Developing Highly Qualified Teachers : A Handbook for School Leaders

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  • Format: Hardcover
  • Copyright: 2005-11-01
  • Publisher: Corwin Pr
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Supplemental Materials

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  • The New copy of this book will include any supplemental materials advertised. Please check the title of the book to determine if it should include any access cards, study guides, lab manuals, CDs, etc.


This handbook clearly explains the concept of 'œhighly qualified teachers' as described by No Child Left Behind, and discusses how to recruit, develop, and retain such teachers.

Table of Contents

About the Authors
The Foundations
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
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
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
The General Strategies
Designing Your Own Model of Faculty Development
How Differentiated Supervision Works
Evaluation of the Differentiated System
Developing a Homegrown Differentiated Model
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
The Specific Approaches
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
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
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
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
Working With Mentors to Develop Highly Qualified Teachers
Understanding the Nature of Mentoring
Selecting Mentors
Training Mentors
Identifying Mentor Functions
Solving Mentor Problems
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
The Results
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
Developing the Faculty as a Cohesive Community
Reflect About Values and Practices
Communicate Cohesiveness
Reinforce Cohesiveness
Make Special Efforts
Table of Contents provided by Ingram. All Rights Reserved.

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