ERIC Number: ED462499
Record Type: RIE
Publication Date: 2001
What Can Parents Do about Teacher Quality?
This guide helps parents understand the issues of teacher quality, suggesting ways they can strengthen teacher quality in their children's schools. In order to ensure that students meet new, higher standards, teachers must be better prepared to promote high levels of learning for all students. Research has shown that many teachers do not feel prepared when they first start teaching. Parents can have an impact on teacher quality by becoming informed, speaking out, and supporting their teachers. Ten questions about teacher quality that parents should ask their principals, parents' association representatives, and school leadership teams focus on whether their child's teacher is certified; how many teachers in the school are certified in the subject area they are teaching; how many teachers are new and in what ways the school supports new teachers; how the school recruits teachers; how the hiring process works; what the teacher turnover rate is; what opportunities are available for all teachers to improve their teaching skills; how much of the school's budget is spent on opportunities for teachers to upgrade their skills; how the school compares to other schools; and who the other adults in the classroom are. Resources for information on teacher quality and educational quality are included. (SM)
Descriptors: Beginning Teacher Induction, Beginning Teachers, Educational Quality, Elementary Secondary Education, Faculty Development, Parent Participation, Parents, Public Schools, Teacher Certification, Teacher Competencies, Teacher Improvement, Teacher Persistence, Teacher Recruitment, Teacher Selection, Teaching Skills
New Visions for Public Schools, 96 Morton Street, New York, NY 10014. Tel: 212-645-5110; Fax: 212-645-7409; Web site: http://www.newvisions.org/.
Publication Type: Guides - Non-Classroom
Education Level: N/A
Authoring Institution: New Visions for Public Schools, New York, NY.
Grant or Contract Numbers: N/A