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Developing Highly Qualified Teachers

Developing Highly Qualified Teachers
A Handbook for School Leaders

November 2005 | 144 pages | Corwin

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.

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

A Final Note

2. Recruiting Highly Qualified Teachers
Understanding the Need for Recruitment

Using General Strategies

Using Strategies That Respond to System Needs

Recruiting Graduates From Alternative Programs

Expanding the Sources

A Final Note

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

Putting It All Together

A Final Note

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

Services Provided

Use of Technology

Evaluation of Induction Programs

A Final Note

7. Working With Marginal Teachers
Defining the Term and Identifying the Marginal Teacher

Developing the Marginal Teacher

Evaluating the Marginal Teacher

Making a Final Decision

Helping Marginal Teachers With Special Problems

A Final Note

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

Selecting Mentors

Training Mentors

Identifying Mentor Functions

Solving Mentor Problems

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

Writing Units of Study

A Final Note

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

A Final Note

13. Developing the Faculty as a Cohesive Community
Reflect About Values and Practices

Communicate Cohesiveness

Reinforce Cohesiveness

Make Special Efforts


"If you want to attract, reward, develop, and retain a highly qualified, cohesive faculty, this is the text for you. The authors provide administrators with a workable blueprint for faculty development. Aware of the need for differentiation, this text provides guidelines for developing new teachers, methods to work with marginal teachers, and a process for challenging highly qualified staff members."

Peter C. Grande, Director of Professional Development
Rose Tree Media School District, Media, PA
Key features


Sample Materials & Chapters


Chapter 1

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