Essay on The Accountability For Teacher Quality

Essay on The Accountability For Teacher Quality

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Accountability for teacher quality in every school has become one of our nation’s educational reform priorities. Researchers have demonstrated that teacher quality was the single most important factor influencing student achievement (Cunningham & Allington, 2003; Darling-Hammond, 2000; Darling-Hammond, Wise & Klein, 1995; Jackson, 2009; Marzano 2007; Marzano, Pickering & Pollock, 2001). The No Child Left Behind Act of 2001 (NCLB) included provisions on teacher qualifications and student achievement. The law requires that every public school’s faculty consist of licensed or certified teachers in all core academic areas (i.e., English, language arts, civics and government, mathematics, science, economics, arts, history, and geography) by the end of the 2005-06 school year. The NCLB Act defined a “highly qualified” teacher as one who has earned a bachelor’s degree, is fully licensed or certified by the state in the subjects they teach, and can demonstrate competence in the subjects they teach (No Child Left Behind Act, 2001). This mandate, requiring all classrooms be staffed with “highly qualified” teachers, created national concern and has had a direct impact on teacher quality definitions and the preparation of teachers( (Murphy-Pope, 2013)
It is common knowledge that every state is in need of highly qualified teachers in our ever-growing education system. Teaching is one of those careers that not only requires a strong academic employee who knows their trade, but it is an occupation that requires multitasking, the ability to think on your feet, organization, problem solving, patience, understanding diversity and compassion. This list could truly go on and on. New teachers are feeling unprepared when entering a classroom be...

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...& Yaeger, 2004, p. 21). Another teacher reported that a veteran member of her department came into her classes, propped his feet up on her desk, and disrupted her teaching by throwing out historical facts. "It was so degrading," she said (Hover & Yeager, 2004, p. 20).
More than anything else, novice teachers often appear to yearn for, yet seldom receive, meaningful feedback on their teaching from experienced colleagues and administrators (Fry, 2007; McCormack, Gore, & Thomas, 2006). Regrettably, teacher mentors, ostensibly assigned to provide this support, were sometimes part of the problem, dispensing little guidance, if not bad advice (Fry, 2007). In the words of one new teacher, "Some of the teachers who are mentors shouldn 't be. They 're not nurturing people; they 've just been here the longest, and they want [the mentor position]" (Hover & Yaeger, 2004, p. 20).

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