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Arlington, VA

The public and political drumbeat over these issues led the National Association of State Boards of Education (NASBE) to create a study group charged with developing policy recommendations for a strong teaching profession. The panel’s findings are now being released in its report, Gearing Up: Creating a Systemic Approach to Teacher Effectiveness. Working from the belief that teachers are the most important in-school factor for student success, the study group held that state policies should ensure that all teachers meet high professional standards before receiving a license, participate in a high-quality induction program once on the job, and continue learning and growing throughout their careers.

“We know that teachers are the most important school factor in student learning, so now more than ever we need to develop effective policies that help our teachers to become world-class educators from the time they enroll in preparatory courses until the day they retire,” said NASBE Executive Director Brenda Welburn. “Our students and the teachers themselves deserve nothing less.”

In the report, the study group arrived at three separate series of recommendations that begin with teacher preparation at the college level, continue through teacher retention and induction, and finish with policy ideas for teacher evaluation. Each of these is a suggestion for state boards to consider as they adopt and implement new teacher-related policies. Included are recommendations that:

• Every teacher of record, no matter his or her pathway to the profession, must have significant exposure and clinical experience in the field teaching a diverse set of students.
• State and district education leaders should ensure that all teachers complete a multi-year induction program, which have been shown to increase new teacher effectiveness and decrease attrition rates.
• Evaluation systems should be designed and used for the purpose of improving instructional practice and student achievement.

The report was released to members Oct. 14 at NASBE’s annual conference in Atlanta.

For key findings from the study or to purchase a copy of the report, go to: Gearing Up Teacher Workforce Report.

Arlington, VA

A report, released in October 2010, from a National Association of State Boards of Education (NASBE) study group, Common Ground: Education and the Military Meeting the Needs of Students, examines the desired outcomes shared among educators, the military, business and higher education and how to align these goals with shared best practices.

“We as a nation need to increase our high school graduation rates and to make this happen, we need the best ideas from education, the military and industry,” said NASBE Executive Director Brenda Welburn. “When educators join as equals with the military, it means each partner can aid the other in the interests of students. We must pursue every available opportunity in our drive to prepare students for success in all postsecondary pathways.”

The group determined that educators can adapt many of the best practices the military applies to instruct secondary students enrolled in a cross-section of programs, including JROTC and the National Guard Youth ChalleNGe. The application of these practices that give students discipline, pride, and a sense of belonging can be harnessed for use in many school settings. In addition to partnerships, military education programs exhibit a host of best practices that can be used to inform civilian program, including:

• A holistic approach to a student’s education, including personalized learning plans, planning assistance, and consideration of non-academic goals and abilities;
• Integrated, relevant curricula and lessons aligned to desired outcomes; and
• Providing a safe, structured environment.

While much of the work of maintaining programs occurs at the local level, state boards of education can help facilitate partnerships and the use of these best practices through a range of policy decisions. The study group arrived at six recommendations for state boards including:

• Examination of their policies to ensure that none hinder student participation in programs that help students become productive and responsible citizens.
• Consideration of instituting cognitive and non-cognitive assessments, such as the Armed Service Vocational Aptitude Battery (ASVAB), as diagnostic tools to assist students as they plan for their transition from secondary education to postsecondary life.
• Leveraging their authority over state school counseling mandates, guidance counselor certification requirements and school counseling programs so counselors can better inform students and parents about education programs and strategies, including military-themed/generated programs, and help them create a postsecondary plan that examines all options: work, college, or the military.