A frequently asked questions document on the InTASC Model Core Teaching Standards
This paper is a companion to the Model Core Teaching Standards, outlining key considerations, recommendations, and cautions for using the core teaching standards to create a supportive state policy infrastructure that leads to improved student outcomes.
It is imperative that we transform the national education agenda so that each and every child may succeed. CCSSO, has worked in collaboration with members, partners and thought leaders to identify four areas of focus that will lead the systems change necessary for a true transformation of teaching and learning. Those areas are Next Generation Learning; Standards, Assessment, and Accountability; System of Educator Development; and Comprehensive Data Systems.
Effects of Teacher Professional Development Gains in Student Achievement: How Meta Analysis Provides Evidence Useful to Education Leaders
CCSSO was awarded a grant from the National Science Foundation to conduct a meta analysis study with the goal of providing state and local education leaders with scientifically-based evidence regarding the effects of teacher professional development on improving student learning.
Educational Leadership Policy Standards: ISLLC 2008 as Adopted by the National Policy Board for Educational Administration
This document represents the latest set of high-level policy standards for education leadership. It provides guidance to state policymakers as they work to improve education leadership preparation, licensure, evaluation, and professional development. As adopted by the National Policy Board for Educational Administration (NPBEA), these standards reflect the wealth of new information and lessons learned about education leadership over the past decade.
Does Teacher Professional Development Have Effects on Teaching and Learning? Analysis of Evaluation Findings from Programs for Mathematics and Science Teachers in 14 States
CCSSO conducted a study of teacher professional development programs in mathematics and science through a grant from the National Science Foundation.
50-State Analysis of the Prepartion of Teachers and the Conditions for Teaching: Results from the NCES Schools and Staffing Survey
As part of the CCSSO efforts to report on indicators of education quality in our public schools, we have conducted an analysis of data from the Schools and Staffing Survey (SASS).
In May 2006, Council of Chief State School Officers (CCSSO) President Valerie Woodruff and the Board of Directors commissioned the creation of a mathematics and science education task force to address a common set of concerns regarding mathematics and science education in the United States.
The CCSSO Mathematics and Science Education Task Force convened to address a common set of concerns regarding the condition of mathematics and science education on the United States.
The Performance Expectations and Indicators for Education Leaders were developed by members of SCEL and funded by their state participation fees. We would like to thank the representatives of member states who contributed extensively to the development, writing, and national process of reviewing and editing this document.