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OCR Page 1 of 88ESEA Teacher Quality
MANDATORY FOR ANY ESEA FUNDING
Performance-based assessments for initial licensing: States must develop
and implement performance-based assessments for the initial licensing of
teachers, aligned with the states' student content and performance standards.
These assessments would include written exams of content and teaching
knowledge as well as an evaluation of teaching performance. The assessment
of teaching performance could take place during a traditional teacher education
program or during the first year of mentored teaching, for those who enter the
classroom through alternative routes.
End the use of unqualified teachers: States would be required to phase out
the use of (1) teachers with emergency rather than full certification and (2)
teachers teaching "out of field". Both of these practices are significant
problems in high poverty, low-performing schools, and it will be essential to
end them if we are to close achievement gaps, turn around failing schools, and
help students meet promotion and graduation standards.
[This provision complements the requirement under a reauthorized Title I
to reduce number of paraprofessionals serving as lead instructors]
Support for New Teachers: States would be required to develop standards
for comprehensive support programs for teachers during their first three years
in the classroom and each District would be required to have its own new
teacher support program in place. Such programs could include: yearlong
mentoring and coaching by trained mentor teachers, team teaching with
veteran teachers, time for observation of and consultation with veteran
teachers, assignment of fewer course preparations, and provision of additional
time for course preparation [26 States currently do not require districts to
provide any induction program for new teachers].
Professional development: States must require that districts provide time for
professional development [14 States currently do not] and develop district-
wide professional development plans. Professional development plans must be
based upon assessments of student needs and formulated with the active
participation of classroom teachers in the district.
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