An Examination of the Features of Evidence-based Teacher Credentialing Systems

The first section 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

Proficiency-based High School Diploma Systems in Maine: Local Implementation of State Standards-based Policy Phase IV Policy Report

In this current year, Phase IV, researchers collected new data from qualitative interviews and document analysis in six case study school districts in Maine, representing a range of demographics, geographic regions and implementation stages. Three of these districts had been involved in at least one year of Phase I-III of this study, allowing for exploration of ongoing implementation practices and comparing perceived challenges and benefits from initial implementation to later stages. Findings suggested that Maine\u27s proficiency-based high school diploma mandate had mobilized PK-12 collaborative professional work, but there was an evident need for even greater professional time for full systemic implementation. School districts were utilizing proficiency benchmarks and language to describe content standards that were varied across the state yet increasingly common within a district

Maine\u27s Improving Schools: An Examination of Distinguishing Features of a Sample of Maine\u27s Improving Public Schools

In 2010, at the request of the Maine state legislature, the Maine Education Policy Research Institute (MEPRI) at the University of Southern Maine (USM) began a multi-year study of two sets of schools in Maine. One set of schools was unique because they were found to be examples of More Efficient Maine schools. The second set were unique because they were examples of Improving schools, schools on their way to becoming more efficient. Following a summary of the findings from the study of some of Maine’s More Efficient schools, this report provides a summary of the findings from the study of a sample of Maine schools classified as Improving. This report will describe the methodology used in identifying examples of Maine’s Improving schools, the case study strategies used in examining these schools, and the findings of their distinguishing features