The only organization dedicated solely to helping state boards advance equity and excellence in public education.

September 2015Volume 15, No. 3
Preparing Teachers and Leaders


Research shows that teacher quality makes the biggest difference of all the in-school factors that influence student learning. Teachers want to improve, and good principals want to prepare their teachers for any classroom challenge and support their professional development. But, raising the level of teaching in every classroom isn’t easy, nor is it an exact science. We are still learning what works, but it is clear state policymakers have a vital role in identifying, developing, evaluating, and supporting effective school leaders. This edition of The State Education Standard explores the many ways policymakers can ensure that those who teach and lead our children in public schools are better prepared and better supported to do their jobs well.

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Editor’s Note

From the Director’s Desktop

News & Notes

We, the Media

NCOSEA Voice

 

NASBE Study Group Surveys State Leadership Development Policy

Stock taking of states reveals relatively little focus on principal development and responsibilities split among divisions of state education agencies.

By Bobbi Newman and Robert Hull

 

Renewing the Principal Pipeline

Six school districts are Renewing the Principal Pipeline taking up the challenge of ensuring their schools have a supply of effective principals, and their experiences can point other district and state leaders to how to do it.

By Brenda J. Turnbull

 

Retooling Teacher Preparation in West Virginia

Bold steps toward more rigorous preparation and certification of teachers required input from higher education leaders and dovetailed with new standards set by the Council for the Accreditation of Education Preparation.

By Gayle Manchin

 

Massachusetts Changes Its Approach to Educator Preparation Programs

A new state policy pushes schools and others that prepare educators to demonstrate need for their programs and to provide evidence that they have the capacity to run them.

By Heather Peske, Liz Losee, and Meagan Comb

 

Supporting Effective Teacher Evaluation

Most classroom practice is remarkably similar. Most classroom practice needs improvement. How can teacher evaluations that target a few top performers and struggling teachers ever move the needle?

By Drew H. Gitomer

 

Remaking Teacher Evaluation: A Heavy Lift for State Education Policymakers

Local control of teacher evaluation reform strains the capacity of state education agencies to support their districts and spurs some states to streamline their efforts.

By Patrick McGuinn

 

Teacher Leaders in Denver Public Schools

A sequence of changes in Denver paved the way for a program of teacher leadership that is expected to touch every school in the district by 2018.

By Lori Nazareno

 

The NASBE Interview: Sarah Brown Wessling

 




Featured Items

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Next-Generation Assessment

Bowing to the realities of the pandemic, states halted annual summative testing this spring, with a federal blessing. Yet with the U.S. Department of Education signaling that they will not waive the required tests for the current school year, there is no better time for state policy leaders to reexamine their assessment systems to address long-standing challenges, say authors in the new issue of NASBE’s State Education Standard.

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We the Media: Communicating in Anxiety-Laden Times

In the face of shifting, sometimes conflicting guidance, reopening schools is easier said than done. For communicating in uncertain times, my advice is this: Manage change with authority.

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