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Focusing Teacher Preparation on At-Risk and Hard-to-Staff Schools



Featured Experts

Susan Moore Johnson, Ed.D.
Photo of Susan Moore Johnson. Dr. Susan Moore Johnson is the Pforzheimer Professor of Teaching and Learning at the Harvard Graduate School of Education, where she has been a faculty member since 1984. Dr. Johnson received her bachelor's degree in English literature, magna cum laude, from Mount Holyoke College in 1967, her master's of teaching in English from Harvard University in 1968, and her doctorate of education in administration, planning, and social policy from Harvard University in 1981. She served as academic dean at the Harvard Graduate School of Education 1993–99.

A former high school teacher and administrator, Dr. Johnson studies teacher policy, school organization, educational leadership, and change in school systems. She is the author of 4 books, 17 chapters, and 40 published articles. She consults widely with schools, school districts, and policymakers. Currently, Dr. Johnson directs the project on the Next Generation of Teachers, a research group studying the preparation, recruitment, support, and retention of new teachers.

C. Kent McGuire, Ph.D.
Photo of C. Kent McGuire. C. Kent McGuire is the dean of the College of Education at Temple University. He also serves as director of the Center for Research in Human Development and Education, a university-based research organization focused on the study and demonstration of effective strategies for educating poor and minority children. Dr. McGuire is a tenured professor in the Educational Administration Program, Department of Educational Leadership and Policy Studies at Temple University.

Prior to joining Temple University, Dr. McGuire was senior vice president at MDRC, where his responsibilities included leadership of the education, children, and youth division. From 1998 to 2001, Dr. McGuire served in the Clinton administration as assistant secretary of the U.S. Department of Education, where he was the senior officer for the department's research and development agency. As the education program officer for the Philadelphia-based Pew Charitable Trusts from 1995 to 1998, he managed Pew's K–12 grants portfolio. From 1991 to 1995, Dr. McGuire served as education program director for the Eli Lilly Endowment. Earlier in Dr. McGuire's career, he was an assistant professor at the University of Colorado in its school of education. Prior to this, Dr. McGuire worked for the Education Commission of the States, where he rose from policy analyst to senior policy analyst and director of the School Finance Collaborative.

Dr. McGuire's current research interests focus on the areas of education administration, and policy and organizational change. He has been involved in a number of evaluation research initiatives on comprehensive school reform and education finance and school improvement. Dr. McGuire has written and coauthored various policy reports, monographs, book chapters, articles, and papers in professional journals.

Dr. McGuire is active in a variety of professional and civic associations. He currently serves on the following boards: Moorestown Public School; Institute for Education Leadership; Jobs for America's Future; The New Teacher Project; Parents for Public Education; Wachovia Regional Foundation; and Free Library of Philadelphia Foundation. Dr. McGuire received his doctorate in public administration from the University of Colorado at Boulder in 1991, his master's degree in education administration and policy from Columbia University Teacher's College in 1979, and his bachelor's degree in economics from the University of Michigan in 1977.

Michelle Rhee
Photo of Michelle Rhee. Michelle Rhee serves as chief executive officer and president of The New Teacher Project (TNTP), a nonprofit organization that partners with school districts, state departments of education, and other educational entities to enhance their capacity to recruit, select, train, and support highly qualified teachers for hard-to-staff schools.

As founder, CEO, and president, Rhee has guided TNTP's growth from an idea to a national organization of more than 100 full-time staff members. Since its inception in 1997, TNTP has launched more than 40 programs in 20 states and has attracted and prepared more than 13,000 new, high-quality teachers for urban school districts, such as Atlanta; Baltimore; Los Angeles; New York City; and Washington, D.C. TNTP also has established multidistrict projects in states with widespread rural populations, such as Alaska, Arkansas, Louisiana, and Virginia.

Some of the organization's most notable accomplishments include the continued success of its NYC Teaching Fellows program, which has attracted and prepared more than 6,000 high-quality new teachers for New York City schools since 2000, and the release of Missed Opportunities: How We Keep High Quality Teachers Out of Urban Classrooms, a major report analyzing the problematic hiring practices of urban school districts nationwide, which has received widespread coverage from media outlets, such as The Washington Post, the Chicago Tribune, Education Week, and CNN.com.

Rhee's commitment to excellence in education began in 1992, when she started her teaching career at Harlem Park Community School in Baltimore, Maryland, as a part of the Teach For America program. Her outstanding success in the classroom earned her acclaim on Good Morning America and The Home Show as well as in The Wall Street Journal and the Hartford Courant.

Rhee currently serves on the advisory boards for the National Council on Teacher Quality; National Center for Alternative Certification; and Project REACH, School of Education, University of Phoenix Online. She holds a bachelor's degree in government from Cornell University and a master's degree in public policy from the Kennedy School of Government at Harvard University.

Michael Barry Allen
Photo of Michael Barry Allen. Michael Barry Allen is a senior program officer at the National Research Council (NRC), the operations arm of the National Academies (National Academy of Sciences, National Academy of Engineering, Institute of Medicine, NRC). He is responsible for directing a congressionally mandated study on teacher preparation that is scheduled for completion in late 2007. Prior to joining NRC, Allen was a senior policy analyst and program director at the Denver-based Education Commission of the States (ECS), where he specialized in issues related to teacher preparation, development, and working conditions as well as education research. While at ECS, he wrote a number of policy publications on those issues, including a report titled Eight Questions on Teacher Preparation: What Does the Research Say? and a companion Eight Questions on Teacher Recruitment and Retention: What Does the Research Say? published last summer. He is also the author of a number of policy briefs on welfare reform as well as a book and several articles in the fields of nonprofit ethics and continental epistemology. A former professor of philosophy, Allen has doctorate and master's degrees in philosophy from Boston University and a master's degree in education research methods from Charles Sturt University in Australia.

Focusing Teacher Preparation on At-Risk and Hard-to-Staff Schools: Frequently Asked Questions
(Adobe PDF Icon Adobe® Reader® PDF 124 KB)
Following the live webcast on September 21, 2006, the National Comprehensive Center for Teacher Quality (NCCTQ) compiled the frequently asked questions submitted as part of the webcast. The attached document includes these questions as well as the answers provided by the expert panel.

Funding provided by the National Comprehensive Center for Teacher Quality. Views and opinions expressed by participants of the webcast or in the accompanying readings are not to be interpreted as the views of the funding agency or its partner organizations.


 


Learning Point Associates Education Commission of the States Educational Testing Services Vanderbilt University