ethanporcaro/eric-fulltext-meta huggingface dataset:
Has the State Signed the NASDTEC Interstate Agreement? 50-State Comparison: Teacher License Reciprocity
Author: Education Commission of the States
Date: 2020-06-00
Type: Numerical/Quantitative Data
Subjects: Teacher Certification,Interstate Programs,State Standards,State Regulation,Contracts

Teacher license reciprocity allows educators who hold a teaching license in one state to earn a license in another state, subject to meeting state-specific requirements. Reciprocity agreements allow states to work through variations in licensing systems to coordinate license transfers and fill vacant teaching positions with qualified candidates. Most states have policies in place to extend reciprocity for certain teachers, but few states provide full reciprocity for all fully licensed teachers from other states. The National Association of State Directors of Teacher Education and Certification (NASDTEC) facilitates license reciprocity for member states that have signed the NASDTEC Interstate Agreement. The NASDTEC Interstate Agreement is a collection of individual agreements by member states pledging to &quot;issue some form of authorization allowing an inbound certificate holder to legally teach or provide service in the receiving state, provided the license issued by the 'sending' state is acceptable under the agreement.&quot; NASDTEC does not guarantee &quot;full teacher license reciprocity&quot; for member states but does help clarify which licenses will transfer and what additional requirements must be met. Forty-seven states and the District of Columbia have signed the NASDTEC Interstate Agreement. This document lists each state, whether the state has signed the NASDTEC Interstate Agreement, and the source where this information is documented (when applicable). [View the full &quot;50-State Comparison: Teacher License Reciprocity&quot; here: https://www.ecs.org/50-state-comparison-teacher-license-reciprocity/.]
All Data Points. 50-State Comparison: Teacher License Reciprocity
Author: Education Commission of the States
Date: 2020-06-00
Type: Numerical/Quantitative Data
Subjects: Teacher Certification,Interstate Programs,State Standards,Teacher Competency Testing,Teacher Effectiveness,Military Personnel,Spouses,Experienced Teachers,Beginning Teachers,Teacher Education,Credentials,State Regulation,Contracts,Web Sites

Teacher license reciprocity allows educators who hold a teaching license in one state to earn a license in another state, subject to meeting state-specific requirements. Reciprocity agreements allow states to work through variations in licensing systems to coordinate license transfers and fill vacant teaching positions with qualified candidates. Most states have policies in place to extend reciprocity for certain teachers, but few states provide full reciprocity for all fully licensed teachers from other states. This document lists each state along with the following accompanying information: (1) State licensure website; (2) State information on reciprocity; (3) Has the state signed the NASDTEC Interstate Agreement?; (4) Does the state have full reciprocity by statute for out-of-state teachers?; (5) Does the state require out-of-state teachers to take additional coursework?; (6) Does the state provide a test-out or other exemption option for coursework requirements?; (7) Does the state require out-of-state teachers to take additional assessments?; (8) Does the state have different requirements in place for experienced and inexperienced out-of-state teachers?; (9) Does the state require out-of-state teachers with experience provide evidence of effectiveness?; (10) Does the state provide special reciprocity for out-of-state teachers with advanced credentials?; and (11) Does the state provide special reciprocity (or other supports) for military spouses? Additionally, the source of each state policy is provided, where applicable. [To view this content with active hyperlinks, see: https://internal-search.ecs.org/comparisons/teacher-license-reciprocity-all. View the full &quot;50-State Comparison: Teacher License Reciprocity&quot; here: https://www.ecs.org/50-state-comparison-teacher-license-reciprocity/.]
Sustainability Rubric for Local Educational Agencies
Author: Reform Support Network (RSN)
Date: 2015-06-00
Type: Reports - Descriptive
Subjects: Sustainability,Scoring Rubrics,Educational Change,School Districts,Elementary Secondary Education

The Sustainability Rubric for Local Educational Agencies is a tool for LEAs to use in assessing the sustainability of any reform initiative (for example, implementing an educator effectiveness system). The rubric introduces a succinct description of the three primary categories of sustainability: context for sustaining reform, system capacity and performance management. The full rubric covers 19 sustainability elements and moves along a continuum to characterize inadequate to exemplary for each element, providing a set of guiding &quot;look-fors&quot;. The rubric was intentionally designed to be content agnostic, to be utilized within a variety of education reform areas. The design of the Sustainability Rubric allows for later re-testing to determine the LEA's progress along the continuum.
Support for Growth: How States Can Improve the Quality of Post-Observation Feedback
Author: Reform Support Network (RSN)
Date: 2015-05-00
Type: Reports - Descriptive
Subjects: Feedback (Response),Teacher Evaluation,Observation,Principals,Improvement,Administrator Evaluation,State Departments of Education,Networks,School Districts,Capacity Building,Administrator Education,Elementary Secondary Education

The Reform Support Network has published &quot;Support for Growth: How States Can Improve the Quality of Post-Observation Feedback&quot; based on recommendations generated during a July 2014 Reform Support Network convening of leaders from nine States. It offers six strategies to accurately assess the performance of teachers and provide them with specific and actionable feedback: (1) teaching principals how to deliver high-quality feedback; (2) monitoring the quality of feedback to teachers; (3) creating networks of districts and providing targeted support; (4) evaluating principals on their ability to deliver high-quality feedback; (5) building capacity at the district level to collect, analyze and respond to data; and (6) working with principal preparation programs to produce principal candidates who know how to provide high-quality feedback. The publication summarizes the strategies and offers examples of their implementation in the field.
Baltimore&apos;s Career Pathways Initiative for Teachers
Author: Reform Support Network (RSN)
Date: 2013-00-00
Type: Reports - Descriptive
Subjects: Career Pathways,Public School Teachers,Career Development,Teacher Leadership,Program Implementation

This publication describes Baltimore's Model Pathway, the process for becoming a Model Teacher, and lessons the LEA learned from working with teachers and the Baltimore Teacher's Union to negotiate their new differentiated career pathways and compensation.
Superintendents Speak: Local Perspectives on the Tennessee Educator Acceleration Model&apos;s First Year
Author: Reform Support Network (RSN)
Date: 2013-00-00
Type: Reports - Descriptive
Subjects: Superintendents,Administrator Attitudes,Teacher Evaluation,Educational Change,Evaluation Criteria,Academic Achievement,Faculty Development

During the 2011-2012 school year, Tennessee became one of the first States to implement a comprehensive new teacher evaluation system based on multiple measures of teacher performance. In the Volunteer State, these multiple measures include student achievement data, value-added measures and multiple classroom observations. This paper and the accompanying video clips offer reflections from Tennessee local educational agency (LEA) officials on changes in practice and expectations that occurred during the first year of implementing the Tennessee Educator Acceleration Model (TEAM).
Emerging Approaches to Measuring Student Growth
Author: Reform Support Network (RSN)
Date: 2015-08-00
Type: Reports - Descriptive
Subjects: Evaluation Methods,Portfolio Assessment,Teacher Evaluation,Teacher Effectiveness,Measurement Techniques,Prediction,Models,Academic Achievement,Value Added Models,Growth Models

This publication summarizes the key discussion from experts in the field of measuring student growth during a convening held February 2015. Experts heard about two emerging approaches to measuring growth: Portfolios of student work samples and unit value-added models that provide teachers with timely and actionable feedback that they can use to improve their practices. Scott Marion, from the Center for Assessment, shared with experts a comprehensive framework for incorporating measures of student growth into educator evaluations. The framework outlines the decision points and trade-offs States and districts should consider when designing or selecting a growth measure that can be used to evaluate teachers. The framework can also be used by States and districts to improve student growth measures already in use.
Highlights of State Approaches to School Turnaround Governance
Author: Reform Support Network (RSN)
Date: 2012-00-00
Type: Reports - Descriptive
Subjects: State Policy,School Turnaround,Governance,Educational Policy,Program Implementation,Educational Legislation,Federal Aid,Federal Programs,Federal Legislation

Implementation of school turnaround strategies under School Improvement Grant and Race to the Top programs has provided States with a unique opportunity to rethink how to govern effectively and to organize their efforts to improve their lowest achieving schools. States have had to consider such issues as whether to provide support directly to their lowest achieving schools or to support school districts in implementing intervention strategies at the school level. In addition, States have had to consider whether to reorganize State structures dedicated to supporting school improvement. The purpose of this publication is to provide a snapshot of some of the approaches that Race to the Top States have taken to address these issues.
A Toolkit for Implementing High-Quality Student Learning Objectives 2.0
Author: Reform Support Network (RSN)
Date: 2014-05-00
Type: Guides - General
Subjects: Student Educational Objectives,Program Implementation,Educational Quality,Educational Policy,Educational Assessment,Educational Improvement,Standards,Career Readiness,College Readiness,Scoring Rubrics,Check Lists,Training,Faculty Development,School Districts,Program Evaluation

The RSN designed the Student Learning Objectives (SLO) Toolkit to help States and school districts implement SLOs with the highest degree of quality. This updated version features over 100 State and district resources related to making SLO policy choices, providing SLO tools, selecting or creating assessments and setting targets, communicating with teachers and principals, training district staff and school administers and ensuring continuous improvement. Audiences can access the toolkit in two ways: (1) download a PDF document that contains hyperlinks to State resources and includes an at-a-glance list of resources or (2) browse the SLO Toolkit Online by topic, resource type and State. The RSN has also published a Communications Workbook as a companion to the new SLO Toolkit. The Communications Workbook aims to help States reflect on the quality of their communications content, format and delivery to increase educator understanding of SLO purpose and process.
Collaborative Learning for Outcomes: Connecting LEAs with the Rhode Island Department of Education
Author: Reform Support Network (RSN)
Date: 2013-00-00
Type: Reports - Descriptive
Subjects: School Districts,State Departments of Education,Communities of Practice,Educational Cooperation,Agency Cooperation,Federal Legislation,Federal Programs,Educational Legislation,Educational Assessment,Meetings

This publication highlights Rhode Island's Collaborative Learning for Outcomes (CLO), a new progress monitoring process that leads to two-way communication between the State and its 50 participating and two involved local educational agencies.
Incorporating Retention of Effective and Highly Effective Teachers in Principal Evaluations
Author: Reform Support Network (RSN)
Date: 2015-08-00
Type: Reports - Evaluative
Subjects: Teacher Persistence,Teacher Effectiveness,Principals,Administrator Evaluation,Evaluation Criteria,Educational Legislation,State Legislation,School Districts,Accountability

The quality of a teacher's instruction is widely understood to be the most important school-based factor in student learning. By taking positive steps to retain their strongest teachers, principals can maximize the impact of teacher retention on instructional quality, a process referred to as &quot;selective retention.&quot; This brief from the Reform Support Network explores promising State and district approaches for incorporating teacher retention standards into principal evaluation frameworks. The brief also examines five key decision points for future implementers to take into account if considering this measure in their principal evaluation systems.
Identifying Effective Turnaround Teachers
Author: Reform Support Network (RSN)
Date: 2014-03-00
Type: Reports - Descriptive
Subjects: School Turnaround,Identification,Teacher Effectiveness,Teacher Recruitment,Teacher Selection,Educational Strategies,Educational Improvement,Teacher Competencies,Teacher Evaluation,Employment Interviews

Effective teachers are the single most important school-based factor in student learning and are critical to successful school turnarounds. Particularly in high-poverty schools, teachers can mean the difference between students making dramatic gains in reading and mathematics proficiency or remaining years behind grade level. Research suggests that teachers who are likely to succeed in the turnaround setting have specific competencies that can enable them to meet the peculiar challenges of a persistently low-achieving school. How can local educational agencies (LEAs) and States find, screen and hire the teachers who will most likely contribute to turnaround success? This brief will discuss one approach districts and principals can take to identify teachers who can help improve low-performing schools, based on the findings of Public Impact's &quot;School Turnaround Teachers: Competencies for Success&quot; [see ED539546].
Implementing Differentiated Compensation Systems for Educators
Author: Reform Support Network (RSN)
Date: 2015-07-00
Type: Reports - Descriptive
Subjects: State Departments of Education,Compensation (Remuneration),Teacher Effectiveness,Equal Opportunities (Jobs),Teacher Role,Incentives,Merit Pay,Teacher Salaries,School Districts,Government Role,Researchers,Statewide Planning,Teacher Evaluation,Teacher Selection,Teacher Persistence,State Legislation,State Policy,Job Performance,Performance Based Assessment,Teacher Leadership,Disadvantaged Schools,Funding Formulas,Budgets

On April 10, 2015 in Nashville, Tennessee, the Reform Support Network brought together leaders from State education agencies planning to make educator compensation a key component of their equitable access plans. The convening featured presentations by the Tennessee Department of Education and district leaders who explained how the State has supported district-based compensation reform and researchers who supported the State's efforts. Afterward, leaders from participating States discussed how to use compensation to increase educator effectiveness and promote equitable access to effective teachers. This publication summarizes the discussions that took place at the convening and the work that participating States have undertaken since April 2015.
College- and Career-Readiness: Aligning Standards and Educator Effectiveness Policies. Reflections from the Reform Support Network Teacher and Leader Effectiveness/Standards and Assessment Community of Practice April 25-26, 2012 Convening
Author: Reform Support Network (RSN)
Date: 2013-00-00
Type: Reports - Descriptive
Subjects: College Readiness,Career Readiness,Alignment (Education),Teacher Effectiveness,Educational Policy,State Policy,Educational Legislation,Federal Aid,Federal Legislation,Federal Programs

This publication highlights a series of video clips in which participants in a recent Reform Support Network convening of the Teacher and Leader Effectiveness/Standards and Assessment Community of Practice reflect on the work of translating college- and career-ready standards from policy adoption by States to reality in the classroom.
EdStat in Rhode Island: A Case Study of Race to the Top Performance Management
Author: Reform Support Network (RSN)
Date: 2013-00-00
Type: Reports - Descriptive
Subjects: Federal Aid,Educational Legislation,Federal Legislation,Federal Programs,Educational Assessment,Performance Based Assessment,School Districts,Program Implementation,Data Analysis,Summative Evaluation,Teacher Effectiveness,Teacher Evaluation,Common Core State Standards

This publication highlights Rhode Island's EdStat, a system of performance management that has enabled the Rhode Island Department of Education to monitor the progress of its participating LEAs and its own offices on Race to the Top implementation and outcomes.
Great State Leaders: A Competency Framework for Growing Talent in a State Education Agency
Author: Reform Support Network (RSN)
Date: 2015-06-00
Type: Reports - Descriptive
Subjects: Educational Change,State Departments of Education,Leadership Role,Leadership Training,Guides,Guidelines,Mentors,Self Evaluation (Individuals),Faculty Development,Leadership Effectiveness,Competence,Strategic Planning,Teamwork,Self Evaluation (Groups),Role Models

Reforms of the scope and scale of those being undertaken by States today require the development of strong leaders at all levels of organizations to manage the change required by these and other initiatives. State education agencies (SEAs) can use this competency framework and accompanying exercise guide to build the skills, knowledge and behaviors of SEA leaders in order to increase the effectiveness in their current positions as well as prepare them to assume greater leadership responsibility in the future. The competency framework uses research from SEA leaders who participated in the Reform Support Network's Sustainability Work Group--Delaware, Hawaii, Massachusetts, and New York--to define a set of core competencies that are characteristic of high-performing SEA leaders. The competencies are organized into three broad categories: leads change, leads self, and leads others. The tool can be used to identify gaps in capacity within a specific department, as a self-assessment tool for individuals, or to develop a mentorship program where high-performing SEA leaders are strategically paired with emerging stars to work on developing skills in specific competency areas.
Education Enterprise Architecture: Aligning Education Reform with Services and Systems
Author: Reform Support Network (RSN)
Date: 2014-00-00
Type: Reports - Descriptive
Subjects: Alignment (Education),Educational Change,State Departments of Education,Educational Policy,Information Technology,Educational Objectives,Efficiency,Governance,Program Development,Program Implementation

This introduction to the discipline of education enterprise architecture, or EEA, explains briefly the needs that EEA addresses, its benefits, components and the essential elements of its governance and management. At its core, education enterprise architecture is the bridge connecting the business/ program side of the organization and information technology (IT). Developing and implementing an EEA blueprint--to integrate where an education agency is today, where it wants to be in the future and how it is going to achieve that future state--maximizes resources and expertise, sustains reforms and supports schools and classrooms.
Using Social Media to More Effectively Communicate Reform Efforts: A Case Study on the Ohio Department of Education&apos;s Use of Twitter
Author: Reform Support Network (RSN)
Date: 2013-07-00
Type: Reports - Descriptive
Subjects: Social Media,Communication Strategies,Educational Change,Computer Mediated Communication,State Boards of Education,Conferences (Gatherings)

Ohio is one of the leading State education agencies embracing and experimenting with social media. This publication details how the Ohio Department of Education used social media, including Twitter and a Wordpress blog, to drive interest and engagement in its 2012 statewide educator conference, &quot;Connecting the Dots,&quot; and how this strategy resulted in creating a network of educators statewide. This case study will be useful to SEAs interested in strategies for using social media tools to engage a broader group of stakeholders more directly in State reforms.
Principals: The Centerpiece of State Policy Implementation
Author: Reform Support Network (RSN)
Date: 2015-07-00
Type: Reports - Descriptive
Subjects: Principals,Administrator Role,Leadership Responsibility,College Readiness,Career Readiness,Instructional Leadership,Professional Development,State Policy,Participative Decision Making,Power Structure,Participation,School Districts,Role,Standards,Teacher Effectiveness,Academic Achievement,Leadership Styles,Teamwork,Teacher Leadership,Observation,Teacher Evaluation,Data Collection,Feedback (Response)

Leadership matters. Principals are the primary drivers of school improvement and the best long-term investment to ensure effective teaching and learning at scale. Principals are central to State efforts to implement new college and career-ready standards, execute teacher evaluation and support systems and turn around low-performing schools. These reforms require principals to do their work differently, allocate their time in new ways and learn new skills. Many school leaders are overwhelmed by new expectations. Limited school leadership capacity is posing a real challenge to States in meeting educational goals since principals are the centerpiece of high-quality State policy implementation. There are four reasons for this reality--many States: (1) have an outdated vision of the principal role; (2) have not yet recognized the balance of new school leader responsibilities in State policies and programs, leaving far too much on principals' plates for one person to do well; (3) do not currently provide high-quality professional development and support; and (4) design policies that rely on principals for implementation without their input. As States continue to implement these reforms, they can create conditions for success by prioritizing school leadership. This brief is divided into four sections that address actions States may take in response to the four challenges outlined above: (1) The Principal Role: State policies prioritize school leaders' roles as instructional leaders and talent managers; (2) Distributed Leadership: State policies promote models of shared leadership that enable principals to spend their time on the most important activities and build a pipeline of future leaders; (3) Principal Management and Support: State policies encourage better and more targeted professional learning and support for school leaders, including from those who supervise principals; and (4) Principal Engagement: State policies are improved through ongoing engagement with the principals who are responsible for implementing reforms. This brief identifies some of the most important actions States can take to support principals. State actions can take many forms--direct and indirect--so policymakers may reflect on the political climate in the State to determine which type of influence will be most effective. Embedded throughout the brief are links to more information and case studies from leading States. The brief also includes self-assessment rubrics, which can be used by States to prioritize areas of focus.