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Our Affiliates
| UNC Board of Governors' Task Force on Meeting Teacher Supply & Demand
 | UNC Board of Governors' Task Force on Meeting Teacher Supply & Demand - Full Report
This document is the full report from the UNC Board of Governors' Task Force on Meeting Teacher Supply and Demand. This link includes all appendices of the final report.
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 | Recommendations and Strategies - UNC Board of Governors' Task Force on Meeting Teacher Supply and Demand
This document is the complete list of recommendations and strategies from the UNC Board of Governors' Task Force on Meeting Teacher Supply and Demand.
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 | NEW - Undergraduate Teacher Education Scholarship and Loan Information - October 2004
This document provides information on undergraduate teacher education scholarships and loans. It originally served as appendix H of the final report from the UNC Board of Governors' Task Force on Meeting Teacher Supply and Demand. It was updated in October 2004. As recommended by the Task Force, this information will be updated on as annual basis.
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UNC Deans' Council
 | UNC ALTERNATIVE PATHWAYS SERVICE REPORT
This report outlines the University of North Carolina’s efforts in preparing teachers seeking licensure through alternative routes. UNC Schools, Colleges, and Departments of Education were asked in July of 2003 to report on their service to and support of alternative pathways teachers (lateral entry and licensure-only) in five primary categories: 1) Advising, 2) Program Delivery, 3) Communication and Information Dissemination, 4) Support and Mentoring, and 5) Other Special Initiatives and Services. In addition to the five service categories, teacher education programs were asked to report the number of traditional pathways students admitted and enrolled and the number of alternative pathways students enrolled on their respective campuses as of October 1, 2003. The collective totals across all campuses show more than half of UNC’s teacher preparation candidates in alternative programs of study.
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NC TEACH
 | NC TEACH Fall 2001 Newsletter
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 | NC TEACH Profile (November 2000)
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Teaching and Technology
 | North Carolina School Technology Users Task Force Report - II (October 1999)
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 | Proceedings from the Boone Technology Conference - North Carolina Technology Competencies for Educators: A focus on Assessment
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NC Catalyst
 | NC Catalyst Overview
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 | NC Catalyst Resource List
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 | Standards Alignment Document
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University-School Teacher Education Partnerships
 | Second Year Progress Report: University-School Teacher Education Partnership (June 2000)
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 | The First Year Progress Report: University-School Teacher Education Partnerships (April 1999)
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 | The Third Year Progress Report: University-School Teacher Education Partnership (February 2001)
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 | The Partnership Concept: A Framework for Building and Sustaining University-School Partnerships
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 | The Fourth Year Progress Report: University-School Teacher Education Partnership (February 2002)
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NC Education Research Council
 | Research on Retention and Social Promotion: Synthesis and Implications for Policy (January 1999)
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 | First in America - Data Report (2002)
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 | First in America - Progress Report (2002)
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 | First in America - Report Card (2002)
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 | Research-Based Review Of Reports On Closing Achievement Gaps
Report to the Education Cabinet and the Joint Legislative Education Oversight Committee
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 | Hallmarks of Excellence
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 | Let's Finish the Job
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Reports Published by Other Organizations
 | Teaching Quality in the Southeast: A Call for Regional Action (Southeast Center for Teaching Quality, January 2000)
The original publication of the Southeast Center for Teaching Quality.
The Southeast, which led the nation in school improvement efforts in the 1980s, is now paving the way in terms of teaching quality reforms. All Southeastern states have launched major reforms in this area, and for this reason, the BellSouth Foundation and the University of North Carolina are supporting the work of the Southeast Center for Teaching Quality. As a regional affiliate of the Commission, the Center was launched in early 1999 to create and manage teaching quality actions collectively identified and agreed upon by states, districts, organizations, associations and networks in the region, as well as to provide more in-depth support to the Commission's state and local partners in the Southeast.
This publication focuses on the teaching quality goals and priorities of nine Southeastern states. In doing so, we hope to bring to light how the states can work together to enhance their teacher development reforms, especially with the recent support of the U.S. Department of Education Teacher Quality Enhancement Program. Teaching Quality in the Southeast: A Call for Regional Action can provide policymakers, practitioners and researchers with a clear picture for defining a shared agenda for advancing teaching quality throughout the region.
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 | What Matters Most: Teaching for America's Future (National Commission on Teaching and America's Future, 1996)
The Original Publication of the National Commission on Teaching and America's Future.
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 | Recruiting Teachers for Hard-to-Staff Schools: Solutions for North Carolina & the Nation (Southeast Center for Teaching Quality, October 2001)
The problem of recruiting and retaining quality teachers in hard-to-staff schools is becoming more serious in North Carolina and across the nation. The Governor's Education First Task Force is searching for public policy approaches that will place strong teachers with those students who are in the greatest need of expert instruction. Partly drawing from the resources provided by this project, the Task Force is hoping to make recommendations on this issue in their January 2002 report to Governor Easley. This discussion is part of a national dialogue on teacher quality, facilitated by Education Commission of the States and National Commission on Teaching & America's Future.
To help ensure that every hard-to-staff school enjoys high-quality teachers with the skills, knowledge and commitment to raise the achievement of all students, the Southeast Center for Teaching Quality presents recommendations for North Carolina leaders.
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 | Recruiting Teachers for Hard-to-Staff Schools: Solutions for the Southeast and the Nation (Southeast Center for Teaching Quality, January 2002)
As the nation's student population grows and its information-age economy expands, so does the demand for highly qualified teachers -- teachers with professional skills unmatched in previous generations. Yet forecasters tell us that, unless things change, supply will simply not meet demand.
Demographic experts predict a need for more than two million new teachers in the next decade. North Carolina alone must find more than 80,000 new teachers by 2010. Across the Southeast and the nation, a large proportion of our teaching force is approaching retirement age, and the supply problem is further compounded by state and federal initiatives to lower class sizes. How will states meet the sheer demand for new teachers, much less assure a high-quality teacher for every classroom?
These quandaries present a more troubling picture for some schools than others. For a number of "hard-to-staff" schools, the negative consequences of teacher shortages are compounded by characteristics that make these schools less attractive to teachers. Most often located in our troubled inner cities or isolated rural areas, these schools are frequently plagued by high poverty in the community, higher teacher turnover rates, insufficient physical resources, and low performance on state accountability measures.
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 | Teaching Quality in the Southeast: Meeting the Challenges (Southeast Center for Teaching Quality, February 2002)
An update to A Call for Regional Action.
In recent years, teacher quality has been a major focus of Southeastern states. Many states have worked to improve quality through legislation, changes in policies, and reform in various processes that are transforming teacher preparation, new teacher assessment and support systems, content-specific professional development, recruitment, and certification systems. These efforts have been aided by strong collaborative networks within states and across the Southeast and by funding provided by the Higher Education Amendments of 1998. In early 1999, the Southeast Center published A Preliminary Analysis of Title II State Teacher Quality Enhancement Grant Proposals & A Prospectus for Policy Initiatives in the Region. Later in 1999, eight states received Title II grants to initiate or sustain teacher quality initiatives: Alabama, Arkansas, Florida, Georgia, Louisiana, North Carolina, South Carolina and Tennessee. In January of 2000, the SECTQ published the document, Teaching Quality in the Southeast: A Call for Regional Action, outlining seven priorities for southeastern state teacher policy reform.
This document, an update of each southeastern state's teaching quality improvement efforts, reveals a stunning amount of activity and offers a deeper understanding of the complexity and difficulty of turning disparate pieces of reform into comprehensive approaches that produce increases in student achievement. By asking a few questions of key teaching quality reform experts in the region, we learned some simple lessons.
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 | Assessing and Supporting New Teachers: Lessons from the Southeast (Southeast Center for Teaching Quality, December 2002)
For the most part, new-teacher induction programs are under-conceptualized, under-developed, under-supported, and under-funded in the American public education system.
We have known for decades that no matter how good teacher education is, the complexities of effective teaching are such that teachers will never know all they need to know when they enter their first classrooms. Schools must have sound induction programs in which new teachers are both assessed and supported as they grow toward becoming expert classroom leaders. Without such support, many beginning teachers resort to survival instructional strategies, struggle alone, and leave the profession early in their careers at alarmingly high rates.
This report examines the key elements of effective new-teacher assessment and support, reviews the progress of southeastern states in developing quality induction programs, and offers a set of recommendations for action, including the call for a regional New Teacher Summit.
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 | The Status of Teaching in the Southeast: Measuring Progress, Moving Forward (Southeast Center for Teaching Quality, February 2003)
The Status of Teaching in the Southeast: Measuring Progress, Moving Forward draws upon data from the 1999-2000 Schools and Staffing Survey and focuses on teacher preparation, induction and professional development, testing and accountability, and working conditions indicators. As other research has begun to show, high-quality preparation, induction support, positive working conditions, and training in the use of standards to improve teaching effectiveness all contribute to lower teacher turnover -- and lower turnover spurs more
coherent and sustained school improvement. Measuring progress on these critical teaching quality indicators is key to moving forward on student achievement.
In this analysis of the SASS data, we find reasons for both hope and concern. On many indicators of positive teaching conditions, teachers in the Southeast edged out their national counterparts. But it is also true that on many of those indicators no state or region made a particularly strong showing.
We hope this report will motivate us as a community to gather and examine teacher and teaching quality data in productive ways. Without rich and reliable sources of information, policymakers, practitioners, and the public cannot make important connections between teacher performance and student achievement in the Southeast. Nor can we accurately measure progress toward our mutual goal: ensuring a competent, caring, and qualified teacher for every student.
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