Qualified Teacher

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Louis Danielson - One of the best experts on this subject based on the ideXlab platform.

  • special education Teacher quality and preparation exposing foundations constructing a new model
    Exceptional Children, 2010
    Co-Authors: Mary T Brownell, Paul T Sindelar, Mary Theresa Kiely, Louis Danielson
    Abstract:

    The authors trace changes in conceptions of special education Teacher quality and preparation in response to developments in special education research, policy, and practice. This developmental arc is a backdrop for understanding contemporary special education practice and charting future directions for preparing special education Teachers. Federal policy, and recent research on teaching and learning, and the response-to-intervention (RTI) movement require a shift in thinking about how to prepare quality special education Teachers and the expertise they need to be effective. To function effectively in RTI and fulfill federal highly Qualified Teacher requirements, special education Teachers must master an increasingly complex knowledge base and sophisticated repertoire of instructional practices. The authors contend that preservice preparation is inadequate for this purpose and that preparation for special education teaching should build upon an existing knowledge base and demonstrated competence in classr...

Gary Sykes - One of the best experts on this subject based on the ideXlab platform.

  • wanted a national Teacher supply policy for education the right way to meet the highly Qualified Teacher challenge
    Education Policy Analysis Archives, 2003
    Co-Authors: Linda Darlinghammond, Gary Sykes
    Abstract:

    Teacher quality is now the focus of unprecedented policy analysis. To achieve its goals, the No Child Left Behind Act (NCLB) requires a “highly Qualified Teacher” in all classrooms. The concern with Teacher quality has been driven by a growing recognition, fueled by accumulating research evidence, of how critical Teachers are to student learning. To acquire and retain high-quality Teachers in our Nation’s classrooms will require substantial policy change at many levels. There exists longstanding precedent and strong justification for Washington to create a major education manpower program. Qualified Teachers are a critical national resource that requires federal investment and cross-state coordination as well as other state and local action. NCLB provides a standard for equitable access to Teacher quality that is both reasonable and feasible. Achieving this goal will require a new vision of the Teacher labor market and the framing of a national Teacher supply policy. States and local districts have vital roles to play in ensuring a supply of highly Qualified Teachers; however, they must be supported by appropriate national programs. These programs should be modeled on U.S. medical manpower efforts, which have long supplied doctors to high- need communities and eased shortages in specific health fields. We argue that Teacher supply policy should attract well-prepared Teachers to districts that sorely need them while relieving shortages in fields like special education, math and the physical sciences. We study the mal-distribution of Teachers and examine its causes. We describe examples of both states and local school districts that have fashioned successful strategies for strengthening their teaching forces. Unfortunately, highly successful state and local program to meet the demand for Qualified Teachers are the exception rather than the rule. They stand out amid widespread use of under-prepared Teachers and untrained aides, mainly for disadvantaged children in schools that suffer from poor working conditions, inadequate pay and high Teacher turnover. The federal government has a critical role to play in enhancing the supply of Qualified Teachers targeted to high-need fields and locations, improving retention of Qualified Teachers, especially in hard-to-staff schools, and in creating a national labor market by removing interstate barriers to mobility.

Mary T Brownell - One of the best experts on this subject based on the ideXlab platform.

  • special education Teacher quality and preparation exposing foundations constructing a new model
    Exceptional Children, 2010
    Co-Authors: Mary T Brownell, Paul T Sindelar, Mary Theresa Kiely, Louis Danielson
    Abstract:

    The authors trace changes in conceptions of special education Teacher quality and preparation in response to developments in special education research, policy, and practice. This developmental arc is a backdrop for understanding contemporary special education practice and charting future directions for preparing special education Teachers. Federal policy, and recent research on teaching and learning, and the response-to-intervention (RTI) movement require a shift in thinking about how to prepare quality special education Teachers and the expertise they need to be effective. To function effectively in RTI and fulfill federal highly Qualified Teacher requirements, special education Teachers must master an increasingly complex knowledge base and sophisticated repertoire of instructional practices. The authors contend that preservice preparation is inadequate for this purpose and that preparation for special education teaching should build upon an existing knowledge base and demonstrated competence in classr...

Chris Cloke - One of the best experts on this subject based on the ideXlab platform.

  • standards for the award of Qualified Teacher status reflections on assessment implications
    Assessment & Evaluation in Higher Education, 2000
    Co-Authors: Susan Martin, Chris Cloke
    Abstract:

    The paper raises some concerns about the assessment procedures implicit in the new Standards for the award of Qualified Teacher Status (QTS) issued by the Teacher Training Agency (TTA) and, as a consequence, a question mark is raised over the process and purpose of their introduction to initial Teacher education (ITE) in England and Wales. What appears to be a technocratic approach to the assessment of Teacher trainees in reality straddles a hybrid position in terms of the assessment model on which it is based. Little regard has been given, in the public domain at least, either to the rationale behind the introduction of the Standards or to the process of implementation. Having taken the ITE world more by surprise than storm this paper reflects upon the Standards in the context of assessment. It builds on previous pleas for a relevant assessment paradigm for workplace assessment, that of the judgemental model (Hager & Butler, 1996; Martin, 1997).

Paul T Sindelar - One of the best experts on this subject based on the ideXlab platform.

  • special education Teacher quality and preparation exposing foundations constructing a new model
    Exceptional Children, 2010
    Co-Authors: Mary T Brownell, Paul T Sindelar, Mary Theresa Kiely, Louis Danielson
    Abstract:

    The authors trace changes in conceptions of special education Teacher quality and preparation in response to developments in special education research, policy, and practice. This developmental arc is a backdrop for understanding contemporary special education practice and charting future directions for preparing special education Teachers. Federal policy, and recent research on teaching and learning, and the response-to-intervention (RTI) movement require a shift in thinking about how to prepare quality special education Teachers and the expertise they need to be effective. To function effectively in RTI and fulfill federal highly Qualified Teacher requirements, special education Teachers must master an increasingly complex knowledge base and sophisticated repertoire of instructional practices. The authors contend that preservice preparation is inadequate for this purpose and that preparation for special education teaching should build upon an existing knowledge base and demonstrated competence in classr...