Mandating Highly Qualified Teachers

by Hartwell T Paul Davis, MA, Ed.S.

Among the many changes of the of the No Child Left Behind Act of 2001 is a requirement that teachers in public schools must be highly qualified teachers (HQT) with at least three credentials. These are a bachelor’s degree, teacher certification, and proven knowledge of the subject content (Baines, 2010, p. 152). Baines notes however,

In response to directives from accrediting agencies such as the National Council for the Accreditation of Teacher Education (NCATE), many universities have significantly ‘ramped up’ their admissions standards and program requirements for teacher certification, turning four year programs into graduate-degree requirements that include a full major in the subject, significant course work in pedagogy, and several semesters of observation and practice under the tutelage of a master teacher. (Baines, 2010, p. 152-153).

The result of requiring HQT was that states found themselves facing the difficult task of finding enough teachers that could qualify under the guidelines.  States responded by having to certify teachers under new guidelines including using alternative certification programs. Baines (2010) notes that “Because state funding for higher education has been declining at the same time enrollments have been climbing most states opted for the easier solution – redefining certification” (p. 153).

“Redefining certification” according to Baines includes the use of alternative certification programs which allow pathways to teaching for degreed professionals in other fields to become highly qualified teachers and obtain teacher certification. Much of the article by Baines is a negative review of alternative certification. Baines is dismissive of alternative certification and concludes writing,

But everything known about teacher preparation suggests that quick and easy alternatives are deleterious to student learning, the future of the profession, and the cultivation of wisdom. Not everyone deserves to be a teacher, least of all those that never learned to teach. (Baines, 2010, p. 162.)

While there is a debate over alternative certification, the fact remains that there continues to be a great need for highly qualified teachers, particularly in rural America, in urban areas such as New York City, or inner cities. Research that looked at the distribution of HQT in New York revealed the disparities that exist for poorer urban areas and for rural areas where poverty levels are high.

Research by the Regional Educational Laboratory for the Northeast and Islands Regions analyzed data on the distribution of teaching assignments filled by highly qualified teachers in New York schools. Using descriptive research, REL analyzed national data from the School and Staffing Survey (Brackett, Mundry, Guckenberg, & Bourexis, 2008, p. 5) and reports from the New York State Department of Education (p. 6). As a part of the study, researchers reviewed plans that were submitted by all jurisdictions in the Northeast and Islands Region which detailed how the region would ensure that core academic subjects would be taught by highly qualified teachers and “that teachers who teach poor and minority students have qualifications and experience similar to those teachers who teach other students” (2008, p.1). The purpose of the research was to answer two questions. First, to determine whether highly qualified teachers fill core assignments proportionally across all demographics. Secondly, “how does the percentage of teaching assignments filled by highly qualified teachers vary by school poverty level, school level, school need for improvement, and subject matter?” (Brackett, et al, 2008, p. iii).

The results of the research indicated that of the 542, 290 core teaching assignments in New York, 93.6 percent were filled by highly qualified teachers, but “New York City has consistently lower percentage of teaching assignments taught by highly qualified teachers in general and across variables such as poverty and school need for improvement (Brackett, et al., 2008, p. iii).

Inner cities such as New York City and rural areas laden with poverty are the hardest hit for complying with the HQT mandate. In addition to using the staffing data analysis for New York, the REL researchers included literature reviews as a part of the qualitative research for the study. The research observes,

But teachers in rural areas are less likely to have advanced degrees or be qualified to teach advanced courses such as calculus or Advanced Placement courses, which in turn may reduce the opportunities for rural school students to advance and compete with non-rural peers in these subjects (Brackett, et al., 2008, p. 5). 

Rural areas usually have lower salary ranges for teachers, and are affected by other problems including school funding, class size, educational opportunities, and community support. Researchers note that only 69 percent of students in rural areas attend high schools offering Advanced Placement courses (Brackett, et al., 2008, p. 5).

           The research concluded with recommendations for further research that suggested while New York rural schools differed from rural areas in other states, having a high percentage of core teaching assignments filled by highly qualified teachers, the urban schools, particularly in New York City needed to increase the number of highly qualified teachers (Brackett, et al., 2008, p. 13).

How is this research beneficial to education?

           The mandate of having highly qualified teachers by NCLB, while addressing the needs to improve the teaching profession created several problems. Baines noted that states such as Massachusetts, was able to “circumvent all previous state legislation related to teacher preparation” (2010) by allowing a dual standards system; one standard for alternative certification programs and another for university based programs. Baines further commented “The move of certification from a tightly controlled, state regulated, university-based platform to an unregulated, market driven free-for-all has been swift and unequivocal” (p. 154).

           While Baines disparages alternative certification programs, Burbank, Bates, & Schrum (2009) sees alternative certification programs as one way to tap into a large population of highly educated professionals of ethnic origin to fill the need for multi-lingual teachers (p. 200). They write, “In many major urban and rural communities, 60-75% of paraprofessionals are racial and language minority groups” (p. 200). 

           The U.S. Department of Education Secretary’s second annual report on teacher quality reports,

According to a special analysis of the Schools and Staffing Survey conducted by the U.S. Department of Education, using an approximation of the NCLB definition, only 54 percent of our nation’s secondary teachers were highly qualified during the 1999-2000 school year. The percentage of highly qualified teachers ranged from 47 percent of mathematics teachers to 55 percent of science and social science teachers. These data suggest that out-of-field teaching is a serious problem across the country (Policy and Program Study Service, 2003). (Figure 4)

The research data supports the impetus that teacher certification programs including alternative certification programs are necessary to keep pace with the demand for highly qualified teachers. The teaching profession is not about a quick or easy fix. The requirements of education and accountability are a part of the teaching profession. The content mandate that is part of NCLB means that the teaching professional must continue to be a lifelong learner.

Conclusion

           Research into the quality requirements of the teaching profession only highlights the importance of understanding the role of the teacher / student relationship. Solomon was considered the wisest of men, receiving his gift of wisdom from God. But in order to wisdom to develop, Solomon had to develop the knowledge base from which wisdom must flow. Solomon demonstrated his wisdom by becoming a master teacher, but of teaching and study, Solomon writes,

Vanity of vanities, saith the preacher; all is vanity. And moreover, because the preacher was wise, he still taught the people knowledge; yea, he gave good heed, and sought out, and set in order many proverbs. The preacher sought to find out acceptable words: and that which was written was upright, even words of truth. The words of the wise are as goads, and as nails fastened by the masters of assemblies, which are given from one shepherd. And further, by these, my son, be admonished: of making many books there is no end; and much study is a weariness of the flesh. (Ecclesiastes 12:8-12, KJV).

References

Baines, L.A. (2010). The disintegration of teacher preparation. Educational Horizons, 88(3), 152-163. Retrieved from Educational Resources Information Center (EJ887226).

Brackett, A., Mundry, S., Guckenberg, S., & Bourexis, P. (2008). An analysis of stated data on the distribution of teaching assignments filled by highly qualified teachers in New York schools: Issues and answers. Regional Educational Laboratory at Education Development Center, Inc., 47, 1-26. Retrieved from Educational Resources Information Center (ED501242).

Burbank, M.D., Bates, A.J., & Schrum, L. (2009). Expanding teacher preparation pathways for paraprofessionals: A recruiting seminar series. Teacher Education Quarterly, 36(2), 199-216. Retrieved from Educations Resources Information Center (EJ857484).

Meeting the Highly Qualified Teachers Challenge: The Secretary’s Second Annual Report on Teacher Quality (2003). U.S. Department of Education. Retrieved from Education Resources Information Center (ED498864).

This article was written (10/26/2010) for Liberty University EDUC500

Mandating Highly Qualified Teachers

Hartwell T Paul Davis

Liberty University – EDUC500

10/26/2010

Mandating Highly Qualified Teachers

Among the many changes of the of the No Child Left Behind Act of 2001 is a requirement that teachers in public schools must be highly qualified teachers (HQT) with at least three credentials. These are a bachelor’s degree, teacher certification, and proven knowledge of the subject content (Baines, 2010, p. 152). Baines notes however,

In response to directives from accrediting agencies such as the National Council for the Accreditation of Teacher Education (NCATE), many universities have significantly ‘ramped up’ their admissions standards and program requirements for teacher certification, turning four year programs into graduate-degree requirements that include a full major in the subject, significant course work in pedagogy, and several semesters of observation and practice under the tutelage of a master teacher. (Baines, 2010, p. 152-153).

The result of requiring HQT was that states found themselves facing the difficult task of finding enough teachers that could qualify under the guidelines.  States responded by having to certify teachers under new guidelines including using alternative certification programs. Baines (2010) notes that “Because state funding for higher education has been declining at the same time enrollments have been climbing most states opted for the easier solution – redefining certification” (p. 153).

“Redefining certification” according to Baines includes the use of alternative certification programs which allow pathways to teaching for degreed professionals in other fields to become highly qualified teachers and obtain teacher certification. Much of the article by Baines is a negative review of alternative certification. Baines is dismissive of alternative certification and concludes writing,

But everything known about teacher preparation suggests that quick and easy alternatives are deleterious to student learning, the future of the profession, and the cultivation of wisdom. Not everyone deserves to be a teacher, least of all those that never learned to teach. (Baines, 2010, p. 162.)

While there is a debate over alternative certification, the fact remains that there continues to be a great need for highly qualified teachers, particularly in rural America, in urban areas such as New York City, or inner cities. Research that looked at the distribution of HQT in New York revealed the disparities that exist for poorer urban areas and for rural areas where poverty levels are high.

Research by the Regional Educational Laboratory for the Northeast and Islands Regions analyzed data on the distribution of teaching assignments filled by highly qualified teachers in New York schools. Using descriptive research, REL analyzed national data from the School and Staffing Survey (Brackett, Mundry, Guckenberg, & Bourexis, 2008, p. 5) and reports from the New York State Department of Education (p. 6). As a part of the study, researchers reviewed plans that were submitted by all jurisdictions in the Northeast and Islands Region which detailed how the region would ensure that core academic subjects would be taught by highly qualified teachers and “that teachers who teach poor and minority students have qualifications and experience similar to those teachers who teach other students” (2008, p.1). The purpose of the research was to answer two questions. First, to determine whether highly qualified teachers fill core assignments proportionally across all demographics. Secondly, “how does the percentage of teaching assignments filled by highly qualified teachers vary by school poverty level, school level, school need for improvement, and subject matter?” (Brackett, et al, 2008, p. iii).

The results of the research indicated that of the 542, 290 core teaching assignments in New York, 93.6 percent were filled by highly qualified teachers, but “New York City has consistently lower percentage of teaching assignments taught by highly qualified teachers in general and across variables such as poverty and school need for improvement (Brackett, et al., 2008, p. iii).

Inner cities such as New York City and rural areas laden with poverty are the hardest hit for complying with the HQT mandate. In addition to using the staffing data analysis for New York, the REL researchers included literature reviews as a part of the qualitative research for the study. The research observes,

But teachers in rural areas are less likely to have advanced degrees or be qualified to teach advanced courses such as calculus or Advanced Placement courses, which in turn may reduce the opportunities for rural school students to advance and compete with non-rural peers in these subjects (Brackett, et al., 2008, p. 5). 

Rural areas usually have lower salary ranges for teachers, and are affected by other problems including school funding, class size, educational opportunities, and community support. Researchers note that only 69 percent of students in rural areas attend high schools offering Advanced Placement courses (Brackett, et al., 2008, p. 5).

           The research concluded with recommendations for further research that suggested while New York rural schools differed from rural areas in other states, having a high percentage of core teaching assignments filled by highly qualified teachers, the urban schools, particularly in New York City needed to increase the number of highly qualified teachers (Brackett, et al., 2008, p. 13).

How is this research beneficial to education?

           The mandate of having highly qualified teachers by NCLB, while addressing the needs to improve the teaching profession created several problems. Baines noted that states such as Massachusetts, was able to “circumvent all previous state legislation related to teacher preparation” (2010) by allowing a dual standards system; one standard for alternative certification programs and another for university based programs. Baines further commented “The move of certification from a tightly controlled, state regulated, university-based platform to an unregulated, market driven free-for-all has been swift and unequivocal” (p. 154).

           While Baines disparages alternative certification programs, Burbank, Bates, & Schrum (2009) sees alternative certification programs as one way to tap into a large population of highly educated professionals of ethnic origin to fill the need for multi-lingual teachers (p. 200). They write, “In many major urban and rural communities, 60-75% of paraprofessionals are racial and language minority groups” (p. 200). 

           The U.S. Department of Education Secretary’s second annual report on teacher quality reports,

According to a special analysis of the Schools and Staffing Survey conducted by the U.S. Department of Education, using an approximation of the NCLB definition, only 54 percent of our nation’s secondary teachers were highly qualified during the 1999-2000 school year. The percentage of highly qualified teachers ranged from 47 percent of mathematics teachers to 55 percent of science and social science teachers. These data suggest that out-of-field teaching is a serious problem across the country (Policy and Program Study Service, 2003). (Figure 4)

The research data supports the impetus that teacher certification programs including alternative certification programs are necessary to keep pace with the demand for highly qualified teachers. The teaching profession is not about a quick or easy fix. The requirements of education and accountability are a part of the teaching profession. The content mandate that is part of NCLB means that the teaching professional must continue to be a lifelong learner.

Conclusion

           Research into the quality requirements of the teaching profession only highlights the importance of understanding the role of the teacher / student relationship. Solomon was considered the wisest of men, receiving his gift of wisdom from God. But in order to wisdom to develop, Solomon had to develop the knowledge base from which wisdom must flow. Solomon demonstrated his wisdom by becoming a master teacher, but of teaching and study, Solomon writes,

Vanity of vanities, saith the preacher; all is vanity. And moreover, because the preacher was wise, he still taught the people knowledge; yea, he gave good heed, and sought out, and set in order many proverbs. The preacher sought to find out acceptable words: and that which was written was upright, even words of truth. The words of the wise are as goads, and as nails fastened by the masters of assemblies, which are given from one shepherd. And further, by these, my son, be admonished: of making many books there is no end; and much study is a weariness of the flesh. (Ecclesiastes 12:8-12, KJV).

References

Baines, L.A. (2010). The disintegration of teacher preparation. Educational Horizons, 88(3), 152-163. Retrieved from Educational Resources Information Center (EJ887226).

Brackett, A., Mundry, S., Guckenberg, S., & Bourexis, P. (2008). An analysis of stated data on the distribution of teaching assignments filled by highly qualified teachers in New York schools: Issues and answers. Regional Educational Laboratory at Education Development Center, Inc., 47, 1-26. Retrieved from Educational Resources Information Center (ED501242).

Burbank, M.D., Bates, A.J., & Schrum, L. (2009). Expanding teacher preparation pathways for paraprofessionals: A recruiting seminar series. Teacher Education Quarterly, 36(2), 199-216. Retrieved from Educations Resources Information Center (EJ857484).

Meeting the Highly Qualified Teachers Challenge: The Secretary’s Second Annual Report on Teacher Quality (2003). U.S. Department of Education. Retrieved from Education Resources Information Center (ED498864).