A Moving Target: The Problem of Defining Teacher Quality

Autor/inn/en	Zuercher, Deborah; Yoshioka, Jon; Zilliox, Joseph
Titel	A Moving Target: The Problem of Defining Teacher Quality
Quelle	In: Athens Journal of Education, 1 (2014) 3, S.247-258 (12 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2407-9898
Schlagwörter	Teacher Effectiveness; Teacher Qualifications; Definitions; Faculty Development; Teacher Education; Evaluation Criteria; Pedagogical Content Knowledge; Teaching Skills; Skill Development; Teacher Workshops; Case Studies; Guam; American Samoa + Suchen Sie Ihr Suchwort? Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Lehrqualifikation; Begriffsbestimmung; Lehrerausbildung; Lehrerbildung; Pädagogische Kompetenz; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung; Kompetenzentwicklung; Qualifikationsentwicklung; Case study; Fallstudie; Case Study
Abstract	With No Child Left Behind Legislation, the United States Department of Education defined a Highly Qualified Teacher as a teacher who has earned a bachelor degree, full state certification, and demonstrated competency as defined by the state in each core academic subject he or she teaches (USDOE, 2002). The Obama Blueprint for Education (USDOE, 2010) introduces the term Teacher Effectiveness, a measure that places emphasis on the assessment of student outcomes, but the Blueprint maintains the requirements for Highly Qualified Teacher. There is a problem of shifting and indistinct definitions of teacher quality. As educators, we are accustomed to the creation and use of rubrics to assess knowledge, skills, and dispositions of learners, yet a consistent U.S. Federal rubric to assess Teacher Quality or Teacher Effectiveness is lacking. It is a challenge for teacher educators to create on target professional development for pre-service or in-service teachers when the target keeps moving. Defining Teacher Effectiveness is particularly challenging in diverse multicultural teaching contexts with compounding issues such as English Language Learner (ELL) adaptations and culturally relevant pedagogy. This exploratory case study describes teachers' perceptions of Highly Qualified Teacher criteria and interventions that are being pilot tested to define and support Highly Effective teacher professional development in the Pacific. (As Provided).
Anmerkungen	Athens Institute for Education & Research. 8 Valaoritou Street, Kolonaki, Athens 10671, Greece. e-mail: education@atiner.gr; Web site: https://www.athensjournals.gr/aje
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01