It Is Crucial to Provide Our Schools With Qualified Instructors.pdf

The most important resource a community can offer its youth is well-trained teachers. In response, thousands of communities throughout have given their kids access to highly skilled educators who are backed by supportive professional learning settings. Their pupils are performing at high levels, and their schools offer instruction that varies from good to world class.
However, not all American children are currently receiving high-quality instruction. In rural and low-income regions, where untrained and underprepared teachers are all too frequently clustered in schools designed for failure rather than success, the shortage is especially acute. It is wrong that students have to pay this price.
We have discovered that our attempts to provide every child with high-quality instruction are being hampered by high rates of teacher attrition and turnover. The issue of teacher retention has spread across the country. We have come to the conclusion that until we address the issues that are forcing teachers out of far too many of our schools, "teacher shortages" will never end and that every child will not receive high-quality instruction. This report's first section details this issue, and the tactics in the sections that follow provide a plan of action to buck this worrying trend.
It's time for our leaders to step up their efforts to implement comprehensive education reform by promising to hire, train, and compensate qualified educators in well-run schools. To ensure that all of our children's birthrights are protected and that they will have access to schools with highly qualified teachers where learning can flourish, we need legislators and educational leaders who are willing to practically sign their names on the bottom line.
Our leaders' dedication to education will be evaluated in this new age of accountability. They must be determined and unyielding about results, bring knowledge and wisdom to bear on the obstacles they face, and concentrate on specific goals in order to achieve outstanding teaching.
A significant shift from the current situation is called for by the plan, which would establish a new framework for professional development and an accountability framework to guarantee that high standards of instruction are fulfilled at all levels. There is now widespread agreement across the country that what teachers know and can do is the most important influence on what students learn. Educational officials at the state and municipal levels are directly responsible for determining whether the country's youngsters will receive high-quality instruction. We suggested a chain of accountability made up of certification, licensure, and accreditation standards to assist them in fulfilling that obligation. It demanded that all educational institutions be accredited.

Source: https://ebookscheaper.com/it-is-crucial-to-provide-our-schools-with-qualified-instructors/

1. The most important resource a community can offer its youth is well-trained
teachers. In response, thousands of communities throughout have given their
kids access to highly skilled educators who are backed by supportive professional
learning settings. Their pupils are performing at high levels, and their schools
offer instruction that varies from good to world class.
However, not all American children are currently receiving high-quality
instruction. In rural and low-income regions, where untrained and
underprepared teachers are all too frequently clustered in schools designed for
failure rather than success, the shortage is especially acute. It is wrong that
students have to pay this price.
ItIsCrucialtoProvideOurSchools
WithQualifiedInstructors

2. We have discovered that our attempts to provide every child with high-quality
instruction are being hampered by high rates of teacher attrition and turnover.
The issue of teacher retention has spread across the country. We have come to
the conclusion that until we address the issues that are forcing teachers out of far
too many of our schools, "teacher shortages" will never end and that every child
will not receive high-quality instruction. This report's first section details this
issue, and the tactics in the sections that follow provide a plan of action to buck
this worrying trend.
It's time for our leaders to step up their efforts to implement comprehensive
education reform by promising to hire, train, and compensate qualified educators
in well-run schools. To ensure that all of our children's birthrights are protected
and that they will have access to schools with highly qualified teachers where
learningcan flourish, we need legislators and educational leaders who are willing
to practically sign their names on the bottom line.
Our leaders' dedication to education will be evaluated in this new age of
accountability. They must be determined and unyielding about results, bring
knowledge and wisdom to bear on the obstacles they face, and concentrate on
specific goals in order to achieve outstanding teaching.
A significant shift from the current situation is called for by the plan, which would
establish a new framework for professional development and an accountability
framework to guarantee that high standards of instruction are fulfilled at all
levels. There is now widespread agreement across the country that what
teachers know and can do is the most important influence on what students
learn. Educational officials at the state and municipal levels are directly
responsible for determining whether the country's youngsters will receive high-
quality instruction. We suggested a chain of accountability made up of
certification, licensure, and accreditation standards to assist them in fulfilling that
obligation. It demanded that all educational institutions be accredited. In
addition to challenging governments to impose strict requirements for admission
to the profession through performance-based licensure that would assess subject
matter knowledge, teaching knowledge, and teaching skill, it suggested that

3. professional standards boards be set up in each state. It served as a reminder to
school districts of their responsibility to make sure all teachers are qualified to
teach in each classroom. Lastly, it suggested establishing new standards as a basis
by which to measure and honor successful instruction.
While there has been success on all of these fronts, the implementation of the
"highly qualified" teacher qualifications will now test the strength of this chain of
accountability. Every time short cuts to teacher training are used, weak links are
created, and the chain is broken every time recruiting practices and teacher
licensure are compromised in hasty, ill-founded attempts to fill classroom
openings. Better is what our communities and families deserve. They need to be
sure that their educational authorities are hiring qualified, capable, and
compassionate teachers for their schools.
We support the following requirements as benchmarks for teacher training,
licensing,and hiring in order to guarantee that "highly qualified" new teachers
fulfill the new high standards. These standards reflect a growing, evidence-based
consensus regarding the knowledge and skills instructors should possess in order
to enhance student learning. Those who are "highly qualified beginning teachers"
include:
- Have a thorough comprehension of the subjects they instruct;
- Show that you have a solid grasp of how students learn;
- Exhibit the instructional abilities required to assist every student in meeting high
goals;
- Establish a constructive learning atmosphere;
- To identify and address each student's unique learning requirements, employ a
range of evaluation techniques;
- To enhance student learning, demonstrate and incorporate contemporary
technologies into curricula;

4. - To enhance student learning, cooperate with coworkers, parents, community
members, and other educators;
- Evaluate their methods to enhance instruction and student performance in the
future;
- Seek professional development inpedagogyand content; and
- Encourage a love of studying in their pupils.
Common sense backs up these research-based standards: American students
have a right to teachers who are knowledgeable about their subjects, who are
aware of their needs and those of their pupils, and who have mastered the art of
making learning engaging.
Why don't all American children have a highly competent teacher since we know
that good instruction makes a difference? Why would anyone ever think about
lowering the bar for what constitutes a highly competent teacher? We just don't
have enough qualified teachers to match the demand, is the typical response. It
is now widely accepted that a nationwide teacher shortage, fueled by rising
student enrollments, reduced class sizes, and teacher retirements, limits efforts
to enhance education and schools.
Too many legislators come to the conclusion that they must sacrifice quality for
numbers because they think they have a teacher shortage. The requirements for
entering the teaching profession are too frequently decreased in an attempt to
recruit a sufficient number of teachers.
However, conventional wisdom is incorrect. Teacher retention is the true issue
with school personnel. Too many teachers leaving rather than too few joining is
the main reason why we are unable to maintain high-quality instruction in many
of our schools. The high turnover among current teachers, which is only made
worse by employing untrained or underprepared people to replace departing
teachers, limits a school's capacity to establish and sustain a strong professional
learning community.

5. According to research, the country produces more than enough new instructors
annually to meet its demands, with the exception of a few subjects in particular
fields. However, it is estimated that about one-third of new teachers quit after
just three years, and nearly half have left after five. This attrition rate is too high
for any teacher supply method to ever overcome. Instead, we should question
how many teachers left last spring and why, when we read about how many a
school district needs to hire in the fall.
Although it is crucial to provide our schools with qualified instructors, this does
not ensure that they will be able to teach at a high level. A second essential
component is needed for the national formula for school reform, even though
hiring and training highly competent teachers is a key component. Ensuring that
every school is set up to facilitate effective teaching and learning is a
complementary and equally important component of attaining quality teaching.
Good teaching and goodschoolsare known to reinforce one another.
Additionally, we are aware that poor schools may and do undercut the efforts of
excellent educators. The structures in which teachers operate frequently fail to
support their efforts when they fail to provide the kind of learning that we
anticipate. Because of those conditions, qualified teachers far too often quit
teaching early in their careers, long before they have gained the experience,
training, and knowledge necessary to become successful educators.
With this research, we reaffirm the need to strike a balance between recruiting
and preparing top-notch teachers and making sure every school develops into a
robust learning environment where both teachers and their students may
flourish. Poor school performance is typically caused by very high turnover rates
that result from long-standing, unresolved issues in the schools rather than a
shortage of teachers.
Every child should have excellent teachers in well-run schools. The law offers our
country's leaders a rare chance to reaffirm their dedication to the laborious task
of meaningful school reform and high-quality teacher preparation. There are
several instances throughout our history of Americans rising to the occasion and

6. overcoming great obstacles. We are determined and knowledgeable enough to
repeat that.
We extend an invitation to everyone involved in American education to join us:
1. Every school needs to be set up for successful teaching and learning.
2. We must demand high-quality teacher licensure, accreditation, and
preparation. Good planning yields significant benefits.
3. From guided induction to successful teaching, we must create and maintain
professionally fulfilling career pathways for educators.
This report does more than just note and suggest. To accomplish our goals, we
will need to do more than simply shout out sound policies. Making teaching
engaging, fulfilling, and rewarding in every school is the only way to achieve the
type of instruction that this report advocates. Excellent educators should be
employed by well-managed schools. Given their abilities and achievements, they
should also receive a high salary.
The stakes are really high. We bet on our teachers every day for the future of this
nation. Every day, we commit our young people's dreams to their educators. It is
up to us to determine whether those dreams are postponed, rejected, or realized.
As the individual manifestation of a commitment we here make toAmerica's
children, and which we welcome each reader to join us in, we shall continue to
donate our own time, energy, and effort.
To achieve this, we suggest three strategies. We go into great detail on each of
these in the parts that follow, and we offer roles for individuals who share
accountability in a chain of accountability for improvement.
1. SET UP EVERY SCHOOL FOR SUCCESSFUL TEACHING AND LEARNING
Good schools recruit and nurture good instructors. Because their schools are
designed based on our understanding of how people learn and develop, both
teachers and students, teaching and learning thrive there. The connection is easy
to understand: only when we have high-quality schools for all children will we be

7. able to provide them with high-quality instruction. We extend an invitation to
state leaders, superintendents, school boards, principals, and educators to
participate in a nationwide endeavor that will have practical implications.
- Manage educational institutions in accordance with the findings of research on
human learning;
- Funds should be reallocated and appropriately allocated to give educators and
other school administrators the time, freedom, and tools they require to establish
and maintain small, targeted professional learning communities;
- Reallocate funds from big, underperforming schools to help establish tiny
learning communities that will eliminate student anonymity and instructor
isolation;
- Superintendents, principals, teachers, and other schoolleaderswho exhibit the
vision and ability to create schools that can meet the demands of the twenty-first
century should be chosen, trained, retained, and rewarded;
- Adopt contemporary technology and utilize research to help teachers identify
the learning needs of their students and implement effective teaching techniques
that allow for proper lesson customization;
- Make use of networked, Internet-based learning communities that let educators
and learners engage in high-quality instruction whenever and wherever they
choose; and
- Employ a variety of evaluations and accountability metrics to provide a
continuous and transparent view of students' progress toward their learning
objectives.
2. DEMAND TOP-QUALITY ACCREDITATION, LICENSING, AND TEACHER
PREPARATION
The pointless argument between "traditional" and "alternative" teacher training
should be put aside. We know that excellent teacher preparation is a powerful
predictor of both teacher retention and effective teaching practices, regardless of

8. how or where it is obtained. All ways to teaching should adhere to the same high
standards since all paths lead to the front of the classroom. New teachers who
get high-quality teacher preparation are equipped with the abilities, self-
assurance, and competence to start their teaching careers. A teacher's license
should attest to the fact that they are well competent to instruct.
Making sure that (a) they have obtained the credentials required to teach from an
accredited institution and (b) they have been evaluated by performance
standards that will guarantee the quality of their instruction through licensure is
the most straightforward way to ensure that schools are staffed with highly
qualified teachers.
By implementing the new recommendations for teacher preparation and quality
assurance, states,universities,schools, and school districts can work with us to
make sure that teacher preparation creates a solid foundation and that licensure
ensures high-quality instruction:
Teacher Preparation
- To guarantee that all applicants are adequately prepared to teach, strict
admission and graduation requirements should be imposed on teacher training
programs;
- Demand that all "traditional" and "alternative" training programs offer
demanding instruction intended to cultivate and impart the qualities of highly
trained teachers;
- Create programs for preparing teachers that are founded on the six pillars of
effective teacher education;
- Establish incentives at the federal, state, and local levels to attract and train
educators in fields with high needs; and
- Create and support robust K–16 collaborations where teacher training closely
reflects the needs of both students and schools.

9. Teacher Quality Assurance
- Demand that all programs that prepare teachers adhere to strict accrediting
requirements;
- Establish leadership accountability for the caliber of teacher preparation at the
program and institution levels;
- Close any programs that can't generate teachers of a good caliber;
- If there are no independent standards boards, establish one and develop
regulatory processes to carry out the board's rulings;
- Create and apply generally recognized benchmarks and passing scores for
licensing tests that are based on a strict definition of quality instruction; create a
variety of licensure requirements, including demanding topicknowledgeexams,
performance-based evaluations of teaching abilities, and portfolios that record
both content knowledge and teaching abilities;
- Apply penalties to schools that force instructors to teach outside of their fields
and to districts that employ unlicensed teachers;
- Publicize information about teaching assignments and teacher licensure status;
- To enhance the system for teacher training and licensure, gather and apply data
on K–12 student achievement, teacher licensure, and teacher retention; and
- Adopt advanced certification and multitiered licensing programs for teachers at
all levels, from novice to expert.
3. CREATE A TOP-RATE TEACHING PROFESSION
We must also focus on maintaining teaching as a profession if we want today's
novice educators to grow into tomorrow's skilled educators. This entails creating
career pathways that, from onboarding to successful teaching, provide instructors
with the fulfillment of a fulfilling career. We urge states, educational systems,

10. unions, school boards, and corporate executives to take the following actions to
solve this issue:
Staffing Actions
- Create data-driven plans and processes for school staffing;
- Establish incentives at the federal, state, and local levels to recruit educators in
fields with significant needs;
- Make use of contemporary technologies to expedite the hiring and recruitment
of teachers; and
- Remove obstacles to teacher movement by establishing portable licenses and
standardizing state pension plans.
Supporting New Teachers
- Develop and promote peer assistance programs to help seasoned educators and
mentored induction programs for new teachers.
- To address teachers who continue to perform below expectations,
outplacement processes should be established.
Promoting Teachers' Continuing Growth
- All instructors should have access to flexible professional development
opportunities. Acknowledging Successful Instruction
- ImplementNational Board certificationincentives and assistance in each state
and school district.
- Create attractive leadership roles for successful educators and pay incentives
that incentivize instructors to improve their practices.
And, All Along the Way

11. - Teachers should be paid and given working circumstances that honor their
position as professionals inAmerican society.
An excessive number of schools are turning into revolving doors, losing as many
instructors as they hire annually. High turnover rates result in a yearly rush to
replace departing employees, which costs schools money. Teachers' careers are
short-circuited as a result of their disappointments. The greatest cost, however,
is borne by students: less learning and unfulfilled goals. Students who have the
most difficulties are frequently placed with teachers who are ill-prepared,
teaching outside of their profession, have provisional certification, or are last-
minute substitutes when deck chairs are shuffled in these schools. As schools fall
into a downward spiral, student achievement falls and teaching quality
deteriorates. The cycle of educational inferiority in these areas is perpetuated
from one generation to the next.
It's time to end this pattern. We must increase our efforts to ensure that every
child has access to qualified, capable, and caring teachers in schools that are set
up for success if we are to help America's children realize their aspirations.
Understanding that the demands of a heterogeneous society and a knowledge-
based economy produce new expectations for teaching and learning is crucial. All
teachers must have a thorough understanding of their subjects in order to help
each child get ready for successful job and productive citizenship in the twenty-
first century. To effectively instruct a diverse group of kids, they must possess an
understanding of how children learn. To build engaging learning environments,
they must be adept at using contemporary learning technology and able to
collaborate closely with their peers. Schools must develop into powerful, laser-
focused learning communities in order to support excellent instruction. That
entails putting an end to the practice of teaching alone in remote classrooms.
Small professional learning communities must become the cornerstones of school
development; they can no longer be viewed as idealistic or visionary. Our schools
must transform into professional workplaces if we wish to have professional
teachers working there.

12. Megan Wilsonis a teacher, life strategist, successful entrepreneur, inspirational
keynote speaker and founder ofhttps://Ebookscheaper.com. Megan champions
a radical rethink of our school systems; she calls on educators to teach both
intuition and logic to cultivate creativity and create bold thinkers.
Source:https://ebookscheaper.com/it-is-crucial-to-provide-our-schools-with-
q u a l i f i e d - i n s t r u c t o r s /