Essay about The No Child Left Behind Act Of 2001 ( Nclb )

Essay about The No Child Left Behind Act Of 2001 ( Nclb )

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Since the passing of the No Child Left Behind Act of 2001 (NCLB), legislators have been holding teachers accountable for the success of their students based upon reading and math scores. Last month President Obama signed The Every Student Succeeds Act of 2015 ending the controversial NCLB era. Instead of having a national system judge teachers and schools, states are permitted to develop their own methods for judging school quality. However, states are still mandated to test students annually in math and reading in grades three through eight and once in high school and to publicly report the scores according to race, income, ethnicity, disability and whether students are English-language learners (Layton, 2015). Regardless of whether the federal government is evaluating teachers or if state representatives are, teachers are inevitably judged upon their abilities and students’ scores. Research shows effective teacher leaders are prepared with knowledge of teaching and learning methods, subject matter knowledge, skills, experience, and the combined set of qualifications measured by teacher licensure (NCATE). Along with these criteria which attest to a “highly qualified” candidate, teacher disposition has also been identified as an essential characteristic to become an effective teacher leader.
For teacher leaders to be effective in the classroom and in their schools, he or she must possess pedagogical content knowledge. “Pedagogical content knowledge is a special combination of content and pedagogy that is uniquely constructed by teachers and thus is the "special" form of an educator’s professional knowing and understanding” (Solis, 2009). This is not a novel idea. Lee Shulman, a teacher education researcher, reintroduced the term...


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...ere the foremost factors influencing dispositions. If teachers model compassionate behaviors, they can facilitate the development of a caring community within the learning environment to each student. When children feel affirmed, supported, and safe in these surroundings, they are more likely to succeed (Talbert-Johnson, 2006).
In conclusion, to become an effective teacher leader, one must possess pedagogical content knowledge, classroom skills, and a positive disposition. Not only will this ensure student success and well-being, but one’s educational colleagues will benefit by example. An effective teacher leader also shares his or her knowledge, experiences – both failures and successes, and attitudes with teacher candidates and others within the profession. In this way, a teacher exhibits effective leadership traits which allow students to thrive confidently.

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