According to the National Council on Teacher Quality (NCTQ) state governments are the single most powerful authority over the teaching profession. Whether through rules or regulation approved by state boards of education or professional standards boards, executive orders issued by state school chiefs or laws passed by legislatures, state authority is far reaching. State policies have an impact on who decides to enter teaching, who stays—and everything in between.
NCTQ tracks and analyzes states’ teacher policies, including key areas such as teacher preparation, evaluation, alternative certification and compensation, and offers recommendations for policy improvements to help advance teacher quality throughout the country.
The National Council on Teacher Quality advocates for reforms in a broad range of teacher policies at the federal, state, and local levels in order to increase the number of effective teachers.Based in Washington, D.C., the National Council on Teacher Quality was founded in 2000 to provide an alternative national voice to existing teacher organizations, and build the case for a comprehensive reform agenda that would challenge the current structure and regulation of the profession.
Key 2010 Findings:
- Most states’ evaluation, tenure and dismissal policies remain disconnected from classroom effectiveness.
- Requirements for teacher preparation too often fail to ensure teacher candidates have the most critical knowledge and skills.
- In almost every state, licensure requirements do not ensure that teachers know the subject matter they will teach.
- Rather than working to expand the teacher pipeline, many states create obstacles in their alternate routes to certification.