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Developing highly qualified teachers : a handbook for school leaders /
<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.
| Clasificación: | Libro Electrónico |
|---|---|
| Autores principales: | , , |
| Formato: | Electrónico eBook |
| Idioma: | Inglés |
| Publicado: |
Thousand Oaks, CA :
Corwin Press,
2006.
|
| Temas: | |
| Acceso en línea: | Texto completo |
Tabla de Contenidos:
- 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""