Preface
Acknowledgments
About the Authors
Part I. The Foundations
1. Understanding and Owning the Concept of Highly Qualified Teachers
Understanding the Concept of Highly Qualified Teachers
Owning the Concept of the Highly Qualified Teacher
Using Guidelines for Leadership
2. Recruiting Highly Qualified Teachers
Understanding the Need for Recruitment
Using Strategies That Respond to System Needs
Recruiting Graduates From Alternative Programs
3. Selecting Highly Qualified Teachers
Strategies to Use in the Preliminary Stage
Strategies to Use in the Middle Stage
Strategies to Use in the End Stage
Appendix: Overview of Employment Law
Part II. The General Strategies
4. Designing Your Own Model of Faculty Development
How Differentiated Supervision Works
Evaluation of the Differentiated System
Developing a Homegrown Differentiated Model
5. Implementing a Quality Staff Development Program for All Teachers
Defining the Concept of Staff Development
Understanding the Background of Staff Development
Choosing an Appropriate Model of Staff Development
Implementing Staff Development Effectively
Part III. The Specific Approaches
6. Developing a Quality Induction Program for New Teachers
Importance of Induction Programs
Organizational Structures Needed
Special Needs of New Teachers
Features of Effective Induction Programs
Evaluation of Induction Programs
7. Working With Marginal Teachers
Defining the Term and Identifying the Marginal Teacher
Developing the Marginal Teacher
Evaluating the Marginal Teacher
Helping Marginal Teachers With Special Problems
8. Using Self-Directed Development With Highly Qualified Teachers
Understanding the Nature of Self-Directed Development
Analyzing the Advantages and Disadvantages of Self-Directed Development
Using Implementation Strategies
Seeing How It Might Operate at the School Level
9. Using Cooperative Development With Highly Qualified Teachers
A Rationale for Using Teams for the Development of Teachers
A Structure for Cooperative Development
Activities to Help in the Development of Teachers
Cautions to Keep in Mind in Using Teams
10. Working With Mentors to Develop Highly Qualified Teachers
Understanding the Nature of Mentoring
Identifying Mentor Functions
11. Using Curriculum Development as Faculty Development
A Rationale for Curriculum Development as Faculty Development
Using Curriculum Standards
Developing Positive Faculty Attitudes
Developing a Scope and Sequence Chart
Developing Long-Term Plans
Painting a Portrait of the Year
Identifying the Titles of Units
Allocating Time to Each Unit
Recording Decisions in a Long-Term Calendar
Part IV. The Results
12. Retaining Highly Qualified Teachers
Understanding the Importance of Retention
Analyzing the Reasons Teachers Leave Their Positions
Using General Processes for Retention
Using Specific Strategies
13. Developing the Faculty as a Cohesive Community
Reflect About Values and Practices
References
Index
