Until recently, states focused on ensuring the presence of a "highly qualified teacher" in every classroom. Under the 2001 reauthorization of the Elementary and Secondary Education Act (ESEA), known as No Child Left Behind (NCLB), this title described a teacher holding at least a bachelor's degree and the appropriate state license and…

Building a stronger teacher workforce requires the thoughtful orchestration of multiple processes working together in a human capital system. This white paper presents a framework that can be used to take stock of current efforts to enhance the teacher workforce in school districts or educational organizations, as well as their underlying theories…

This paper reviews actions taken by selected states as they move to implement competency-based teacher education and certification systems (CBTE-CBC). Following a brief discussion of the role of the state in developing CBTE-CBC, three major issues are presented: a) the type of consortium procedures used, b) the manner in which competencies are to…

Reliable and current data is the foundation upon which good public policymaking is built. While California collects a good deal of data on its teaching workforce, policymakers have lacked a state-level data and analysis system to provide answers to even some of the most basic questions: How many credential holders actually take jobs? In what types…

A two-year project to systematize the occupational teacher approval record-keeping and planning procedures for the Massachusetts Office of Professional Development (OPD) for the Division of Occupational Education is described. A project overview discusses the problems of the system and objectives arrived at to solve them, including the improvement…