6 Require Teaching Quality
so that every student benefits from teachers who are certified, teach in their content area(s), and meet or exceed high standards of excellence.
Imagine > But Currently > What must be done > What we can do together
Imagine
Imagine schools…
- Where all teachers value the diversity of the student population and are cross-culturally competent to support their diversity.
- Where the diversity of student and community populations served is viewed as an integral asset to the curriculum.
- Where each teacher is qualified and prepared with the skills to create student success coupled with cutting-edge technology and resources for student success.
- That demand each teacher successfully demonstrate the highest expectations for every student to be successful.
Imagine communities…
- Where universities and schools work closely together to ensure that there is an abundance of certified teachers in each content area.
- That expect every teacher to have the will, commitment and vocation to use his or her skills and competencies in teaching every student.
- That truly value their teachers, and the teaching profession, as leaders and shapers of our children’s future.
- That support a learning community of teachers in each school dedicated to continuous professional renewal and development.
Imagine states…
- That enforce all teaching quality requirements including teacher preparation, certification and placement.
- That support effective teacher preparation programs that equip teachers to work in diverse settings at colleges and universities.
But Currently…
There is a critical shortage of teachers in key core content areas. Adding to the problem, there is poor distribution of qualified teachers to areas where the need for high quality instruction is the greatest. At the college and university level, there are no powerful recruiting efforts to attract, place, retain and retrain quality teachers to serve a growing diverse student population. At all levels, many teachers are teaching outside of their qualifications and certifications to the detriment of learning.
In addition, there is a disconnect between teacher preparation at the university level and what is required at the school district level. In many districts, communities are not included in teacher recruitment or retention efforts, and teachers are not prepared to link with parents and communities.
What must be done…
Colleges, schools and communities must work together more closely to identify, prepare and support quality teachers for a changing student body. Transfer and recruitment processes need to be improved for teachers between institutions of higher education. Together, we must strategically identify candidate pools and establish cross-sector and intrastate linkages to improve the quality of candidates to work effectively with a diverse student population.
Institutions of higher education need to be committed to maintaining cutting-edge, relevant and recent content and pedagogy that reflects a multicultural perspective and draws upon resources within communities. Colleges and universities must ensure that multi-level support systems are in place to monitor and mentor quality teachers throughout the certification process and beyond. Within universities, the teacher preparation agenda should be at the center of institutions and should include a common vision that includes a well-integrated curriculum from multiple departments.
At the public school level, schools should continually upgrade teachers professional competence and skills through professional development, on the job coaching and mentoring, and collegial supports.
What we can do together…
- Expect to be part of the process to recruit and select qualified teachers who will educate your children.
- Advocate for schools to invite community, parent and student input in assessing teacher effectiveness.
- Solicit colleges to provide courses on parent and community engagement as part of their teacher preparation programs.
- Create local community groups or organizations to partner with schools.
- Advocate that National Council for the Administration of Teacher Education standards be fully embraced and reflected in local practices to effectively serve a diverse student body.