Developing Highly Qualified Teachers: A Handbook for School Leaders

This handbook clearly explains the concept of “highly qualified teachers” as described by No Child Left Behind, and discusses how to recruit, develop, and retain such teachers.

Find research-based answers to:
"What is High-Quality Teaching?"
"How is High-Quality Teaching Achieved?

The No Child Left Behind Act (NCLB) establishes a clear demand for highly qualified teachers but does little to help educators define "highly qualified" or instruct them on developing those teachers. This handbook clearly explains the concept of highly qualified teachers, as required by NCLB. It then explains how to recruit, develop, and retain highly qualified teachers. 

Developing Highly Qualified Teachers is divided into four distinct sections:

• The Foundations: Addressing NCLB guidelines for developing highly qualified teachers, developing a sense of ownership of the highly qualified concept, and recruiting and selecting staff
• The General Strategies: Developing a differentiated system of supervision, and implementing a quality staff development program
• The Specific Approaches: Developing a quality induction program for new teachers, working with marginal staff, fully developing highly qualified teachers, teaming, mentoring, and curriculum development
• The Results: Retaining quality teachers and developing the faculty as a cohesive community

These practices-research based and field tested over many years-will help accomplish the type of faculty improvement and reform that NCLB demands and the adequate yearly progress that students, parents, and faculty deserve.

Ann Bullock is an associate professor of education at East Carolina University. She is the coordinator of alternative licensure programs, preparing teachers for all levels.  She has been especially effective in preparing teachers to teach at risk students.

Brenda Kornegay Jones is Associate Superintendent of Human Resources for Pitt County (NC) School System. Jones has served as a personnel administrator for the past fourteen years.  In addition, she has worked as a principal, assistant principal, teacher recruiter, mentor, personnel director, and classroom teacher in both public and private settings.  Jones has published in the areas of mathematic instructional techniques, teacher recruitment and retention, and principal development.  In addition, she has presented workshops on the following topics: teacher evaluation, new principal development, teacher performance appraisal, teacher dismissal, personnel employment procedures, assessing high quality professionals, and teacher recruitment strategies.

Allan A. Glatthorn is Distinguished Research Professor of Education (Emeritus) in the College of Education of East Carolina University, where he advised doctoral students, chaired dis­sertations, and taught courses in super­vision and curriculum. He was formerly Professor of Education at the Graduate School of Education of the University of Pennsylvania. Prior to his university assignments, he was a high school teacher and principal. In his work as a professor he has chaired close to one hundred dissertations. He is the author of numerous professional books, several of which have been published by Corwin Press.