Module 3: Cluster 1 Assignment: Qualified Teaching

According to the No Child Left Behind (NCLB) Act, a qualified teacher is someone who "holds a bachelor's degree or higher from a 4-year institution, has the content knowledge required to teach core academic subjects, and, usually based on a test of their content knowledge, a state teaching license" (Amrein-Beardsley). Basically, a teacher needs to be an expert in what they teaching and needs to be knowledgeable in how to teach it. To assess the qualifications of a teacher, according to the NCLB Act, test scores are used to evaluate "increases in academic achievement" (Amrein-Beardsley). Good teaching is a form of teaching where a teacher is confident and caring toward their students. Good teachers can adapt in different circumstances, but most importantly are reflective, meaning "they constantly think back over situations to analyze what they did and why, and to consider how they might improve learning for their students" (Woolfolk, 8). To measure good teaching, the teacher is also evaluated using test scores to assess student achievement, but more importantly the relationships he or she shares with each individual student.

Qualification in teaching makes a world of difference. Student achievement and success is mainly based off of how qualified a teacher is. An unqualified teacher may have experience, but does not obtained proper knowledge and expertise on the subject material that they teach. Also, a teacher that is not qualified doesn't possess a traditional certification, but rather has either an alternative or emergency certificate. The last thing and probably most important thing an unqualified teacher would not have is their bachelor's degree from a 4-year institution (which is why they would need a certificate). Highly qualified teachers usually have their bachelor's degree, masters degree, and several certificates.

School systems that may have a paucity of qualified teachers can meet the requirements of NCLB in two ways:

1. Schools in those areas could raise salaries for qualified teachers, which would then attract more qualified teachers to come in. While this seems like the most efficient way of doing things, there is simply not enough money to go around. It would be hard enough to raise the current teachers' salaries, but to make matters worse the school would have to pay all incoming teachers that same amount.
2. A more cost-friendly and efficient way of doing things would be to have teachers help one another. "These [qualified] teachers could share their experience with other, less-qualified teachers in professional development activities, training activities, structured coaching, mentoring relationships, and adding to professional capital of all teachers at these schools" (Amrein Beardsley). By helping each other out, there can be more amounts of qualified teachers while keeping things on a steady budget.

Modue 2

"Students should be grouped according to ability"







When analyzing whether or not the above statement is true to false, I believe a person will automatically resort to their own personal opinion. However, to find the whole truth about whether or not "students should be grouped according to ability", research must be done. I personally do believe the above statement is true because having every kid in the class at the same level of learning ability allows the teacher to move at one steady pace, instead of having to constantly slow down for some and speed up for others. For a non-believer it would take some factual evidence for them to change their opinion.

 

Dr. Joseph S. Renzulli, director of the research study of grouping ability at the University of Connecticut, conducted an observational study with his team that involved comparing and contrasting the effectiveness of ability grouping versus mixed ability grouping. "Grouping programs that entail more substantial adjustment of curriculum to ability have clear positive effects on children...Pupils in such grouping programs outperform equivalent control students from mixed-ability classes by two to three months on a grade-equivalent scale" (Kulik, 1992). I chose this article because it is a very effective study that clearly proves that students should be grouped according to ability in order to maximize learning success.

https://www.google.com/#q=should+students+be+grouped+according+to+their+ability+(scholarly+articles)

(Fourth one down from top)

module 1

Good teaching DOES make a difference. It is one thing if a teacher follows the curriculum and only worries about the subject material being taught, and it is another thing for the teacher to develop unique relationships with each individual student in the class and develop a lesson plan revolving around each child's specific needs. Good teaching has definitely made a difference in my life, as I have developed special bonds with some of my favorite teachers that will last a lifetime. I look up to these teachers and each person influences me in a different way. I have now started to think about the possibility of becoming a gym teacher, but that is just an idea at this point. Good teaching should be assessed by administrators through check ups and standardized tests. Obviously it is important for a child to improve in each subject, but I feel as though other things should be evaluated. The check ups would consist of someone just coming in and observing a day in the classroom and evaluating things such as teacher-student relationships and the overall environment of the classroom (is it bright? decorated? inviting? etc). Good teaching = success in the classroom!