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Journal of Teacher Education
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A Systemic Approach to Enhancing Teacher Quality

The Ohio Model

Thomas J. Lasley, II

University of Dayton

Daryl Siedentop

The Ohio State University

Robert Yinger

University of Cincinnati

All those responsible for the preparation of teachers agree that having a highly qualified teacher in every classroom is essential to student academic achievement. The research of the past decade by William Sanders and others clearly demonstrates the significance of the teacher in fostering student growth and academic achievement. What researchers and practitioners are having difficulty agreeing on is the essential characteristics of the teachers who create value-added learning and the ways in which professional development experiences need to be structured in order to foster and develop those critical teacher characteristics. The Ohio Teacher Quality Partnership represents one state's approach to better understand the relationship between teacher behaviors and student achievement and how a wide variety of stakeholders are collaborating to create a more vital educational system for P-12 students.

Key Words: teacher preparation • Ohio Teacher Quality Partnership • professional development

Journal of Teacher Education, Vol. 57, No. 1, 13-21 (2006)
DOI: 10.1177/0022487105284455
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