Sentences with phrase «qualified teacher definitions»

Because of the variations within highly qualified teacher definitions and state licensure systems, the data is unreliable when it is compared across states.

Replace the highly qualified teacher definition and requirements with state - and district - developed teacher evaluation systems that use multiple measures and incorporate student achievement data.

Not exact matches

The union leadership insisted that all teachers were essentially the same and that any credentialed teacher, by definition, was qualified for the role of coaching his or her fellow teachers.»

California is revising its definitions of a qualified teacher, after a draft submitted to the U.S. Department of Education was shot down.

A story about California's teacher - certification rules in the Sept. 4, 2002, issue of Education Week («California Definitions of Qualified Teachers Rejected by Ed.

Just as definitions of Adequate Yearly Progress, Highly Qualified Teachers, and other core elements of NCLB, circa 2001, soon grew obsolete and problematic, so too will today's conventional wisdom around teacher evaluations, charter caps, and all the rest.

District school records show that charters also have better attendance and graduation rates than the regular public schools and that their teachers are more likely to fit the city's definition of «highly qualified,» meaning that they have expertise in what they are teaching.

Under the teacher quality provisions of NCLB, states have to show on their state, district, and school report cards the percent of teachers meeting the state's definition of «highly qualified.»

One of the issues is how to define «highly qualified» teachers, and activists don't want that definition to include teachers in training, including Teach for America members, who are college graduates who get five weeks of summer training and then put into high - poverty schools to teach on their own.

Appendices Appendix A: Attendance Recordkeeping Required Codes for Grades PK - 12 Students Appendix B: Attendance Recordkeeping Required Codes for Adult Students Appendix C: District Name Table Appendix E: FEFP Program Numbers Appendix F: Florida Public Community College and State University Reporting Numbers Appendix G: Country Codes Appendix H: State Codes Appendix I: Test Name Table Appendix K: Private Postsecondary Institution Reporting Numbers Appendix L: Test Subject Content Codes Appendix N: Languages Codes Appendix P: Definitions for Incident Reporting Appendix Q: United States Commonwealth and Territories Appendix R: Core Courses for No Child Left Behind (Highly Qualified Teacher) Appendix S: Core Courses for Class Size Reduction Appendix T: Title I Supplemental Educational Services — Service Providers Appendix U: Transportation Membership Category Appendix V: List of Advanced Placement (AP), International Baccalaureate (IB), And Advanced International Certificate of Education (AICE) Courses

These data reflect emphasis on content knowledge in accordance with the No Child Left Behind Act definition of highly qualified teacher.

The requirement of the No Child Left Behind (NCLB) Act that every student have a «highly qualified» teacher represents a potentially positive step toward increasing student learning despite the shortcomings of the current definition of «highly qualified» and the difficulty of fulfilling the requirement in hard - to - staff school districts (Emerick, Hirsch, & Berry, 2004).

Consistent with the federal definition of «highly qualified teachers» from NCLB, all states require a bachelor's degree to qualify for a teacher license in the majority of fields (exceptions exist for certain career and technical education fields).

The Education Corps is designed to provide tutoring and after - school support but not necessarily to train future teachers.92 The VISTA program matches corps members with a nonprofit organization to perform capacity building and provides yearlong stipends, but it is not intended for provision of direct services.93 The Professional Corps, which specifies teaching as one of its qualified positions, allows participants to access Segal AmeriCorps Education Awards — which recipients can use either for loan forgiveness or for paying tuition and other qualifying educational expenses — but increases residency program costs because residents are prohibited from receiving stipends through AmeriCorps and must therefore be paid through their program or the school district.94 None of these programs were designed for supported entry specifically; thus, programs dedicated to providing a gradual on - ramp to the teaching profession can sometimes find it hard to meet their definitions and requirements.

This allows states to innovate without fear of losing funding and to create their own definition of a highly qualified teacher.

School districts are stuck using NCLB's definition of a highly qualified teacher based solely on paper credentials, without taking into account the teacher's ability to improve student learning.

The exact definition of «highly qualified» is still being refined, but there is no doubt that the bar has been raised for teacher preparation programs and, based on the current status of these programs, there is a huge challenge ahead.

The Senate bill eliminates the definition of «highly qualified teacher» and instead allows states decide what constitutes teacher quality.