The Highly Qualified Teacher
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The Highly Qualified Teacher
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Author : Michael Strong
language : en
Publisher: Teachers College Press
Release Date : 2011-06-27
The Highly Qualified Teacher written by Michael Strong and has been published by Teachers College Press this book supported file pdf, txt, epub, kindle and other format this book has been release on 2011-06-27 with Education categories.
In this follow-up to Effective Teacher Induction and Mentoring, Michael Strong tackles the major issues surrounding teacher quality and effectiveness. The Highly Qualified Teacher provides an accessible overview of the research related to teacher quality, and introduces a new method for evaluating teachers based on extensive fieldwork in schools. This timely work clarifies the different definitions of teacher quality and distinguishes between good teaching and successful teaching. Strong thoroughly examines the empirical evidence responsible for identifying the qualities associated with positive student outcomes, including observational measures that are able to predict a teacher’s ability to raise student achievement in mathematics. This comprehensive, up-to-date volume is essential reading for students of education, as well as school administrators, educational policy specialists, and anyone wrestling with the federal mandate to provide a highly qualified teacher in every classroom.
Developing Highly Qualified Teachers
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Author : Allan A. Glatthorn
language : en
Publisher: Corwin Press
Release Date : 2005-11-01
Developing Highly Qualified Teachers written by Allan A. Glatthorn and has been published by Corwin Press this book supported file pdf, txt, epub, kindle and other format this book has been release on 2005-11-01 with Education categories.
Find research-based answers to: "What is High-Quality Teaching?" "How is High-Quality Teaching Achieved?" The No Child Left Behind Act (NCLB) establishes a clear demand for highly qualified teachers but does little to help educators define "highly qualified" or instruct them on developing those teachers. This handbook clearly explains the concept of highly qualified teachers, as required by NCLB. It then explains how to recruit, develop, and retain highly qualified teachers. Developing Highly Qualified Teachers is divided into four distinct sections: The Foundations: Addressing NCLB guidelines for developing highly qualified teachers, developing a sense of ownership of the highly qualified concept, and recruiting and selecting staff The General Strategies: Developing a differentiated system of supervision, and implementing a quality staff development program The Specific Approaches: Developing a quality induction program for new teachers, working with marginal staff, fully developing highly qualified teachers, teaming, mentoring, and curriculum development The Results: Retaining quality teachers and developing the faculty as a cohesive community These practices-research based and field tested over many years-will help accomplish the type of faculty improvement and reform that NCLB demands and the adequate yearly progress that students, parents, and faculty deserve.
A Good Teacher In Every Classroom
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Author : Linda Darling-Hammond
language : en
Publisher: John Wiley & Sons
Release Date : 2005-07-28
A Good Teacher In Every Classroom written by Linda Darling-Hammond and has been published by John Wiley & Sons this book supported file pdf, txt, epub, kindle and other format this book has been release on 2005-07-28 with Education categories.
What kind of experiences do children need in order to grow and learn? What kind of knowledge do teachers need in order to facilitate these experiences for children? And what kind of experiences do teachers need to develop this knowledge? A Good Teacher in Every Classroom addresses these questions by examining the core concepts and central pedagogies that should be at the heart of any teacher education program—and recommends the policy changes needed to ensure that all teachers gain access to this knowledge. This book is the result of a blue-ribbon commission sponsored by the National Academy of Education.
Meeting The Highly Qualified Teachers Challenge
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Author : Rod Paige
language : en
Publisher:
Release Date : 2002
Meeting The Highly Qualified Teachers Challenge written by Rod Paige and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2002 with categories.
Under the 1998 reauthorization of Title II of the Higher Education Act, the secretary of education is required to issue annual reports to Congress on the state of teacher quality nationwide. "Meeting the Highly Qualified Teachers Challenge" is the inaugural report on this important issue. The 1998 reauthorization also established a reporting system for states and institutions of higher education to collect information on the quality of their teacher training programs. Data collected under the Title II reporting system are available at www.title2.org and include information on state teacher certification requirements, the performance of prospective teachers on state licensure tests and the number of teachers hired on temporary or emergency certificates. This report contains a variety of data collected under the requirements of Title II of the "Higher Education Act". Last amended in 1998, Title II requires three annual reports on teacher preparation. It attempts to do more than present the key findings from the Title II reporting system. It also seeks to place these findings within the context of state and federal policy and rigorous scientific research. Chapter One, "The Quest for Highly Qualified Teachers", provides a summary of the sweeping reforms enacted by the "No Child Left Behind Act", especially the new requirement that all teachers be "highly qualified" by 2005-2006. It also draws upon solid research to answer the question: What do we know about highly qualified teachers? Chapter Two, "Preparing and Certifying Highly Qualified Teachers: Today's Broken System and Its Alternative", investigates how teacher recruitment, preparation and certification systems in place today impede the development of highly qualified teachers and presents a more promising model for the future. Chapter Three, "Are States Doing Enough to Produce Highly Qualified Teachers? Lessons from the Title II Reporting System", presents findings from the Title II reporting system, as well as rigorous evidence from other sources, about the "state of the states" vis-a-vis the preparation and certification of highly qualified teachers. Chapter Four, "Looking Forward: A Highly Qualified Teacher in Every Classroom", the concluding chapter, presents some final insights into the state of teacher quality today and offers suggestions for states as they seek to meet the requirements of the "No Child Left Behind Act" to provide a highly qualified teacher in every classroom. Appended are: (1) Issues in Implementing Title II Requirements for Data Collection and Reporting; and (2) Selected Data Tables. (Contains 16 figures, 2 tables and 30 endnotes.).
The Importance Of Highly Qualified Teachers In Raising Academic Achievement
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Author : United States. Congress. House. Committee on Education and the Workforce
language : en
Publisher:
Release Date : 2004
The Importance Of Highly Qualified Teachers In Raising Academic Achievement written by United States. Congress. House. Committee on Education and the Workforce and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2004 with Education categories.
Meeting The Highly Qualified Teachers Challenge
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Author : Office of Postsecondary Education (ED), Washington, DC. Office of Policy, Planning, and Innovation
language : en
Publisher:
Release Date : 2003
Meeting The Highly Qualified Teachers Challenge written by Office of Postsecondary Education (ED), Washington, DC. Office of Policy, Planning, and Innovation and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2003 with categories.
Under the 1998 reauthorization of Title II of the Higher Education Act (HEA), the U.S. secretary of education is required to issue annual reports to Congress on the state of teacher quality and teacher preparation nationwide. This report is the third annual report on teacher quality and outlines the progress that occurred in the past year and the challenges that lie ahead. Chapter 1, "The Highly Qualified Teachers Challenge Revisited," provides an overview of the highly qualified teachers challenge, placing the findings of this report within the context of research and policy. It provides an overview of the highly qualified teacher requirements of the No Child Left Behind Act of 2001 (NCLB) and highlights new opportunities for states to demonstrate leadership through recently enacted flexibility provisions. Chapter 2, "Toward a Highly Qualified Teacher in Every Classroom: Partnership in Action," details the significant activities the Department of Education and other organizations have undertaken over the last year to support the raising of academic standards for teachers, while at the same time reducing unnecessary barriers to teaching. Chapter 3, "Update on State Teacher Quality Improvement Activities," provides a snapshot of state progress along a number of dimensions of the teacher quality challenge, as revealed by the HEA Title II data collection and reporting system for states and institutions of higher education. Chapter 4, "Building Momentum," concludes the report with a description of forthcoming teacher quality-related initiatives at the Department designed to assist states in meeting the NCLB requirement that all teachers of core academic subjects are highly qualified. Appended are four supplementary data tables.
Redefining The No Child Left Behind Act S Highly Qualified Teacher
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Author : Jacqueline S. Gill
language : en
Publisher:
Release Date : 2015
Redefining The No Child Left Behind Act S Highly Qualified Teacher written by Jacqueline S. Gill and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2015 with Teacher effectiveness categories.
This study shares the perspectives of eight, current Highly Qualified Teachers (HQT) and provides some insight into the points of view of these teachers who are directly affected by the decisions and policies handed down from lawmakers. There is value in deeply understanding the impact of the requirements set forth by the No Child Left Behind Act of 2001's (NCLB) definition of the Highly Qualified Teacher as it can help shape future policies to better serve the students it is intended to assist. For this study, participants engaged in an in-depth semi-structured interview and provided demographic data and classroom artifacts. The researcher used a basic qualitative research design to present how NCLB's definition of the Highly Qualified Teacher has been/is being interpreted and how it has affected and continues to affect the ways in which educators construct their real-world classrooms. In addition, the researcher sought to: a) ascertain how well current secondary HQTs delineate their proficiency with the subject(s) they teach; b) impart the perspectives of what current secondary HQTs feel it takes to be prepared to enter the classroom; c) convey the perspectives of how current secondary HQTs feel the government's requirements for becoming a HQT helped to prepare them for the realities of the classroom; and d) based on the findings, recommend policy reform to better meet the needs of current and future teachers. The findings of this study revealed that the current definition of the Highly Qualified Teacher, as defined by the No Child Left Behind Act of 2001, is inadequate to meet the needs and challenges of today's classrooms. Based on the data collected for this study, the following six changes to policy were recommended: 1) The language used in the definition of the Highly Qualified Teacher needs to be more specific and the loopholes need to be closed. 2) Policy needs to be informed by Highly Qualified Teachers and educators currently working in the school system. 3) As part of their teacher preparation program, all teacher candidates should be required to engage in student teaching. 4) In addition to the requirement for a four-year degree, all Highly Qualified Teachers must complete a minimum of 12 hours of coursework in the content that they teach. 5) The federal government must set some basic guidelines that all educator programs must follow. One of these guidelines must include a call for the introduction of realistic teaching opportunities. 6) Composite exams should be phased out and replaced by subject specific exams that test for knowledge and depth. The Pedagogical and Professional Responsibilities EC-12 exam must be completely reworked to reflect the realities of teaching. Finally, exam attempts should be capped and uncertified teachers should not be allowed to teach beyond a year.
No Child Left Behind The Highly Qualified Teacher
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Author :
language : en
Publisher:
Release Date : 2006
No Child Left Behind The Highly Qualified Teacher written by and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2006 with categories.
How States Are Meeting The Highly Qualified Component Of Nclb
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Author : Jean Pinney
language : en
Publisher:
Release Date : 2005
How States Are Meeting The Highly Qualified Component Of Nclb written by Jean Pinney and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2005 with categories.
As part of the reauthorization of the Elementary and Secondary Education Act the federal government has added the requirement that all schools receiving Title I funds must have "highly qualified teachers" in every classroom . The term "highly qualified teacher" comes from the No Child Left Behind Act of 2001. What exactly is a "highly qualified" teacher? This part of the law is widely debated throughout the fifty states, but most agree that a teacher's subject-matter knowledge and experience result in increased student achievement.(Ansell & McCase, 2003) Some states have made progress in meeting the "highly qualified" requirement of NCLB. However, most states have merely established the criteria for determining if a teacher is highly qualified (Keller, 2003). The Education Trust has called for clarification from the Department of Education on the guidelines for the teacher quality provision of the law. Ten states have put into law all the requirements of the federal law, 22 have done some work toward that goal, and 18 states still have a long way to go (Keller) . With so many states still grappling with compliance to the law, this study may well give policy makers in those states options that are being used in other states to consider. In addition, the study focuses on middle school and the possible impact these requirements will have on staffing of middle schools. Policy makers would do well to look at this aspect closely since middle school is often where education "loses" many students to dropping out. Also, the middle school is where the greatest number of non-certified teachers are working and where the greatest percentage (44%) of teachers are teaching without even a minor in the subject they teach (Ingersoll, 2002).
Developing State Policy To Ensure A Highly Qualified Teacher In Every Classroom Issue Brief
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Author : Julia E. Koppich
language : en
Publisher:
Release Date : 2004
Developing State Policy To Ensure A Highly Qualified Teacher In Every Classroom Issue Brief written by Julia E. Koppich and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2004 with categories.
If recent efforts to raise student achievement are to succeed, all school children must have access to highly skilled teachers. Research increasingly demonstrates that teachers are critical influences on student learning. In addition to discussion of how to produce an adequate supply of teachers with the requisite skills, research reveals much about the qualities of effective teachers. Good teachers know their subjects deeply and understand how to teach them. They understand how standards, curriculum, and assessments interact and how to use these in their classrooms. They know how to diagnose student learning and adapt instructional approaches to meet student needs. And, they know how to adapt to ever-changing classroom situations. The reauthorization of the Elementary and Secondary Education Act (ESEA) as No Child Left Behind added a number of important new components to the federal law and to requirements for teacher qualifications. Among these is the requirement that all teachers of core academic subjects (including elementary grades) be "highly qualified" by the 2005-2006 school year. The law lists as core subjects English, reading/language arts, mathematics, science, foreign language, civics and government, economics, the arts, history, and geography. This Issue Brief offers advice to governors as they seek to shape their states' policies to meet the letter and spirit of the federal law. The brief suggests five policy strategies designed to promote high quality teacher preparation programs and licensing standards: (1) Establish standards of good teaching; (2) Require a blend of subject matter and pedagogical preparation; (3) Require a period of induction under the supervision of a mentor teacher; (4) Develop a system of performance-based licensing; and (5) Promote incentives to recruit and retain teachers. (Contains 25 endnotes.).