Developing Highly Qualified Teachers: A Handbook for School Leaders

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.

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

About the Author :
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 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 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.

Review :
"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."