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Author: Office of Postsecondary Education (ED), Washington, DC. Office of Policy, Planning, and Innovation
Publisher:
ISBN:
Category :
Languages : en
Pages : 94
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Book Description
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.
Author: Office of Postsecondary Education (ED), Washington, DC. Office of Policy, Planning, and Innovation
Publisher:
ISBN:
Category :
Languages : en
Pages : 94
Get Book Here
Book Description
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.
Author: Rod Paige
Publisher:
ISBN:
Category :
Languages : en
Pages : 77
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Book Description
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.).
Author:
Publisher:
ISBN:
Category : Teaching
Languages : en
Pages : 66
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Book Description
Author: United States. Dept. of Education
Publisher:
ISBN:
Category : Teachers
Languages : en
Pages : 116
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Book Description
Author: Jennifer L. Goeke
Publisher: Routledge
ISBN: 1315518430
Category : Education
Languages : en
Pages : 262
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Book Description
Redesigning Special Education Teacher Preparation describes both challenges and possible solutions to redesigning and restructuring high-incidence teacher preparation programs so graduates will meet the Highly Qualified Teacher requirements and be prepared to teach students with high-incidence disabilities. This powerful new text discusses many possible reforms, including field-based teacher preparation, a focus on evidence-based core practices and teacher moves, collaboration with K–12 school-based partners as teacher educators, interdisciplinary collaboration across university faculty, and a grounding in current expectations for high-stakes accountability and program evaluation.
Author: United States. Congress. House. Committee on Education and the Workforce. Subcommittee on 21st Century Competitiveness
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 68
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Book Description
Author: Teacher Education and Practice
Publisher: R&L Education
ISBN: 1475819307
Category : Reference
Languages : en
Pages : 114
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Book Description
Teacher Education and Practice, a peer-refereed journal, is dedicated to the encouragement and the dissemination of research and scholarship related to professional education. The journal is concerned, in the broadest sense, with teacher preparation, practice and policy issues related to the teaching profession, as well as being concerned with learning in the school setting. The journal also serves as a forum for the exchange of diverse ideas and points of view within these purposes. As a forum, the journal offers a public space in which to critically examine current discourse and practice as well as engage in generative dialogue. Alternative forms of inquiry and representation are invited, and authors from a variety of backgrounds and diverse perspectives are encouraged to contribute. Teacher Education & Practice is published by Rowman & Littlefield.
Author: United States. Congress. Senate. Committee on Health, Education, Labor, and Pensions. Subcommittee on Education and Early Childhood Development
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 56
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Book Description
Author: Education Trust, Washington, DC.
Publisher:
ISBN:
Category :
Languages : en
Pages : 12
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Book Description
Implementation of the "No Child Left Behind Act" for the first time, required states to hold every school and district accountable to the same standards of academic performance, standards that apply to all students, including the low-income and minority students who have been traditionally underserved. Because states must report their progress to the public against those standards, more is now known about both overall achievement and gaps between different groups of students. In raising expectations for all students, expectations for the dedicated individuals who have devoted their careers to the preparation of young people are also being raised. Regardless of their desire to help their students meet high standards, many teachers have not been adequately prepared for this challenge. This is what makes collecting teacher quality data such a critical step toward helping students and their teachers. This data enables states and districts to target professional development and other resources so that teachers can get the support they deserve to become the teachers students need. In September 2003, every state was required to file a report with the U.S. Department of Education, providing basic information on highly qualified teachers in their state, among other important issues. In many states, it was the very first time this data had ever been made public. Analysis of the September 2003 filings reveals some encouraging findings and others that are highly disturbing. Some states appear to have taken the reporting provisions to heart, working hard to provide an honest accounting of where they are and where they need to improve. Other states took a different track and simply did not report any data. The federal government has a critical responsibility to serve as more than just a conduit for state-reported data of dubious value. It needs to provide clear guidance on what is required. It also needs to insist that the data meet basic standards of validity and reliability, and show a good-faith compliance with the letter and clear intent of the law. (Contains 2 tables and 25 endnotes.).
Author: Caroline Chauncey
Publisher:
ISBN:
Category : Employee retention
Languages : en
Pages : 160
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Book Description
This volume provides a tool kit for principals and administrators seeking to improve the quality of classroom teaching in an era of increasing accountability, as well as an overview of the historical and cultural factors that shape teaching as a profession. The No Child Left Behind Act of 2002 mandates that all teachers be "highly qualified" by 2006, although the criteria for meeting this standard are vague at best. Meanwhile, half of the nation's teachers are expected to retire by the end of the decade, and turnover among new teachers is high: 30 percent leave their jobs within three years and 50 percent leave within five. The book provides an overview of the historical and cultural factors that shape teaching as a profession and frame the debate over its future. It goes on to examine efforts to rethink the preparation of teachers and principals; to outline hiring practices that help administrators identify talented candidates and ensure a good fit with their schools; and to assess a variety of strategies for supporting new teachers and providing growth opprotunities for experienced ones. Specific strategies addressed include: Induction programs Career ladders for teachers School-based coaching Effective supervision for professional growth Practical, down-to-earth, and up-to-date, this handy volume is an essential and valuable resource for anyone concerned with improving the quality of teaching in today's classrooms.
