Teaching and California's Future. The Status of the Teaching Profession: Research Findings and Policy Recommendations.

Autor/inn/en	Shields, Patrick M.; Esch, Camille E.; Humphrey, Daniel C.; Young, Viki M.; Gaston, Margaret; Hunt, Harvey
Institution	Center for the Future of Teaching and Learning, Santa Cruz, CA.
Titel	Teaching and California's Future. The Status of the Teaching Profession: Research Findings and Policy Recommendations.
Quelle	(1999), (180 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Academic Achievement; Academic Standards; Beginning Teacher Induction; Beginning Teachers; Educational Policy; Educational Quality; Elementary Secondary Education; Excellence in Education; Faculty Development; Higher Education; Preservice Teacher Education; State Standards; Teacher Competencies; Teacher Improvement; Teacher Qualifications; Teacher Supply and Demand; Teaching Skills; California + Suchen Sie Ihr Suchwort? Schulleistung; Junior teacher; Junglehrer; Politics of education; Bildungspolitik; Quality of education; Bildungsqualität; Lernerfolg; Hochschulbildung; Hochschulsystem; Hochschulwesen; Lehramtsstudiengang; Lehrerausbildung; Lehrkunst; Lehrqualifikation; Lehrerbedarf; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung; Kalifornien
Abstract	This document summarizes findings from a 1998-99 study of teacher development that investigated California's challenge to provide high quality teachers for all students. California's set of standards to improve education for all requires that all students have qualified teachers. In order for California's move toward academic excellence to succeed, it must simultaneously increase the quality and quantity of the teacher workforce. To address this challenge, a coalition of stakeholders came together to search for solutions. This document summarizes findings from the study and presents recommendations of the state task force. It discusses the supply of and demand for qualified teachers; distribution of unqualified teachers; the system of preparing qualified teachers; support for beginning teachers; teacher professional development; and state and district support. Results find that California has been aggressively developing and implementing many new programs to address professional development needs, but it has not created a system that supports the kind of teacher learning and professional growth that translates into excellence. Most schools and districts provide inadequate supports and incentives to allow teachers to enhance their own learning. Too many teachers work in conditions that inhibit professionalism. An appendix presents data collection methods and analysis. (Contains approximately 85 references.) (SM)
Anmerkungen	Center for the Future of Teaching and Learning, 133 Mission Street, Suite 220, Santa Cruz, CA 95060. Tel: 831-427-3628; Web site: http://www.cftl.org.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC