ERIC Number: ED418088
Record Type: RIE
Publication Date: 1998
Reference Count: N/A
A Talented, Dedicated, and Well-Prepared Teacher in Every Classroom. U.S. Department of Education Initiative on Teaching Information Kit.
Department of Education, Washington, DC.
This information kit discusses the need to have trained, qualified, dedicated teachers in all U.S. classrooms. Section 1 discusses the background of efforts to raise standards in U.S. education and examines the role teachers play. Section 2 describes the current state of the U.S. teaching force, noting that many teachers are underqualified, that the teaching force does not reflect student diversity, and that the nation does not invest adequately in its teachers. Section 3 examines the coming crisis in who will teach the children, explaining that over the next 10 years, the nation will face a tremendous demand for additional teachers; teachers will have to know and do more than ever before in these changing times; and shortages of qualified teachers will affect U.S. communities unevenly. Section 4 examines what is already being done to address issues of teacher quality and presents six objectives for making a difference in teacher quality nationwide. Section 5 explains where the United States must go from here, posing questions that communities, teachers, teacher educators, and professional development planners must ask themselves in order to prepare for the future. The information kit also includes a set of chart masters for making overheads to go with the information provided in the five sections. (SM)
Descriptors: Academic Standards, Educational Improvement, Educational Quality, Elementary Secondary Education, Faculty Development, Higher Education, Preservice Teacher Education, Teacher Qualifications, Teacher Recruitment, Teacher Role, Teacher Shortage, Teaching (Occupation)
U.S. Government Printing Office, Superintendent of Documents, Mail Stop: SSOP, Washington, DC 20402-9328.
Publication Type: Guides - Non-Classroom; Reports - General
Education Level: N/A
Authoring Institution: Department of Education, Washington, DC.