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Even under ordinary circumstances, the NCLB motivates teachers to spend more time teaching standardized test-taking and less time on substantive teaching.
The other principal set of interrelated problems currently plaguing American education is that teachers are underpaid, there is little if any correlation between performance and compensation, and tenure policies make it virtually impossible to remove bad teachers once they have achieved tenure. As a result, the teaching profession cannot attract top talent, simply because the highest performing graduates have no incentive to take on high-stress, low-paying jobs where they cannot earn more based on their superior performance. In light of the tremendous importance of improving the American education system for the well-being of the country, public education must make only very limited use of standardized testing....
Federal subsidies should be used to create meaningful incentives to encourage some of the most talented and brightest to pursue teaching careers instead of relegating the entire profession mainly to those who are unable to compete for more desirable private-sector jobs. Once in the profession, teachers must be able to earn tenure and higher compensation through their superior performance rather than merely by their seniority. Finally, the benefits of tenure in the teaching profession must incorporate requirements and stipulations about maintaining high-level performance instead of providing an absolute barrier to removing teachers for low performance.
Sources Consulted
Caillier J. (2007). "No Child Left Behind Act: Are States on Target to Make Their
Goals?" Journal of Negro Education. Retrieved September 12, 2010, from:
http://findarticles.com/p/articles/mi_qa3626/is_200710/ai_n25139930/pg_10
Darling-Hammond L. "NCLB Implementation Challenges: The Local Superintendent's
View" Peabody Journal of Education, Vol. 80; (2004): 156-169.
Ripley, A. "A Call to Action for Public Schools." Time, Vol 176, No. 12; (2010): 32-42.
Whitehurst, G.J. "Higher Education and the Economy" Brookings Institute (August 9,
2010). Retrieved September 12, 2010, from the Brookings Institute public website http://www.brookings.edu/opinions/2010/0809_obama_college_whitehurst.aspx
Sources Consulted
Caillier J. (2007). "No Child Left Behind Act: Are States on Target to Make Their
Goals?" Journal of Negro Education. Retrieved September 12, 2010, from:
http://findarticles.com/p/articles/mi_qa3626/is_200710/ai_n25139930/pg_10
Darling-Hammond L. "NCLB Implementation Challenges: The Local Superintendent's
2010). Retrieved September 12, 2010, from the Brookings Institute public website http://www.brookings.edu/opinions/2010/0809_obama_college_whitehurst.aspx
Education Administration This internship in education administration provided me with a number of takeaways that will benefit me throughout my career. I learned how to create a safe, collegial environment for change in teacher practice. My strategies enabled a full court press on the issues facing the math department, and strengthened the will of the team to get the job done by insisting each member believes it is important to "Do
VI. POSSIBLE BARRIERS Identified as possible barriers to implementation of assessment and assignment to remedial mathematics for African-American students to assist them in preparation for high school mathematics are the barriers presenting due to: Lack of resources; Funding difficulties; Teacher availability; Classroom availability; Attendance rates of students. V. STEPS to IMPLEMENTATION The above-stated proposal must be introduced to the district superintendent as well as administrators at schools throughout the school district. Support for the remedial mathematics program must
With conscious awareness, the school leader becomes a reflective practitioner and therefore a more effective school leader. The readers must heed the words of the authors that "the variety of skills a leader must master is daunting" (p. 62). Therefore the authors prescribe that these responsibilities should not fall simply on one individual but rather a upon a distributed leadership team. In Chapter 4, the authors present meta-analysis of the
Education-Administration Education Discrimination to Teachers Teacher Discrimination Cases Educational instructors, especially the teachers provide the necessitated skills and knowledge to students, thereby equipping them with essential life skills. The teachers are in most cases employed by union organizations, but in some state and cities, they are directly employed from the school boards. In the latter situation, teacher-related issues are handled by the respective school's board committees. Despite the employer's position or rank, individual
It is no longer possible for educators to rely only on their past education or occasional teacher seminars. Teachers need to recognize that professional development is a lifelong process and a continual program of personal growth. This includes learning activities to enhance one's internal and external knowledge base. For internal growth, more learning is required on policy and procedures, curriculum development, technology use, collaboration and teamwork, and student special needs,
- in a program managed through "teacher cooperatives," which are funded by "independent organizations" (in fact commercial vendors donating to schools for tax write-off purposes and to bring positive publicity to them) - would become assigned to work in more than one school. For example, a terrific advanced physics teacher would be assigned to work in two or three high schools, mentoring other physics teachers as needed, and his