Northwest Regional Comprehensive Center
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Narrow your search down from more than 500 resources in our database. You can search by Topic such as "Highly Qualified Teachers" or "Turnaround Schools"; Category such as "Federal" or "Idaho"; or you use both Topic and Category to fine tune your search. We add to this list regularly so check back for new items or subscribe to our e-newsletter.
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Creating Effective Teachers: Concise Answers for Hard Questions This addendum to the report, Teacher Preparation Research: Current Knowledge, Gaps, and Recommendations, addresses questions of interest to state education policymakers and also elaborates on questions posed in the original work. Issues examined include the extent to which subject knowledge contributes to teacher effectiveness; the extent to which knowledge of pedagogical theory, learning theory, or child development contribute significantly to teacher effectiveness; the extent to which high-quality, field-based experience prior to certification significantly contributes to teacher effectiveness; whether the accreditation of teacher preparation programs contributes significantly to the likelihood that graduates will be effective and remain in the classroom; and whether there are alternate route programs that graduate high percentages of effective teachers. |
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2007 Teacher-to-Teacher Summer Workshops On Monday, April 9, 2007 registration will open for the 2007 Teacher-to-Teacher Summer Workshops. Sponsored by the U.S. Department of Education, the workshops are geared toward K-12 teachers and their principals. Sessions are led by prominent educators who will discuss effective strategies for all grade levels and content areas. |
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2007-2008 Albert Einstein Distinguished Educator Fellowship Program The Albert Einstein Distinguished Educator Fellowship is accepting applications for the 2007-2008 school year. Einstein Fellows spend the school year in Washington, D.C., sharing their expertise with policymakers. Fellowships are served with Congress or one of several government agencies such as the Department of Energy, NASA, the National Science Foundation, the National Institutes of Health, the National Oceanic and Atmospheric Administration, or the National Institute of Standards and Technology. The goal of the program is to provide an opportunity for teachers to inform national policy and improve communication between the K-12 STEM education community and national leaders. The application deadline is January 8, 2007. |
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2009 State Teacher Policy Yearbook The National Council on Teacher Quality (NCTQ) released its annual 52-volume report on state policies that impact the teaching profession. This year's edition is a comprehensive analysis of all aspects of states' teacher policies, including key policy areas such as teacher preparation, evaluation, tenure and dismissal, alternative certification, and compensation. |
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2009–10 DQC Annual Survey Results The Data Quality Campaign (DQC) released its first report on the 10 state actions to ensure the effective use of longitudinal data, including details on how states are changing policies and practices to promote linkages across systems, ensuring appropriate access to new data and analysis, and strengthening stakeholder capacity to use this information. |
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A Coherent Approach to High School Improvement: A Needs Assessment Tool The National High School Center has released a needs assessment tool to help districts and schools assess current high school education policies and practices, identify areas of strengths and limitations, and implement coherent and sustainable school reform initiatives. |
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A Better System for Schools: Developing, Supporting, and Retaining Effective Teachers The Center for Teacher Quality (CTQ) released a report examining what it takes to accomplish the goals of developing, supporting, and retaining effective teachers. The report is based on a survey of more than 1,200 teachers nationwide conducted by the Teachers Network. |
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A Blueprint for Reform: The Reauthorization of the Elementary and Secondary Education Act The Obama administration released its blueprint for revising the Elementary and Secondary Education Act (ESEA), which would ask states to adopt college- and career-ready standards and reward schools for producing dramatic gains in student achievement. The blueprint provides incentives for states to adopt academic standards that prepare students to succeed in college and the workplace and create accountability systems that measure student growth toward meeting the goal that all children graduate and succeed in college. |
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A Call to Restructure Restructuring: Lessons from the No Child Left Behind Act in Five States The Center on Education Policy has a released a report synthesizing findings from their research on how the No Child Left Behind Act's school restructuring requirements are being implemented in Michigan, California, Maryland, Ohio, and Georgia. Document reviews and interviews with state officials were conducted in the five states, and case study research was carried out in 19 districts and 42 schools. Among the report's findings are that more schools have entered restructuring and many remain in that status for multiple years; the "any other" restructuring option is the most popular option in the states studied; and the five states varied greatly in the supports they offered restructuring schools. |
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A Coherent Approach to High School Improvement: A Needs Assessment Tool The National High School Center has released an update to this tool. It includes all new Characteristics of Effectiveness on which districts and schools can assess their work and is designed to help districts and schools assess their current high school policies and practices, identify areas of strengths and limitations, and implement coherent and sustainable school reform initiatives. |
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A Framework for Examining Validity in State Accountability Systems Forte Fast, E. & Hebbler, S. (2004). Washington, DC: Council of Chief State School Officers. * This CCSSO report lays out a framework under which one can examine the validity of a state accountability system, focusing on four core concepts: goals, consequences, decision rules, and performance indicators. |
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A Framework for Science Education: Preliminary Public Draft The National Research Council released a conceptual framework to guide the development of the next generation of standards for science education. This framework is the first step in a process for revising existing standards in K–12 science education which were published over a decade ago. In the second step, Achieve, a Washington, D.C.-based nonprofit, will work closely with states to develop a full set of standards based on the framework. |
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A Legacy of Leadership and Lessons Learned: Results From the Rural Systemic Initiatives for Improving Mathematics and Science Education Edvantia Report |
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A Practical Guide to Evaluating Teacher Effectiveness This guide offers a definition of teacher effectiveness that states and districts may adapt to meet local requirements. In addition, the guide provides an overview of the many purposes for evaluating teacher effectiveness and indicates which measures are most suitable to use under different circumstances. The guide also includes summaries of various measures, such as value-added models, classroom observations, analysis of classroom artifacts (e.g., lesson plans and student work), and portfolios. The summaries include descriptions of the measures, along with a note about the research base and strengths and cautions to consider for each measure. The guide is based on the TQ Center research synthesis, Approaches to Evaluating Teacher Effectiveness: A Research Synthesis by Goe, Bell, and Little (2008). |
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A Principal's Guide to Intensive Reading Interventions for Struggling Readers in Early Elementary School The Center on Instruction recently released this guide which provides information critical to developing and implementing an effective school-level intervention program. The guide suggests some guiding principles along with examples of how these principles can be used to develop an effective school-level system for meeting the instructional needs of all students. |
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A Resource Guide Identifying Technology Tools for Schools This guide by The State Educational Technology Directors Association (SETDA) and the National Association of State Title I Directors (NASTID) provides definitions of key technology components and relevant examples, where appropriate as a glossary for educators. The guide also presents essential implementation and infrastructure considerations that decision makers should think about when implementing technology in schools. Technology enhances administrative, teacher and student capabilities and performance, especially for those students who lack access to technology outside of school. |
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A Synopsis of a Synthesis of Empirical Research on Teaching Mathematics to Low-Achieving Students The Center on Instruction recently published a synopsis that highlights key findings and outlines recommendations for practice from the 2002 synthesis A Synthesis of Empirical Research on Teaching Mathematics to Low-Achieving Students (Scott Baker, Russell Gersten, Dae-Sik Lee, Elementary School Journal, Vol. 103, No. 1 (September, 2002), pp. 51-73), which synthesized findings from 28 years of research on interventions for students struggling to learn math. |
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Academic Literacy Instruction for Adolescents The Center on Instruction's Reading, Special Education and ELL Strands have recently developed a document that makes recommendations for improving literacy-related instruction in the content areas or across the entire school day, interventions for students reading below grade level, and recommendations for supporting literacy development in adolescent English language learners. |
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Access Center The Access Center is a national technical assistance (TA) center funded by the U.S. Department of Education's Office of Special Education Program, whose mission is to improve educational outcomes for elementary and middle school students with disabilities. |
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Achievement Gap Patterns of Grade 8 American Indian and Alaska Native Students in Reading and Mathematics REL Northwest recently published a report focusing on student proficiency in reading and math from 2003–2004 to 2006–2007. The report compares gaps in performance on state achievement tests between grade 8 American Indian and Alaska Native students and all other grade 8 students in 26 states serving large populations of American Indian and Alaska Native students. |
