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Developing Highly Qualified Teachers

A Handbook for School Leaders

By: Allan A. Glatthorn, Brenda K. Jones, Ann Adams Bullock

Find research-based answers to "What is high quality teaching?" and "How is high quality teaching achieved?"

Developing Highly Qualified Teachers clearly explains the concept of highly qualified teachers as described by No Child Left Behind and discusses how to recruit, develop, and retain such teachers. Research-based strategies are organized into four distinct sections:

The Foundations: Addressing NCLB guidelines for developing highly qualified teachers
The General Strategies: Developing a quality staff development program
The Specific Approaches: Developing a quality induction program for new teachers, and supporting highly qualified teachers
The Results: Retaining quality teachers and developing the faculty as a cohesive community

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Product Details

Grade Level: PreK-12
ISBN: 9780761946380
Published By: Corwin
Year: 2005
Page Count: 144
Publication date: March 26, 2014

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Description

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.

Key features

Author(s)

Allan A. Glatthorn

Allan A. Glatthorn (1924–2007) was a major contributor to the third and fourth editions; his research used in the preparation of the first and second editions of Writing the Winning Thesis or Dissertation: A Step-by-Step Guide was the foundation for the third edition. He was the Distinguished Research Professor of Education (Emeritus) in the College of Education of East Carolina University, where he advised doctoral students, chaired dissertations, and taught courses in supervision and curriculum. He was formerly Professor of Education at the Graduate School of Education of the University of Pennsylvania. Prior to his university assignments, he was a high school teacher and principal. In his work as a professor, he chaired close to 100 dissertations. He is the author of numerous professional books, several of which have been published by Corwin.

Brenda K. Jones

Brenda Kornegay Jones is Associate Superintendent of Human Resources for Pitt County (NC) School System. Jones has served as a personnel administrator for the past fourteen years. In addition, she has worked as a principal, assistant principal, teacher recruiter, mentor, personnel director, and classroom teacher in both public and private settings. Jones has published in the areas of mathematic instructional techniques, teacher recruitment and retention, and principal development. In addition, she has presented workshops on the following topics: teacher evaluation, new principal development, teacher performance appraisal, teacher dismissal, personnel employment procedures, assessing high quality professionals, and teacher recruitment strategies.

Ann Adams Bullock

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.

Table of Contents

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

Reviews

"If you want to attract, reward, develop, and retain a highly qualified, cohesive faculty, this is the text for you. The authors provide administrators with a workable blueprint for faculty development. Aware of the need for differentiation, this text provides guidelines for developing new teachers, methods to work with marginal teachers, and a process for challenging highly qualified staff members."

Peter C. Grande, Director of Professional Development
Rose Tree Media School District, Media, PA

Other Titles in: Principalship | Teacher Leadership | Staff Supervision / Evaluation / Retention

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