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What are state licensing requirements?
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What criteria does the state use to grant approval
to teacher preparation programs?
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How does the state/district's school accountability
system seek to promote practices that lead to good
teaching?
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•
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How does the district recruit new teachers?
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What hiring standards and practices does the
district use?
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How are teachers assigned to schools?
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How are new teachers inducted into the district?
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How are teachers compensated?
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What is the structure of and funding for district-provided/facilitated
professional development?
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What are the characteristics of teachers' work
environment?
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How are teachers evaluated, and what happens
as a result of evaluation?
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How are resources (staff, money, technical assistance,
etc.) deployed around district objectives?
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How does the district share information about
teachers with parents and the public?
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Where the data are available (e.g. through Quality
Counts 2000) how does the district compare to state
or national norms on these issues?
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Possible
Indicators of/
Questions about Community Impact
|
|
Licensure
|
State licensure/certification requirements and
categories
State relicensure/recertification requirements
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Teacher-
preparation program approval
|
Criteria state uses to approve teacher preparation
programs
Method state uses to approve and renew approval
of teacher preparation programs
|
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School accountability system
|
Type/use of support services (e.g., district support
teams to low performing schools, specifically-designed
professional development)
Rewards for meeting/exceeding expectations
Consequences for not meeting expectations
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Recruitment
|
Methods used by the district to recruit new teachers
Availability of alternative paths to the classroom
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Hiring
|
RStandards that hired teachers
must meet
% of teachers hired who meet these standards
% of district budget dedicated to recruiting/hiring
Colleges/universities from which most teachers
hired
Quality of professional staff involved in recruiting/hiring
Professional quality of the hiring process (analysis
of transcripts; use of structured interview)
Hiring calendar - e.g. dates by which teachers
must announce retirement, on which applications
for teaching positions are due
"Portability" of incoming teachers'
experience, benefits, etc.
|
Placement
|
Method by which new teachers are assigned to
schools
Incentives for placement in high need schools/subject
areas/grade levels
Procedures by which veteran teachers are reassigned
within the system (e.g. seniority system)
|
Induction/early professional development
|
% of new teachers who participate in a formal
induction program
Length/depth of induction programs (e.g. number
of hours of pre-service training; number of hours
of special in-service training for new teachers
during first year)
% of new teachers assigned a mentor teacher
or support team
Length/depth of mentoring (e.g. number of hours
of work with mentor or support team in first
year)
Incentives provided for mentor teachers/support
teams
Training provided for mentor teachers/support
team
Ratio of mentors to new teachers
Measures of quality of professional development
activities
|
Compensation
|
Components of district salary schedule
Starting salary for a new teacher with no experience
and a BA
Incentives offered to all new hires
Incentives offered to specific subgroups of
new hires
Incentives offered to teachers based on:
• acceptance of certain kinds of assignments (such as those in shortage
areas)
• performance of school or students
• other evidence of accomplished teaching
• other criteria
|
Continuing/ongoing professional development
|
Types of professional development available
% of district budget devoted to professional
development
% of a typical teacher's time devoted to professional
development
School/teacher flexibility in choosing professional
development
Cooperative relationships between district and
other providers of professional development
Time available to teachers for planning, professional
development, and working with other teachers
Results of evaluations of district professional
development efforts
Measures of quality of professional development
activities
|
Work environment
|
Level of control exerted by teachers over use
of resources, professional development, etc.
Access to resources for special projects, professional
development, and other professional needs
Facilities use/maintenance
Proportion of teachers' time spent on instruction
Proportion of teachers' time dedicated to individual
and common planning
Opportunities for leadership by teachers
Quality of principals' leadership
Share of total budget devoted to classroom teaching
Number of students taught by each teacher (student
load)
|
Evaluation
|
Establishment of clear goals/expectations for
teachers
Measurement/monitoring of teaching success and
growth
Use of evaluation data to promote improvement
Use of evaluation data to terminate poor teachers
|
Resource deployment
|
Percentage of system employees involved in instruction
vs. administration
Organizational structure of central office (e.g.,
program based vs. school based)
Alignment between budget and district objectives
Staff/services devoted to district objectives
|
Information
|
Accessibility of information such as indicators
in View One (broken down by school)
|
