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Teaching QualityWorking ConditionsWhat States Are Doing
 What States Are Doing
 Selected Research & Readings

From the ECS State Policy Database: Teaching Quality--Working Conditions - This policy database—updated weekly—is made possible by your state's fiscal support of the Education Commission of the States....

State Equity Plans that Address Working Conditions as a Means to Increase Teacher Retention and Equitable Teacher Distribution PDF - NCLB requires that all teachers of core academic subjects be highly qualified. States are working diligently to achieve this goal, but are facing many obstacles. One of the largest challenges that states face is the issue of equitable distribution of experienced teachers. This ECS StateNote reports on transfer and attrition rates of teachers and the percentage of state equity plans that target teacher working conditions as a means to increase teacher retention and equitable distribution of teachers. (Angela Baber, Education Commission of the States, January 2007)...

Kentucky Teaching Conditions Standards - The Kentucky Teaching Conditions Standards can provide educators with a clearer understanding of what policies and practices should be in place in every school to maximize teacher effectiveness. To further align these Teaching Conditions Standards with other components of the school improvement planning process and educator evaluation system, a continuum of practice has been developed for each standard. (Kentucky Department of Education and New Teacher Center, 2012)...

North Carolina Teacher Working Conditions Standards - These Working Conditions Standards provide educators with a clearer understanding of what policies and practices should be in place in every school to maximize teacher effectiveness. (Department of Public Instruction and New Teacher Center, 2012)...

Recruiting and Retaining Quality Teachers for High Needs Schools: Insights from NBCT Summits and Other Policy Initiatives - Studies consistently show that teachers who are better trained, more experienced and licensed in the subjects they teach are more likely to be teaching in more affluent schools, serving more academically advantaged students. The same is true for teachers who generate higher student test scores as well as those who earn National Board Certification. Addressing the maldistribution of qualified teachers may be the most vexing public school problem facing America’s policymakers today. (Barnett Berry, Melissa Rasberry and Alice Williams, National Strategy Forum, 2007)...

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