MOMENTAN AUSVERKAUFT
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Product Identifiers
PublisherCorwin Press
ISBN-100761946381
ISBN-139780761946380
eBay Product ID (ePID)102741244
Product Key Features
Number of Pages144 Pages
Publication NameDeveloping Highly Qualified Teachers : a Handbook for School Leaders
LanguageEnglish
Publication Year2005
SubjectGeneral, Teaching Methods & Materials / General
TypeTextbook
Subject AreaEducation
AuthorAllan A. Glatthorn, Brenda K. Jones, Ann Adams Bullock
FormatPerfect
Dimensions
Item Height0.4 in
Item Weight10 Oz
Item Length10 in
Item Width7 in
Additional Product Features
Intended AudienceScholarly & Professional
LCCN2005-008041
Dewey Edition22
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, 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., 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.
IllustratedYes
Dewey Decimal371.102
Table Of ContentPrefaceAcknowledgmentsAbout the AuthorsPart I. The Foundations1. 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 Note2. 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 Note3. 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 LawPart II. The General Strategies4. Designing Your Own Model of Faculty Development How Differentiated Supervision Works Evaluation of the Differentiated System Developing a Homegrown Differentiated Model5. 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 NotePart III. The Specific Approaches6. 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 Note7. 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 Note8. 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 Level9. 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 Teams10. Working With Mentors to Develop Highly Qualified Teachers Understanding the Nature of Mentoring Selecting Mentors Training Mentors Identifying Mentor Functions Solving Mentor Problems11. 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 NotePart IV. The Results12. 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 Note13. Developing the Faculty as a Cohesive Community Reflect About Values and Practices Communicate Cohesiveness Reinforce Cohesiveness Make Special EffortsReferencesIndex
SynopsisFind 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., 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., This handbook 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.
LC Classification NumberLB2832.2.G53 2006
