How the public is deceived about ‘highly qualified teachers’
For years now a charade has been perpetuated on the public by politicians in Washington and school reformers about the definition of a “highly qualified teacher” — an issue that has real-life consequences in the country’s neediest classrooms. This post on the subject was written by Kenneth Zeichner is a professor of teacher education at the University of Washington, Seattle, and professor emeritus in the School of Education at the University of Wisconsin-Madison. A member of the National Academy of Education, he has done extensive research and teaching and teacher education and has published widely. He is a product of the Philadelphia public school system and a former elementary teacher team leader in the National Teacher Corps.By Kenneth Zeichner
“The federal law that allows teachers-in-training to be concentrated in my school and district isn’t fair and is hurting my education… No one in Congress would want that for their own children, so why is it good enough for me?” — from the congressional
School reform: A summer of discontent
This summer was anything but quiet on the education reform front, according to George Wood, superintendent of the Federal Hocking District in Ohio, where he was principal of Federal Hocking Secondary School for 21 years. He is a nationally known … Continue reading →