ERIC Number: ED478007
Record Type: Non-Journal
Publication Date: 2003
Pages: 21
Abstractor: N/A
ISBN: N/A
ISSN: N/A
EISSN: N/A
Available Date: N/A
A Highly Qualified Teacher in Every Middle Grades Classroom: What States, Districts, and Schools Can Do.
Cooney, Sondra; Bottoms, Gene
This report, in a booklet format, presents seven recommendations for increasing the numbers of highly qualified teachers for the middle grades. The recommendations focus on content mastery and professional support for both preservice and inservice teachers. The report also addresses the following topics: (1) what it means to be a highly qualified teacher in the middle grades; (2) whether highly qualified teachers improve student achievement in the middle grades; (3) the status of teachers in 16 Southern states participating in the Southern Regional Educational Board State Middle Grades Consortium; (4) what states and districts can do to get more highly qualified teachers in the middle grades; and (5) a comprehensive improvement framework for making middle grades work. The text is supplemented by tables, graphs, and sidebar material. (WFA)
Descriptors: Faculty Development, Inservice Teacher Education, Instruction, Junior High Schools, Knowledge Base for Teaching, Middle School Teachers, Middle Schools, Pedagogical Content Knowledge, Preservice Teacher Education, Professional Development, Teacher Certification, Teacher Effectiveness, Teacher Improvement, Teacher Influence, Teacher Qualifications, Teaching Experience
Southern Regional Education Board, 592 10th St. N.W., Atlanta, GA 30318. Tel: 404-875-9211; Web site: http://www.sreb.org. For full text: http://www.sreb.org/programs/hstw/publications/pubs/ 02V56_HighlyQualifiedTeacher.pdf.
Publication Type: Guides - Non-Classroom; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Edna McConnell Clark Foundation, New York, NY.; Department of Education, Washington, DC.
Authoring Institution: Southern Regional Education Board, Atlanta, GA.
Grant or Contract Numbers: N/A
Author Affiliations: N/A