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Resources for reform: The role of b...

Berg, Jill Harrison.

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Resources for reform: The role of board-certified teachers in improving the quality of teaching.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Resources for reform: The role of board-certified teachers in improving the quality of teaching./
作者:	Berg, Jill Harrison.
面頁冊數:	205 p.
附註:	Adviser: Susan Moore Johnson.
Contained By:	Dissertation Abstracts International68-06A.
標題:	Education, Curriculum and Instruction. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3271673
ISBN:	9780549108573

Resources for reform: The role of board-certified teachers in improving the quality of teaching.
Berg, Jill Harrison.

Resources for reform: The role of board-certified teachers in improving the quality of teaching. - 205 p.

Adviser: Susan Moore Johnson.

Thesis (Ed.D.)--Harvard University, 2007.

While experts agree that teaching quality is the most important school-level influence on student learning, they do not necessarily agree on what quality teaching is or how to improve it. In 1986 the Carnegie Task Force on Teaching as a Profession proposed that leading members of the teaching profession come together to agree on what constitutes a professional level of practice in teaching and to establish a system for identifying teachers who meet it. This would, they believed, make it possible to reward teachers for practicing at this level and to restructure schools so that the benefits of these teachers' expertise might be felt throughout their schools.

ISBN: 9780549108573Subjects--Topical Terms:

576301
Education, Curriculum and Instruction.

Resources for reform: The role of board-certified teachers in improving the quality of teaching.
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520 $a While experts agree that teaching quality is the most important school-level influence on student learning, they do not necessarily agree on what quality teaching is or how to improve it. In 1986 the Carnegie Task Force on Teaching as a Profession proposed that leading members of the teaching profession come together to agree on what constitutes a professional level of practice in teaching and to establish a system for identifying teachers who meet it. This would, they believed, make it possible to reward teachers for practicing at this level and to restructure schools so that the benefits of these teachers' expertise might be felt throughout their schools.
520 $a One year later, a National Board for Professional Teaching Standards was established. It set a standard for quality, or "accomplished," teaching and, as of 2007, has certified over 55,000 teachers who meet it. Many of these board-certified teachers receive rewards for their achievement, but few work in schools that have been restructured to make effective and efficient use of their expertise.
520 $a This qualitative study reports on data from three schools in which key leaders viewed board-certified teachers as resources for their local reform plans. I examined these purposively-selected schools and teachers' experiences within them using data from interviews, focus groups, sociograms, observations, and documents collected during multi-day site visits to understand how board-certified teachers were strategically employed in these settings, to identify the ways in which these teachers were assets for improving teaching practice and to analyze how context mattered in whether these schools and districts were making efficient use of board-certified human resources.
520 $a The data from this study reveal that while board-certified teachers were reported to have a positive influence on the standard of teaching practice in these settings, conditions within their contexts were important in supporting them to be willing and able to be resources and to be effective in their formal and informal reform roles. These unique cases offer insights into how schools might capitalize on the investments education leaders have made in board-certified teachers and hint at how the Board's new professional standard could stimulate improvement throughout U.S. schools.
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