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Teacher Preparation and Development

Teacher Preparation and Development

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In the spring of 1998, the Board of Directors for the Washington State Institute for Public Policy (Institute) requested staff to examine whether teachers are obtaining the knowledge and skills they need to help students meet the state's new academic standards. The Institute selected three teacher preparation and development programs covering the early stages of a teacher's career to examine in-depth 1) Pre-service Teacher Preparation (Residency Certificate); 2) Beginning Teacher Assistance; 3) Professional Certification. The Institute relied on case studies, surveys, and interviews to obtain information on Washington's teacher education programs, beginning teacher assistance programs, and pilot projects for professional certification. Surveys were conducted of all new teachers hired in public schools between 1996 and 1998 and all principals in public schools. The Institute also reviewed research literature on teacher quality, analyzed data on certification and employment of teachers in Washington's public schools, and summarized activities related to teacher quality in other states.
In the spring of 1998, the Board of Directors for the Washington State Institute for Public Policy (Institute) requested staff to examine whether teachers are obtaining the knowledge and skills they need to help students meet the state's new academic standards. The Institute selected three teacher preparation and development programs covering the early stages of a teacher's career to examine in-depth 1) Pre-service Teacher Preparation (Residency Certificate); 2) Beginning Teacher Assistance; 3) Professional Certification. The Institute relied on case studies, surveys, and interviews to obtain information on Washington's teacher education programs, beginning teacher assistance programs, and pilot projects for professional certification. Surveys were conducted of all new teachers hired in public schools between 1996 and 1998 and all principals in public schools. The Institute also reviewed research literature on teacher quality, analyzed data on certification and employment of teachers in Washington's public schools, and summarized activities related to teacher quality in other states.

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Published by: Washington State Institute for Public Policy on Jan 23, 2009
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10/10/2013

Teacher Preparation and Development
Edie Harding
Barbara McLain
with
Sue Anderson
August 1999

Washington State Institute for Public Policy
110 East Fifth Avenue, Suite 214
Post Office Box 40999

Olympia, Washington 98504-0999
Telephone: (360) 586-2677
FAX: (360) 586-2793
URL: http://www.wa.gov/wsipp
Document No. 99-08-2901

WASHINGTON STATE INSTITUTE FOR PUBLIC POLICY
Mission
The Washington Legislature created the Washington State Institute for Public Policy in 1983. A
Board of Directors\u2014representing the legislature, the governor, and public universities\u2014governs
the Institute, hires the director, and guides the development of all activities.

The Institute\u2019s mission is to carry out practical research, at legislative direction, on issues of
importance to Washington State. The Institute conducts research activities using its own policy
analysts, academic specialists from universities, and consultants. New activities grow out of

requests from the Washington legislature and executive branch agencies, often directed through
legislation. Institute staff work closely with legislators, as well as legislative, executive, and
state agency staff to define and conduct research on appropriate state public policy topics.
Current assignments include projects in welfare reform, criminal justice, education, youth
violence, and social services.
Board of Directors
Senator Karen Fraser
Lyle Quasim, Department of Social and Health Services
Senator Jeanine Long
Dick Thompson, Office of Financial Management
Senator Valoria Loveland
David Dauwalder, Central Washington University
Senator James West
Jane Jervis, The Evergreen State College
Representative Ida Ballasiotes
Marsha Landolt, University of Washington
Representative Jeff Gombosky
Thomas L. \u201cLes\u201d Purce, Washington State University
Representative Helen Sommers
Ken Conte, House Office of Program Research
Representative Steve Van Luven
Stan Pynch, Senate Committee Services
Staff
Roxanne Lieb, Director
Steve Aos, Associate Director
CONTENTS
Executive Summary............................................................................................................... i
I.

Introduction................................................................................................................... 1 II. State Policies to Assure Teacher Quality...................................................................... 5 III. Pre-service Teacher Preparation................................................................................. 11 IV. Beginning Teacher Assistance.................................................................................... 23 V. Professional Certification.............................................................................................41 VI. Conclusions and Recommendations........................................................................... 57

VII. Appendices................................................................................................................. 61
Additional reports on teacher preparation and development are available from the
Institute:
The following information in this report, including case studies and detailed
appendices, are available in expanded versions:
\u2022
State Policies to Assure Teacher Quality
\u2022
Pre-service Teacher Preparation
\u2022
Beginning Teacher Assistance
\u2022
Professional Certification
Separate reports on teacher preparation and development include:
\u2022
Alternative Certification Programs in Washington and Across the Nation
\u2022
Survey Responses from Beginning Teacher and Principal Questionnaires

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