning,&quot; &quot;Developing Capacity and Commitment,&quot; and &quot;Driving for Results.&quot; Training sessions are designed to be highly interactive through the use of simulations and assignment of &quot;pre-work&quot; and &quot;homework&quot; to participants. This study examined the impact of EDP on student achievement in Pennsylvania schools from 2006-2010. It updates and extends a prior evaluation (Nunnery, Ross, and Yen, 2010a) study of this same cohort from 2006-2009, which found that elementary, middle, and high schools served by EDP principals had significantly larger gains in the percentages of students achieving proficiency in reading and mathematics. (Contains 1 footnote, 9 figures, and 4 tables.)
2011 State Teacher Policy Yearbook. New Hampshire
Author: National Council on Teacher Quality
Date: 2011-00-00
Type: Numerical/Quantitative Data
Subjects: 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

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 &quot;Yearbook&quot; 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. New Hampshire received a D- for Overall 2011 Yearbook Grade. New Hampshire ranks 26th among states and has made low progress compared to other states. Highlight from recent progress in New Hampshire includes: (1) State data system with the capacity to provide evidence of teacher effectiveness. (Contains 141 figures.) [For the full report, &quot;State Teacher Policy Yearbook, 2011. National Summary,&quot; see ED528825.]
2011 State Teacher Policy Yearbook. Nebraska
Author: National Council on Teacher Quality
Date: 2011-00-00
Type: Numerical/Quantitative Data
Subjects: 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

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 &quot;Yearbook&quot; 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. Nebraska received a D- for Overall 2011 Yearbook Grade. Nebraska ranks 39th among states and has made low progress compared to other states. Highlight from recent progress in Nebraska includes: (1) State data system with the capacity to provide evidence of teacher effectiveness. (Contains 141 figures.) [For the full report, &quot;State Teacher Policy Yearbook, 2011. National Summary,&quot; see ED528825.]
2011 State Teacher Policy Yearbook. Nevada
Author: National Council on Teacher Quality
Date: 2011-00-00
Type: Numerical/Quantitative Data
Subjects: 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

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 &quot;Yearbook&quot; 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. Nevada received a C- for Overall 2011 Yearbook Grade. Nevada ranks 7th among states and has made high progress compared to other states. Highlights from recent progress in Nevada include: (1) Evidence of student learning in teacher evaluations; (2) Tenure decisions connected to evidence of teacher effectiveness; (3) Consequences for unsatisfactory evaluations; and (4) Alternative certification. (Contains 138 figures.) [For the full report, &quot;State Teacher Policy Yearbook, 2011. National Summary,&quot; see ED528825.]
2011 State Teacher Policy Yearbook. Montana
Author: National Council on Teacher Quality
Date: 2011-00-00
Type: Numerical/Quantitative Data
Subjects: 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

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 &quot;2011 State Teacher Policy Yearbook&quot; 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 &quot;Yearbook&quot; 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. Montana received an F for Overall 2011 Yearbook Grade. Montana ranks 47th among states and has made no progress compared to other states. (Contains 141 figures.) [For the full report, &quot;State Teacher Policy Yearbook, 2011. National Summary,&quot; see ED528825.]
2011 State Teacher Policy Yearbook. Oklahoma
Author: National Council on Teacher Quality
Date: 2011-00-00
Type: Numerical/Quantitative Data
Subjects: 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

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 &quot;Yearbook&quot; 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. Oklahoma received a B- for Overall 2011 Yearbook Grade. Oklahoma ranks 13th among states and has made high progress compared to other states. Highlights from recent progress in Oklahoma include: (1) Evidence of student learning in teacher evaluations; (2) Tenure decisions are connected to evidence of teacher effectiveness; (3) Tenure decisions are connected to evidence of teacher effectiveness; and (4) No loopholes in licensure test requirements. (Contains 141 figures.) [For the full report, &quot;State Teacher Policy Yearbook, 2011. National Summary,&quot; see ED528825.]