Printer-friendly versionThe National Academy of Education (NAEd) has released a new white paper on teacher quality calling for improvements in teacher recruitment, preparation, and ongoing professional development. "It's clear that good teaching matters and that poor teaching harms students academically," states Susan Fuhrman, current president of NAEd, and member of the project Steering Committee (and the Carnegie Board of Trustees). "We must," she adds, "take steps to improve the quality of teaching in the United States by providing teachers with the preparation and professional development that they need to succeed. It's critical that we recruit the most talented people to the profession and figure out the best ways to retain them." Based on current research evidence, the paper outlines several recommendations for improving teacher quality. According to the paper, the quality of teaching is not simply determined by an individual's knowledge or ability, but also by the preparation teachers receive and the environments in which teachers work. Improving teacher quality thus entails policies concerning recruitment, early preparation, and retention (including attention to working conditions), as well as professional development.
The Teacher Quality working group was chaired by Suzanne Wilson, College of Education, Michigan State University. Also serving on the working group were: Deborah Loewenberg Ball, School of Education, University of Michigan; Anthony Bryk, Carnegie Foundation for the Advancement of Teaching; David Figlio, Department of Economics, University of Florida; Pamela Grossman, School of Education, Stanford University; Jacqueline Jordan Irvine, Division of Educational Studies, Emory University; Judith Warren Little, Graduate School of Education, University of California, Berkeley; Susanna Loeb, School of Education, Stanford University; and Andrew Porter, Graduate School of Education, University of Pennsylvania.
