“How to Ensure and Improve Teacher Quality” In The New York Times "Room for Debate" topics one presented issue discussed “How to Ensure and Improve Teacher Quality”. Over the years many school district officials worldwide have tried to come up with different procedures and the best protocol to help improve education. Teacher quality has a major influence on how students learn and perceive information being taught. The key ways to improve teacher quality is to Strengthening Candidate Selection and Placement, offer Constructive Feedback/Suggestions, provide professional development, provide adequate resources, and encourage open communication opportunities. For more effective results these are major factors in teacher quality and this essay will prove how these aspects lead to either positive or negative teacher quality in the world. In recent years education has drastically made many accommodations to change and advance the field of education. Governor Andrew Cuomo proposed some changes to how teachers would be evaluated in New York. “Unions, teachers and parents took to the sidewalks, waving picket signs, to oppose the changes.” (Harris) The final bill will not include the percentages so therefore the details will be left to the State Education Department. The new changes made will emphasize student scores on standardized tests as a way to rate a teacher’s performance. There were a total of 5 debaters who either agreed with the proposal or disagreed with it. Amanda
One of the most crucial parts of education is qualified and enthusiastic teachers who are willing to dedicate their time. Would Aristotle have revolutionized philosophy if he was not taught by Plato? And would Plato have done the same if he was not a student of Socrates? Educators who are hired in the Appoquinimink School District appear to be hired simply because of their qualifications, not because they are passionate about teaching. Specifically, a teacher last week refused to teach the required material and called me “cranky”, and the week before that an Advanced Placement Language and Composition teacher said to me “maybe if you participated in class more, people would like you better.” Although both teachers have a Master’s degree, they clearly act unprofessional which ultimately affects my learning experience. Emerson describes the modern educational system and compares it to how teachers should be, “Hence the instruction seems to require skillful tutors, of accurate and systematic
Bad teacher quality can lead to bad educational quality,
“…only twenty-two percent of those surveyed said increased testing had helped the performance of their local schools compared with twenty-eight in 2007” (“Public Skeptical of Standardized Testing.”). Furthermore the poll indicated an eleven percent increase, compared to last year, towards the favor of discontinuing the usage of students’ test results for teacher evaluations. William Bushaw, executive director of PDK International and co-director of PDK/Gallup Poll also stated, “Americans’ mistrust of standardized tests and their lack of confidence and understanding around new education standards is one the most surprising developments we’ve found in years” (“Public Skeptical of Standardized Testing.”). All in all, not only are these tests a concern for students, who are forced to sit through them, hoping to get a decent enough score to place into a class, receive their diploma, or even get accepted to the college of their dreams, but they are a concern for parents as well, who only want the best for their children and to see them succeed.
Quality teachers are important in our schools, kids are with a teacher for at least eight hours per day. The different styles and techniques
The issue of teacher shortage today is continuing to grow. The effects of the achievement gap are reaching the teachers, not just the students: “...good administrators and teachers, who are doing their best under difficult circumstances, will be driven out of the profession…,” (Boyd-Zaharias 41). The achievement gap is part of the reason teachers feel they are underpaid, which happens to be one of the leading cause in teacher shortage considering, “Teachers were paid two percent less [than comparable workers] in 1994, but by 2015 the wage penalty rose to 17 percent,” (Long). Being a teacher requires passion in order to stay in the field, especially if the money in teaching is decreasing. Money is an important aspect for people when it comes to their careers, therefore, fewer people want to become teachers. This lack of teachers and the lack of college students studying to become a teacher leads to unqualified teachers and larger classroom sizes (Ostroff). Both of these causes are eventually affecting students’ learning environments. I chose this issue in education for my project because I have personally felt these effects, and I know others who have as well. As a future educator, I want to see better wages and better benefits, but this can only happen with qualified, passionate teachers. I plan on being one of them, and I plan on sparking a change. I am a future educator fighting to end teacher shortage.
The new legislation focuses on a pertinent aspect of education, raising standards for students, but determining funding by test scores does not guarantee widespread results. This new policy relies on the threat tactic of schools improving for fear of federal funding being reduced; if a school does not meet the new standards, how will reducing funding improve it? The government will continue funding school districts which are already capable of invoking sufficient test scores, while cutting back funding to the districts which can not, offering the alternative of government-funded transportation to another school. This is the legislation’s flaw: it should be teachers taking proficiency tests periodically to display their qualifications in order to remain teaching. Most teachers are dedicated to their own education, and so would not likely oppose such a policy. Instead we have the federal government holding funding with the justification of “accountability” over school districts, demanding improved test scores.
The differences were connected with a teacher’s original preparation for the teaching profession, licensing in the particular subject area to be taught, strength of the educational experience, and the degree of experience in teaching along with the demonstration of abilities through the National Board Certification, in which all of these facets can be addressed through policy (Darling-Hammond, 2010).America has not produced a national method containing supports and reasons to guarantee that teachers’ are adequately prepared and equipped to teach all children effectively when they first enter into the career of teaching. America also does not have a vast collection of methods available that will maintain the evaluation and continuing development of a teacher’s effectiveness in the classroom, or support decisions about entry into the field of teaching and the continuance in the profession of teaching (Darling-Hammond, 2010). n order to reach the belief that all students will be taught and learn to high standards calls for a makeover in the methods our system of education in order to be a magnet for, train, support or uphold, and cultivate effective teachers in more efficient ways. A makeover that is contingent in a certain degree of how the abilities or skills are comprehended (Darling-Hammond, 2010).In the last few years there has been increasing
No more long standardized academic test for public school students! Students and parents protest near public schools all over the country along with lawmakers. One parent stated “my children are not learning what they are supposed to learn school, they are only learning how to pass the test”. A unanimous student stated “I want to focus more on my curriculum at school, but like many other students I get anxious about scoring high on these tests so I only focus on the tests”. An angry teacher with 16 years of experience wants to be able to have more time to teach her students all the subjects so they can be prepared for college. She stated “I don’t like where the public school system is going, it seems that our organization pressure us for
Teaching is a very rewarding career if you learn and understand how to work with the diversity of the classrooms we teach in. As teachers, we need to be more vigilant of where are students come from. Before we can teach we need to know who we are teaching and what background, knowledge, and customs they bring with them to the classroom. We must also be aware of the factors that are relevant to the academic achievement of the students we currently teach. There are many of these factors, but I want to focus on two; teacher quality and low teacher expectations.
In trying to develop a comprehensive system, some school districts in Denver, New York, Washington DC, and Houston have started using the students’ annual test score method as a measure of evaluating teachers’ effectiveness (Wilkerson & Lang, 2007). However, many policy makers have maintained that the use of test scores in evaluating the
“What the educator does in teaching is to make it possible for the students to become themselves.” 1A teachers objective should not be to shape the students as a reflection of that educators image, instead they should see themselves as the medium of which the information in communicated, they should see themselves a person who elevates that students to higher concepts of learning, aspiration and liberation. A good teacher must recognize the strength and weaknesses in skills of the individual and class and reflect on how to leverage strength amongst learners to
Yeban (2002) continued that new imperatives are forcing teacher education institutions to re-visit and re-think their assumptions, theories, and practices about the kind of teachers that must be produced. The current curriculum where the respondents of the study belong is deemed insufficient to address these concerns. Issues such as the growing gap between theory and practice, failure to make teachers
Students learn in different ways and usually take in information from all of their senses e.g. haptic, iconic and echoic. However, students have a preference to which way they prefer to learn (Gilakjani, 2012). For this assessment I have created a workshop for students consisting of a range of activities. These activities will aim to support the learning types when retaining new knowledge. This will hopefully demonstrate to the students how different learning types learn better by doing different things. These activities are based on the David Kolb’s (1984) theory that students learn in different ways based on their personality type, educational specialisation, and career choice. I have used mnemonics as an example to demonstrate the learning theory. I have chosen the topic of mnemonics because they can help to retain information better, which can also help students.
When I think about teachers that I have had in the past, several different ones come to my mind. Each of these educators stands out in my mind for a variety of diverse reasons. Whether it is their sense of humor, their tactfulness, their love of the subject matter, their fanatical and sporadic behavior, or their yearning to be childish themselves, I can still remember at least one quality of every teacher I have ever encountered. Every one of these teachers conveyed subject material to their students just as they were educated and employed to do. However, I trust that every professional in the world has an abundance of opportunity for improvement; teachers could discover and improve themselves merely by having
Teacher quality and education standards are an issue that is under constant scrutiny in Australia, and in many countries around the world. There are many factors that contribute to a good quality educational system. Curriculum, government funding, school administration, and pressures of public opinion to name a few. Teachers themselves however, are the front line when it comes to education. The teachers in the classroom are ultimately the people whose job it is to ensure that students actually gain the