Developing Highly Qualified Teachers : A Handbook for School Leaders

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. 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 Sources -- A 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 Development -- Understanding 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 Programs -- A 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 Level -- Chapter 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 -- A Rationale For Curriculum Development As Faculty Development -- Using Curriculum Standards -- Developing Positive Faculty Attitudes -- Developing A Scope And Sequence Chart -- Developing Long-term Plans -- Painting A Portrait Of The Year -- Identifying The Titles Of Units -- Allocating Time To Each Unit -- Recording Decisions In A Long-term Calendar -- Writing Units Of Study -- A Final Note -- Part Iv - The Results -- Chapter 12 - Retaining Highly Qualified Teachers -- Understanding The Importance Of Retention -- Analyzing The Reasons Teachers Leave Their Positions -- Using General Processes For Retention -- Using Specific Strategies -- A Final Note -- Chapter 13 - Developing The Faculty As A Cohesive Community -- Reflect About Values And Practices -- Communicate Cohesiveness -- Reinforce Cohesiveness -- Make Special Efforts -- References -- Index.