Rights and Access Note
This Item is protected by copyright and/or related rights. You are free to use this Item in any way that is permitted by the copyright and related rights legislation that applies to your use. In addition, no permission is required from the rights-holder(s) for educational uses. For other uses, you need to obtain permission from the rights-holder(s).
As requested by the Maine Legislature's Joint Standing Committee on Education and Cultural Affairs, the Maine Education Policy Research Institute (MEPRI) has conducted a study with the purpose of examining current research and evidence-based policies related to teacher credentialing systems. The goal is to inform revisions to Maine's current system for teacher credentialing. MEPRI is a nonpartisan research institute funded jointly by the Maine State Legislature and the University of Maine System. This work takes place in a context of new federal reporting requirements under Title II of the Higher Education Opportunity Act and new standards for national accreditation for teacher preparation programs. In addition, Maine has proposed major substantive changes to the Department of Education rule Chapter 115 regarding Certification, Authorization and Approval of Education Personnel, which are under review at the time of writing. The first section of the report provides background and context related to teacher preparation pathways, accountability and quality assurance at the state and national levels. This is followed by a brief description of the methods used for gathering evidence related to teacher credentials and quality teachers and teacher education. The remaining report sections provide an overview of the findings from the research literature and other published reports about the evidence base related to teacher and teacher preparation program quality. To aid in organization, the reviewed components are grouped into sections: teacher content knowledge, the clinical preparation of teachers, alternative teacher certification, and teacher candidate testing and assessment. Each section summarizes the available evidence base for the included topics, and concludes with an analysis of how the evidence relates to current practices, policies, or questions in Maine.
Fallona, Catherine and Johnson, Amy F., "An Examination of Features of Evidence-based Teacher Credentialing Systems" (2017). Maine Education Policy Research Institute. 40.
publisher's version of the published document