That requires patient capital, either from public sources or private donors. And most capital today- specially philanthropic- is becoming increasingly impatient. Only competent and committed teachers can make learning enjoyable and create in students the yearning for learning, which in turn catalyses motivation, the only true and sustainable teacher one has for life.
Home Education for All blog Current: The right to education means the right to a qualified teacher. The right to education means the right to a qualified teacher. Subscribe to our blog alerts. You must have JavaScript enabled to use this form. Trained and qualified teachers Increasing the supply of teachers also poses a problem of a qualitative nature. How to strengthen teacher education? Post a comment or Share:.
Focus areas: Quality teaching. Latest blogs. Aligning aid for education with national systems supports transformation and better education outcomes. A key component of this mission is to encourage November 10, by GPE Secretariat. Planning ahead in the Marshall Islands mitigates interruptions in learning.
GPE is supporting the government of the Marshall Islands to ensure the continuity of learning for all children before, during and after health-related emergencies. November 08, by Robert Jenkins , and Bethlehem Girma. The future is now: leveraging the power of climate change education. Climate Change Education provides one of the most important channels to address inequities and empower children and youth globally as proactive drivers of change.
Comments October 04, by Pam DeLargy It is very clear that improvements in access to primary and secondary education throughout the world can simply not happen without qualified teachers. January 26, by Samar Verma It is heartening to see this exclusive and emphatic focus on what constitutes- in my opinion- the heart of the challenge in school education.
Your name. Email The content of this field is kept private and will not be shown publicly. About text formats. Are qualified teachers really quality teachers? Likewise, are hiring and compensation policies that reward certain qualifications the equivalent of investing in teacher quality? Does hiring and retaining qualified teachers lead to improvements in student achievement?
Researchers and policy makers agree that teacher quality is a pivotal policy issue in education reform, particularly given the proportion of education dollars devoted to teacher compensation coupled with the evidence that teachers are the most important school-related factor affecting student achievement. However, considerable disagreement surrounds what specific teacher attributes indicate quality and how to better invest resources to provide quality teachers for all students.
This review examines empirical evidence on the relationship between teacher attributes and teacher effectiveness with the goal of informing federal, state, and local teacher policy.
Education is the compilation and product of many and varied resources. Among these, teachers stand out as a key to realizing the high standards that are increasingly emphasized in schools and school systems across the country.
Despite general agreement about the importance of high-quality teachers, researchers, practitioners, policy makers, and the public have been unable to reach a consensus about what specific qualities and characteristics make a good teacher. Even more concerning is the array of policy statements regarding teacher preparation that have been set forth in the face of volumes of inconclusive and inconsistent evidence about what teacher attributes really contribute to desired educational outcomes.
Policy makers are left with questions surrounding what counts as a quality teacher—information that could be valuable in guiding policies regarding whom to hire, whom to reward, and how best to distribute teachers across schools and classrooms.
Answers to these questions have potentially important implications for the efficiency and equity of public education. The intense interest in teacher policy is motivated by several compelling factors. One factor relates to the high proportion of educational dollars devoted to teacher compensation. The single largest category of educational spending is devoted to the purchase of teacher time. Further, in their analysis of spending in the New York City public school system, Speakman et al.
This high level of investment mirrors the general sentiment among policy makers, researchers, and the general public that teachers are perhaps the most valuable resource allocated to student education.
Further, the enhancement of teacher quality is likely to be quite costly. Increases in teacher salaries, incentives such as loan-forgiveness programs, heightened teacher preparation requirements, and other efforts to prepare, recruit, and retain high-quality teachers are all associated with substantial costs.
These costs could be managed by targeting specific areas of need where teacher shortages are most pronounced, such as particular subject areas e. Nevertheless, a clear sense of which teacher attributes really lead to improved educational outcomes should guide these important investment decisions, particularly given the many competing policy options to enhance teacher quality, as well as other attractive education policy proposals.
In a context of limited resources, difficult policy choices must be made, and solid evidence should be used to guide those decisions.
The willingness of policy makers and taxpayers to devote such a large proportion of education dollars to teachers highlights the undisputed importance of teachers in realizing educational goals. A number of researchers have argued that teacher quality is a powerful predictor of student performance.
In contrast to the approach used by Darling-Hammond, which equates teacher quality with specific qualifications, Rivkin, Hanushek, and Kain identify teacher quality in terms of student performance outcomes. They conclude from their analysis of , students in 3, schools that, while school quality is an important determinant of student achievement, the most important predictor is teacher quality. In comparison, class size, teacher education, and teacher experience play a small role.
Hanushek estimates that the difference between having a good teacher and having a bad teacher can exceed one grade-level equivalent in annual achievement growth. Likewise, Sanders and Sanders and Rivers argue that the single most important factor affecting student achievement is teachers, and the effects of teachers on student achievement are both additive and cumulative.
Further, they contend that lower achieving students are the most likely to benefit from increases in teacher effectiveness. Taken together, these multiple sources of evidence—however different in nature—all conclude that quality teachers are a critical determinant of student achievement.
In the current policy climate of standards-based reform, these findings make a strong case for gaining a better understanding of what really accounts for these effects.
In other words, what is teacher quality? The resource-intensive nature of teachers coupled with the empirical evidence documenting the critical role of teacher quality in realizing student achievement implies that teacher policy is a promising avenue toward better realizing goals of efficiency, equity, and adequacy in public education. Indeed, recommendations for reforming the preparation of teachers have become commonplace in reports aimed at improving public education Bush Likewise, the Holmes Group advised that all major universities with substantial enrollments of preservice teachers i.
Practical experiences can range from a few weeks to several months. Some student teachers may benefit from supervised practice during their field experiences, while others are only allowed to observe a classroom teacher. Often, these variations exist within the same country. These variations in how teachers are trained greatly affect teacher quality in the classroom. A framework of teaching standards can help to safeguard joint regulation of the profession by spelling out the governance and accountability mechanisms for assuring the provision of quality teacher education and quality teaching.
The framework is intended to be aspirational in nature.
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