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Developing Highly Qualified Teachers

Developing Highly Qualified Teachers
A Handbook for School Leaders

November 2005 | 144 pages | Corwin
Learn how to hire, develop, and retain highly qualified teachers.

Developing Highly Qualified Teachers answers the questions "what is quality teaching" and "how is quality teaching achieved." The authors include strategies for:

- quality induction programs;

- working with marginal teachers;

- using self-directed development for quality teachers;

- using cooperative development for quality teachers;

- working with mentors;

- linking staff development with teacher development.

Addressing the NCLB guidelines, this book will help you develop a strong faculty of highly qualified teachers.

About the Authors
Part I. The Foundations
1. Understanding and Owning the Concept of Highly Qualified Teachers
Understanding the Concept of Highly Qualified Teachers

Owning the Concept of the Highly Qualified Teacher

Using Guidelines for Leadership

A Final Note

2. Recruiting Highly Qualified Teachers
Understanding the Need for Recruitment

Using General Strategies

Using Strategies That Respond to System Needs

Recruiting Graduates From Alternative Programs

Expanding the Sources

A Final Note

3. Selecting Highly Qualified Teachers
Strategies to Use in the Preliminary Stage

Strategies to Use in the Middle Stage

Strategies to Use in the End Stage

Appendix: Overview of Employment Law

Part II. The General Strategies
4. Designing Your Own Model of Faculty Development
How Differentiated Supervision Works

Evaluation of the Differentiated System

Developing a Homegrown Differentiated Model

5. Implementing a Quality Staff Development Program for All Teachers
Defining the Concept of Staff Development

Understanding the Background of Staff Development

Choosing an Appropriate Model of Staff Development

Implementing Staff Development Effectively

Putting It All Together

A Final Note

Part III. The Specific Approaches
6. Developing a Quality Induction Program for New Teachers
Importance of Induction Programs

Organizational Structures Needed

Special Needs of New Teachers

Features of Effective Induction Programs

Services Provided

Use of Technology

Evaluation of Induction Programs

A Final Note

7. Working With Marginal Teachers
Defining the Term and Identifying the Marginal Teacher

Developing the Marginal Teacher

Evaluating the Marginal Teacher

Making a Final Decision

Helping Marginal Teachers With Special Problems

A Final Note

8. Using Self-Directed Development With Highly Qualified Teachers
Understanding the Nature of Self-Directed Development

Analyzing the Advantages and Disadvantages of Self-Directed Development

Using Implementation Strategies

Seeing How It Might Operate at the School Level

9. Using Cooperative Development With Highly Qualified Teachers
A Rationale for Using Teams for the Development of Teachers

A Structure for Cooperative Development

Activities to Help in the Development of Teachers

Cautions to Keep in Mind in Using Teams

10. Working With Mentors to Develop Highly Qualified Teachers
Understanding the Nature of Mentoring

Selecting Mentors

Training Mentors

Identifying Mentor Functions

Solving Mentor Problems

11. Using Curriculum Development as Faculty Development
A Rationale for Curriculum Development as Faculty Development

Using Curriculum Standards

Developing Positive Faculty Attitudes

Developing a Scope and Sequence Chart

Developing Long-Term Plans

Painting a Portrait of the Year

Identifying the Titles of Units

Allocating Time to Each Unit

Recording Decisions in a Long-Term Calendar

Writing Units of Study

A Final Note

Part IV. The Results
12. Retaining Highly Qualified Teachers
Understanding the Importance of Retention

Analyzing the Reasons Teachers Leave Their Positions

Using General Processes for Retention

Using Specific Strategies

A Final Note

13. Developing the Faculty as a Cohesive Community
Reflect About Values and Practices

Communicate Cohesiveness

Reinforce Cohesiveness

Make Special Efforts


"If you want to attract, reward, develop, and retain a highly qualified, cohesive faculty, this is the text for you. The authors provide administrators with a workable blueprint for faculty development. Aware of the need for differentiation, this text provides guidelines for developing new teachers, methods to work with marginal teachers, and a process for challenging highly qualified staff members."

Peter C. Grande, Director of Professional Development
Rose Tree Media School District, Media, PA

Sample Materials & Chapters


Chapter 1

Allan A. Glatthorn

Allan A. Glatthorn (1924–2007) was a major contributor to the third and fourth editions; his research used in the preparation of the first and second editions of Writing the Winning Thesis or Dissertation: A Step-by-Step Guide was the foundation for the third edition. He was the Distinguished Research Professor of Education (Emeritus) in the College of Education of East Carolina University, where he advised doctoral students, chaired dissertations, and taught courses in supervision and curriculum. He was formerly Professor of Education at the Graduate School of Education of the University of Pennsylvania. Prior to his university... More About Author

Brenda K. Jones

Brenda Kornegay Jones is Associate Superintendent of Human Resources for Pitt County (NC) School System. Jones has served as a personnel administrator for the past fourteen years.  In addition, she has worked as a principal, assistant principal, teacher recruiter, mentor, personnel director, and classroom teacher in both public and private settings.  Jones has published in the areas of mathematic instructional techniques, teacher recruitment and retention, and principal development.  In addition, she has presented workshops on the following topics: teacher evaluation, new principal development, teacher performance appraisal,... More About Author

Ann Adams Bullock

Ann Bullock is an associate professor of education at East Carolina University. She is the coordinator of alternative licensure programs, preparing teachers for all levels.  She has been especially effective in preparing teachers to teach at risk students. More About Author

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