ERIC Number: ED414642
Record Type: Non-Journal
Publication Date: 1996
Reference Count: N/A
Improving Schools: Quality Indicators Used When Selecting K-12 Teachers.
Moore, Arnold J.
Within the education community there is a lack of consensus about how to define criteria to be used in assessing teacher qualifications. This report describes findings of a survey sent to all building administrators and district superintendents in the Kansas public schools (n=1,554). The survey elicited a total of 868 responses, 60 percent response rate. The instrument asked administrators which quality indicators they used in selecting K-12 teachers. The majority of respondents believed that today's first-year teachers were better prepared than those 5 years ago. Respondents ranked the following indicators of teacher quality as most important: unquestionable integrity and moral values, level of concern and caring for students, flexibility in working with students and colleagues, high energy and/or motivation level, oral communication skills, formal course work in computers and instructional technology, instructional creativity, willingness to consider divergent ideas, emotional stability, and superior ratings. The report offers the following recommendations for teacher selection: (1) Use objective information to supplement information on personal qualities; (2) broaden the concept of standards to include qualitative and personal characteristics; (3) examine selection criteria and practices to determine their impact on the K-12 teacher candidate pool; (4) make statements and policies more inclusive of all valid qualitative and quantitative indicators and personal attributes; and (5) share research information (between school administrators and teacher-preparation programs). The appendix contains a copy of the survey instrument. (Contains 54 references). (LMI)
Publication Type: Reports - Research
Education Level: N/A
Authoring Institution: Emporia State Univ., KS. Jones Inst. for Educational Excellence.
Identifiers - Location: Kansas