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.
Daftar Isi
Preface
Acknowledgments
About the Authors
Part I. The Foundations
1. Understanding and Owning the Concept of Highly Qualified Teachers
Understanding the Concept of Highly Qualified Teachers
Owning the Concept of the Highly Qualified Teacher
Using Guidelines for Leadership
A Final Note
2. Recruiting Highly Qualified Teachers
Understanding the Need for Recruitment
Using General Strategies
Using Strategies That Respond to System Needs
Recruiting Graduates From Alternative Programs
Expanding the Sources
A Final Note
3. Selecting Highly Qualified Teachers
Strategies to Use in the Preliminary Stage
Strategies to Use in the Middle Stage
Strategies to Use in the End Stage
Appendix: Overview of Employment Law
Part II. The General Strategies
4. Designing Your Own Model of Faculty Development
How Differentiated Supervision Works
Evaluation of the Differentiated System
Developing a Homegrown Differentiated Model
5. Implementing a Quality Staff Development Program for All Teachers
Defining the Concept of Staff Development
Understanding the Background of Staff Development
Choosing an Appropriate Model of Staff Development
Implementing Staff Development Effectively
Putting It All Together
A Final Note
Part III. The Specific Approaches
6. Developing a Quality Induction Program for New Teachers
Importance of Induction Programs
Organizational Structures Needed
Special Needs of New Teachers
Features of Effective Induction Programs
Services Provided
Use of Technology
Evaluation of Induction Programs
A Final Note
7. Working With Marginal Teachers
Defining the Term and Identifying the Marginal Teacher
Developing the Marginal Teacher
Evaluating the Marginal Teacher
Making a Final Decision
Helping Marginal Teachers With Special Problems
A Final Note
8. Using Self-Directed Development With Highly Qualified Teachers
Understanding the Nature of Self-Directed Development
Analyzing the Advantages and Disadvantages of Self-Directed Development
Using Implementation Strategies
Seeing How It Might Operate at the School Level
9. Using Cooperative Development With Highly Qualified Teachers
A Rationale for Using Teams for the Development of Teachers
A Structure for Cooperative Development
Activities to Help in the Development of Teachers
Cautions to Keep in Mind in Using Teams
10. Working With Mentors to Develop Highly Qualified Teachers
Understanding the Nature of Mentoring
Selecting Mentors
Training Mentors
Identifying Mentor Functions
Solving Mentor Problems
11. Using Curriculum Development as Faculty Development
A Rationale for Curriculum Development as Faculty Development
Using Curriculum Standards
Developing Positive Faculty Attitudes
Developing a Scope and Sequence Chart
Developing Long-Term Plans
Painting a Portrait of the Year
Identifying the Titles of Units
Allocating Time to Each Unit
Recording Decisions in a Long-Term Calendar
Writing Units of Study
A Final Note
Part IV. The Results
12. Retaining Highly Qualified Teachers
Understanding the Importance of Retention
Analyzing the Reasons Teachers Leave Their Positions
Using General Processes for Retention
Using Specific Strategies
A Final Note
13. Developing the Faculty as a Cohesive Community
Reflect About Values and Practices
Communicate Cohesiveness
Reinforce Cohesiveness
Make Special Efforts
References
Index
Tentang Penulis
Ann Bullock is an associate professor of education at East Carolina University. She is the coordinator of alternative licensure programs, preparing teachers for all levels. She has been especially effective in preparing teachers to teach at risk students.
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