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ERIC Number: EJ1099087
Record Type: Journal
Publication Date: 2007
Pages: 9
Abstractor: As Provided
ISSN: EISSN-1938-9809
Documenting Characteristics of Highly Qualified Teachers
Strain, Lucille B.
Forum on Public Policy Online, v2007 n3 Sum 2007
Primarily because it is an aspect of the No Child Left Behind Act (NCLB), the concept of "highly qualified teacher" has become more important and more widely implemented throughout the schools of the United States. NCLB requires teachers in all pertinent schools to be highly qualified. Before NCLB, the concept was associated mainly with the earlier Elementary and Secondary Act which stipulated that all newly hired teachers in Title I schools must be highly qualified. Early interpretations of the meaning of the phrase focused, largely, on teachers' college education and knowledge of the subject matter they would teach. In almost all cases, teachers' knowledge of subject matter was determined by their performances on tests and the evidence of a baccalaureate degree. It is being increasingly recognized that characteristics of highly qualified teachers include, but are not limited to, their knowledge of subject matter and evidence of college graduation. An assessment means that can show the wide spectrum of teacher qualities should be used to determine teacher quality. Portfolios as traditionally conceived and implemented can fulfill this need. Electronic portfolios, however, are better suited to the task. Graduate students at Bowie State University, Bowie, Maryland have effectively documented their characteristics as highly qualified teachers for several years through use of electronic portfolios.
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Publication Type: Journal Articles; Reports - Descriptive
Education Level: Higher Education; Postsecondary Education; Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Maryland
Identifiers - Laws, Policies, & Programs: Elementary and Secondary Education Act; No Child Left Behind Act 2001
Grant or Contract Numbers: N/A