Redefining Teacher Quality

Research has shown that the single most influential school-based factor affecting student achievement is teacher quality¹.  Therefore, the most important thing that schools and policymakers can do is to ensure that every student has a highly accomplished teacher. 

"Highly Qualified" Under No Child Left Behind

Under the current Elementary and Secondary Eduation Act (ESEA), No Child Left Behind, the focus upon and definition of a 'highly qualified teacher" diminishes many of the factors that research and practice indicate are critical to effective instruction and student learning.  Current teacher quality provisions require educators in core academic areas to be licensed by the state, hold a bachelor's degree and demonstrate competence in their subject teaching area².  With states reporting up to almost 100 percent of their teachers as highly qualified, the term becomes virtually meaningless.

Moving from "Highly Qualified" to "Highly Effective"

Secretary of Education Arne Duncan notes that here are many qualities that make up highly effective teachers: 

"They're passionate about the work. They believe in their heart that every single child can be successful.  They have the highest of expectations.  They have great content knowlege.  They're not just teaching a subject, they're teaching children.  They're lifelong learners, they're constantly challenging themselves to get better.  And I would say, finally, they're great team players.  Great teachers make other teachers around them better, help make the school climate and culture better." 

National Board Certified Teachers embody the very essence of what it means to be a highly effective teacher.  While NBPTS does not suggest that a teacher must be a National Board Certified Teacher to be effective, the ESEA reauthorization should clearly reflect that all NBCTs meet that standard by whatever definition is used. 

NBPTS Standards and Highly Effective Teachers

As the federal government considers how to raise the bar on a new definition, factors beyond regulatory requirements and content knowledge should be included.  The National Board recommends that the NBPTS Five Core Propositions form the basis for the definition of highly effective teachers included in the final guidelines for the reauthorization of ESEA.

1. Teachers are committed to students and their learning.   Teachers are dedicated to making knowledge accessible to all students and believe all students can learn. They treat students equitably—recognizing the individual differences that distinguish their students from one another and taking these differences into account in their practice.  They understand how students develop and learn.
2. Teachers know the subjects they teach and how to teach those subjects to students.  Teachers have mastery over the subject(s) they teach and have a deep understanding of the history, structure and real-world applications of the subject.  They have skill and experience in teaching it, are very familiar with the skills gaps and preconceptions students may bring to the subject and are able to use diverse instructional strategies to teach for understanding.
3. Teachers are responsible for managing and monitoring student learning.  They deliver effective instruction; move fluently through a range of instructional techniques—keeping students motivated, engaged and focused; and know how to organize instruction to meet instructional goals.  They know how to assess the progress of individual students as well as the class as a whole. 
4. Teachers think systematically about their practice and learning from experience.  They model what it means to be an educated person.  They read, question, create and are willing to try new things.  They critically examine their practice on a regular basis to deepen knowledge, expand their repertoire of skills and incorporate new findings into their practice.
5. Teachers are members of learning communities.  They collaborate with others to improve student learning—including partnerships with community groups and businesses; working with other professionals on instructional policy, curriculum development and staff development; and working with parents to engage them productively in the work of the school.  They can evaluate school progress and the allocation of resources in order to meet state and local education objectives.

^{1. Hanushek, Kain, and Rivkin, 1998; Goldhaber, 2002.} 

^{2. NCLB, 2001; Title IX, Sec. 9101(23), the term 'highly qualified' -- (A) when used with respect to any public elementary school or secondary school teacher teaching in a state means that (i) the teacher has obtained full state certification as a teacher (including certification obtained through alternate routes to certificatoin) or passed the State teacher licensing examination, and holds a license to teach in such state, except that when used with respect to any teacher teaching in a public charter school, the term means that the teacher meets the requirement set forth in the State's public charter school law, and (ii) the teacher has not had certification or licensure requirements waived on an emergency, temporary or provisional basis.}