No Child Left Behind & the Highly Qualified Teacher

2003 ◽  
Author(s):  
Keyword(s):  
No Child Left Behind ◽  
Highly Qualified Teacher ◽  
Highly Qualified ◽  
Left Behind ◽  
Qualified Teacher

High School Students' Perspectives on the 2001 No Child Left Behind Act's Definition of a Highly Qualified Teacher

2006 ◽  
Vol 76 (4) ◽  
pp. 698-724 ◽  
Author(s):  
VERONICA GARCIA ◽  
WILHEMINA AGBEMAKPLIDO ◽  
HANAN ABDELA ◽  
OSCAR LOPEZ JR. ◽  
RASHIDA REGISTE
Keyword(s):  
High School ◽  
High School Students ◽  
No Child Left Behind ◽  
School Experiences ◽  
Highly Qualified Teacher ◽  
Highly Qualified ◽  
School Students ◽  
Left Behind ◽  
Qualified Teacher ◽  
Definition Of

In this article, four urban high school students and their student leadership and social justice class advisor address the question, "What are high school students' perspectives on the 2001 No Child Left Behind Act's (NCLB) definition of a highly qualified teacher?" As the advisor to the course, Garcia challenged her students to examine their high school experiences with teachers. The students offer personal stories that describe what they consider the critical qualities of teachers — qualities not based solely on the credentials and education status defined by NCLB. The authors suggest that highly qualified teachers should cultivate safe, respectful, culturally sensitive, and responsive learning communities, establish relationships with students' families and communities, express their high expectations for their students through instructional planning and implementation, and know how students learn. This article urges educators and policymakers to consider the students' voices and school experiences when making decisions about their educational needs, including the critical issue of teacher quality.

Sound Off!: A Highly Qualified Mathematics Teacher in Every Classroom by 2005–2006: Blueprint or Fantasy?

2004 ◽  
Vol 97 (1) ◽  
pp. 4-5
Author(s):  
Robert E. Reys
Keyword(s):  
No Child Left Behind ◽  
Bachelor's Degree ◽  
Highly Qualified Teacher ◽  
Highly Qualified ◽  
Left Behind ◽  
School Year ◽  
Full State ◽  
Qualified Teacher ◽  
The Subject ◽  
Certification Requirements

The no child left behind act (P.L. No.107-110, H.R. 1, 2001) mandates a highly qualified teacher in every classroom by the 2005–2006 school year. It sounds great, but what does it mean and can it be achieved? The No Child Left Behind Act (NCLB) calls for all teachers to hold a bachelor's degree, demonstrate competence in the subject matter that they teach, and have full state teacher certification; thus, their certification requirements cannot be waived nor can they have an “emergency, provisional, or temporary” certificate.

scholarly journals Creating Highly Qualified Teachers

2018 ◽  
Vol 30 (3) ◽  
Author(s):  
Dawn L. Mollenkopf
Keyword(s):  
No Child Left Behind ◽  
Special Education Teachers ◽  
Highly Qualified Teachers ◽  
Highly Qualified ◽  
Rural Teachers ◽  
Left Behind ◽  
Qualified Teacher ◽  
Practicum Experiences ◽  
Provisional Certification ◽  
The University

The “highly qualified teacher” requirement of No Child Left Behind has put pressure on rural school districts to recruit and retain highly qualified regular and special education teachers. If necessary, they may utilize uncertified, rural teachers with provisional certification; however, these teachers may find completing the necessary certification difficult due to time, distance, and geographic barriers. The University of Nebraska at Kearney has been able to address this need by: (1) creating access to the university’s certification program, (2) providing professional supports, (3) tailoring assignments, projects, and field based practicum experiences and (4) building capacity for rural teachers who have completed certification to mentor others in their regions.  

The Demand for Special Education Teachers in Rural Schools Revisited: An Update on Progress

2018 ◽  
Vol 37 (1) ◽  
pp. 12-20 ◽  
Author(s):  
Paul T. Sindelar ◽  
Daisy J. Pua ◽  
Tiffany Fisher ◽  
David J. Peyton ◽  
Mary T. Brownell ◽  
...  
Keyword(s):  
Special Education ◽  
No Child Left Behind ◽  
Rural Schools ◽  
Rural Areas ◽  
Highly Qualified ◽  
Teacher Shortages ◽  
Technology Applications ◽  
Qualified Teacher ◽  
The Face ◽  
The Impact

In this commentary, we revisit “NCLB and the Demand for Highly Qualified Teachers: Challenges and Solutions for Rural Schools,” an article we published in this journal in 2005. We consider the predictions we made then about the impact of the Highly Qualified Teacher mandate on special education teacher (SET) shortages in rural states and regions, acknowledging that we overlooked the diversity of rural areas and their differentiated needs in our original article. We then update strategies and programs for preparing, recruiting, and retaining SETs in rural schools and discuss the implications of the Every Student Succeeds Act, which has replaced the No Child Left Behind Act, for special education in rural areas. We note with optimism the resilience that rural areas have exhibited in the face of teacher shortages and see hope in recent technology applications and other context-based strategies.

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