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

Held on September 21, 2006, 3–4 p.m. EDT

On Thursday, September 21, 2006, the National Comprehensive Center for Teacher Quality (NCCTQ) hosted a live, interactive webcast on the topic of preparing teachers for at-risk and hard-to-staff schools.

A recording of the live webcast is available for viewing. Enter replay number 1494145408 to view the webcast.

You also can view the slide presentations used by the presenters during the webcast.

Topic Overview
Many teachers begin their careers in at-risk or hard-to-staff schools because these schools have the most openings. For a variety of reasons, these teachers often leave their positions at these schools at the first available opportunity. One explanation for this early departure is that their teacher-preparation programs have not adequately prepared them for teaching in challenging urban or isolated rural areas.

In preparation for the live webcast, participants were invited to view online presentations that provided different perspectives on the current issue and/or problem associated with preparing teachers to teach in at-risk or hard-to-staff schools. Presentations will continue to be available on this website and can be viewed by clicking on the prewebcast presentations box above.

Susan Moore Johnson, Director of Next Generation of Teachers, Harvard Graduate School of Education

C. Kent McGuire, Dean, College of Education at Temple University

Michelle Rhee, CEO and President, The New Teacher Project

Moderated by
Michael Barry Allen, Senior Program Officer, Center for Education, National Academies

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