ERIC Number: ED450113
Record Type: Non-Journal
Publication Date: 2000
Reference Count: N/A
Eliminating Barriers to Improving Teaching.
Department of Education, Washington, DC.
This report examines six policies and practices that are often barriers to quality teaching, presenting examples of programs and activities designed to eliminate specific barriers to quality teaching. The policies and practices are: recruitment of quality teachers (barriers include lack of incentives to teach, bureaucratic practices, and inadequate assessment of needs); preparation of quality teachers (including such barriers as lack of rigorous standards, inadequate support and status, and lack of accountability and collaboration); certification of effective teachers (barriers are low standards and bureaucratic practices); professional development for teachers (barriers include inadequate funding, insufficient time, and lack of results-driven professional development); retention of quality teachers (barriers include lack of opportunities to advance, poor working conditions, and weak school leadership); and development of effective leaders (barriers include ineffective training programs, weak and bureaucratic requirements, inadequate compensation and authority, unclear and overwhelming responsibilities, and lack of professional support). The report concludes with questions and strategies for state policymakers and the U.S. Department of Education's major grant programs for improving teaching. (SM)
Descriptors: Academic Standards, Accountability, Educational Change, Educational Finance, Educational Improvement, Educational Quality, Elementary Secondary Education, Faculty Development, Labor Turnover, Leaders, Leadership, Teacher Certification, Teacher Collaboration, Teacher Competencies, Teacher Persistence, Teaching (Occupation)
ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398. Tel: 877-433-7827 (Toll Free). For full text: http://www.ed.gov/teacherquality.
Publication Type: Reports - Descriptive
Education Level: N/A
Authoring Institution: Department of Education, Washington, DC.