Description |
1 online resource : illustrations |
Contents |
Cover -- Contents -- Preface -- Acknowledgments -- About the Authors -- Part I -- The Foundations -- Chapter 1 -- Understanding and Owning the Concept of Highly Qualified Teachers -- Understanding the Concept of Highly Qualified Teachers -- Owning the Concept of the Highly Qualified Teacher -- Using Guidelines for Leadership -- A Final Note -- Chapter 2 -- Recruiting Highly Qualified Teachers -- Understanding the Need for Recruitment -- Using General Strategies -- Using Strategies That Respond to System Needs -- Recruiting Graduates from Alternative Programs |
|
Expanding the SourcesA Final Note -- Chapter 3 -- Selecting Highly Qualified Teachers -- Strategies to Use in the Preliminary Stage -- Strategies to Use in the Middle Stage -- Strategies to Use in the End Stage -- Appendix: Overview of Employment Law -- Part II -- The General Strategies -- Chapter 4 -- Designing Your Own Model of Faculty Development -- How Differentiated Supervision Works -- Evaluation of the Differentiated System -- Developing a Homegrown Differentiated Model -- Chapter 5 -- Implementing a Quality Staff Development Program for all Teachers |
|
Defining the Concept of Staff DevelopmentUnderstanding the Background of Staff Development -- Choosing an Appropriate Model of Staff Development -- Implementing Staff Development Effectively -- Putting it all Together -- A Final Note -- Part III -- The Specific Approaches -- Chapter 6 -- Developing a Quality Induction Program for New Teachers -- Importance of Induction Programs -- Organizational Structures Needed -- Special Needs of New Teachers -- Features of Effective Induction Programs -- Services Provided -- Use of Technology |
|
Evaluation of Induction ProgramsA Final Note -- Chapter 7 -- Working with Marginal Teachers -- Defining the Term and Identifying the Marginal Teacher -- Developing the Marginal Teacher -- Evaluating the Marginal Teacher -- Making a Final Decision -- Helping Marginal Teachers with Special Problems -- A Final Note -- Chapter 8 -- Using Self-Directed Development with Highly Qualified Teachers -- Understanding the Nature of Self-Directed Development -- Analyzing the Advantages and Disadvantages of Self-Directed Development -- Using Implementation Strategies |
|
Seeing How it Might Operate at the School LevelChapter 9 -- Using Cooperative Development with Highly Qualified Teachers -- A Rationale for Using Teams for the Development of Teachers -- A Structure for Cooperative Development -- Activities to Help in the Development of Teachers -- Cautions to Keep in Mind in Using Teams -- Chapter 10 -- Working with Mentors to Develop Highly Qualified Teachers -- Understanding the Nature of Mentoring -- Selecting Mentors -- Training Mentors -- Identifying Mentor Functions -- Solving Mentor Problems |
|
""Chapter 11 -- Using Curriculum Development as Faculty Development"" |
Summary |
<P class=""msonormal"" style=""MARGIN: 0in 0in 0pt"">This handbook clearly explains the concept of ""highly qualified teachers"" as described by No Child Left Behind, and discusses how to recruit, develop, and retain such teachers |
Bibliography |
Includes bibliographical references and index |
Notes |
Vendor-supplied metadata |
Subject |
Teacher effectiveness -- United States -- Handbooks, manuals, etc
|
|
Teachers -- In-service training -- United States -- Handbooks, manuals, etc
|
|
Effective teaching -- United States -- Handbooks, manuals, etc
|
|
School administrators -- United States -- Handbooks, manuals, etc
|
|
EDUCATION -- Essays.
|
|
EDUCATION -- Organizations & Institutions.
|
|
EDUCATION -- Reference.
|
|
Effective teaching
|
|
School administrators
|
|
Teacher effectiveness
|
|
Teachers -- In-service training
|
|
Lehrerfortbildung
|
|
Schulleitung
|
|
United States
|
Genre/Form |
handbooks.
|
|
Handbooks and manuals
|
|
Handbooks and manuals.
|
|
Guides et manuels.
|
Form |
Electronic book
|
Author |
Jones, Brenda K., author
|
|
Bullock, Ann Adams, author
|
ISBN |
9781483363066 |
|
1483363066 |
|
9781483360874 |
|
1483360873 |
|