Closing the Teacher Quality Gap

Autor/inn/en	Haycock, Kati; Crawford, Candace
Titel	Closing the Teacher Quality Gap
Quelle	In: Educational Leadership, 65 (2008) 7, S.14-19 (6 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1784
Schlagwörter	African American Students; Equal Education; Teacher Effectiveness; Physicians; Teacher Qualifications; Teacher Competencies; Teaching Skills; Disadvantaged Youth; School Districts; Educational Improvement; School Restructuring; Faculty Development; Principals; Teacher Improvement; Student Evaluation; Urban Schools; Alternative Teacher Certification; Data Analysis; Teaching (Occupation); Data Collection; Colorado; Illinois; Massachusetts; New York; Tennessee + Suchen Sie Ihr Suchwort? African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Physician; Doctor; Arzt; Lehrqualifikation; Lehrkunst; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung; Benachteiligter Jugendlicher; School district; Schulbezirk; Teaching improvement; Unterrichtsentwicklung; Schulreformplan; Schulumwandlung; Principal; Schulleiter; Schulnote; Studentische Bewertung; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Auswertung; Teaching; Lehrberuf; Data capture; Datensammlung; Master-Studiengang
Abstract	Schools and districts rarely have a fair distribution of teacher talent. Poor children and black children are less likely to be taught by the strongest teachers and more likely to be taught by the weakest. Several districts have implemented programs to reduce the teacher quality gap. Hamilton County, Tennessee, launched an initiative that included reconstituting several schools, creating a principal institute, implementing targeted professional development, and measuring student growth using value-added data. New York City launched the NYC Teaching Fellows program to attract accomplished professionals from education and other fields to become teachers. Some districts have established their own teacher residency programs modeled on medical residencies. To address the issue of teacher quality, schools need to look at their data, initiate a conversation about this topic in school, find out what would motivate the strongest teachers to teach in the most challenging schools, address within-school differences in teacher quality, use a multipronged strategy, and improve their data systems. (Author).
Anmerkungen	Association for Supervision and Curriculum Development. 1703 North Beauregard Street, Alexandria, VA 22311-1714. Tel: 800-933-2723; Tel: 703-578-9600; Fax: 703-575-5400; Web site: http://www.ascd.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10