A r c h i v e d  I n f o r m a t i o n

Next Steps for State and Local Policymakers

What can be done at the state and local levels to address these complex teacher quality issues? The following questions are designed to challenge policymakers to think about how they might begin. These questions are intended to be thought-provoking and do not have easy answers. They may, however, encourage people to extend themselves beyond their traditional roles and to take action.

• Do we collect the data we need to develop informed responses to our teacher quality challenges?
• Do we have a comprehensive strategy for recruiting and preparing the kinds of individuals we need into the teaching profession?
• Do we hold institutions of higher education accountable for high-quality teacher preparation?
• How many of our teachers are not fully qualified to teach? What reforms could we implement that would end the practice of granting emergency licenses?
• How confident are we that our standards for entering the teaching profession ensure that teachers have the content knowledge and teaching skills they need to be effective? Are the assessments required for certification based on the body of knowledge a teacher needs to master?
• What are our cut-scores for passing the required examinations? Are they set to keep the weakest candidates from the profession or to select the strongest candidates?
• Does the level of our teacher salaries allow us to recruit and retain high-quality teachers in all our schools? Do our schools pay teachers for increasing their knowledge and skills?
• Do we allow the portability of teaching credentials, credited years of experience, and pensions so that teachers can move to districts where they are most needed?
• Do our hiring practices allow us to hire strong candidates well before the school year starts?
• How many of our teachers are teaching out-of-field? What could we do to end that practice?
• Do we have long-term induction programs to help new teachers succeed?
• Do we provide stable funding for professional development that is sustained, intensive, and allows teachers and administrators regular time to collaborate? Does it improve teachers' instruction and student achievement? How do we know?

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