Teacher ecruitment
Examine how teacher recruitment evolved fifteen years

Learning is a process that commences from the time of birth of any individual and has no limits to the extent to which a person may reach. It is for this reason that ministries of education and education boards as well as teaching fraternity unions and organizations have been established (eynolds, 2010). Through these institutions, teachers are educated, trained, verified and employed into the various learning institutions. ecruiting of the teachers is a process that takes a lot of initiatives since teaching is a demanding profession.

Education is a service that has evolved and developed over the years incredibly. As time progressed, people realized the need for better and more quality education. Initially, emphasis was put on the teachers' compensation and the mobility of the labor rather than techniques of attracting and hiring quality teachers. Over the last fifteen years, various measures have been…...

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References

Park, C.C., Endo, R., & Rong, X.L. (2009). New perspectives on Asian-American parents, students, and teacher recruitment. Charlotte, NC: IAP, Information Age Pub.

Catano, V.M. (2009). Recruitment and selection in Canada. Toronto: Nelson Education.

Compton, R.L., Morrissey, W.J., & Nankervis, A.R. (2009). Effective recruitment & selection practices. North Ryde, N.S.W: CCH Australia.

Cochran-Smith, M., Feiman-Nemser, S., McIntyre, D.J., & Association of Teacher Educators.

I chose this student as one I would mentor using the teaching techniques. I chose scaffolding techniques of personalizing the curriculum to his specific needs, working to determine what his interests were. After speaking with him, it was apparent he had little confidence in his ability to analyze, make intelligence remarks and confided in me he was intimidated by the far more participative students in the class. It was clear he needed to gain confidence in his ability to learn and speak. The paradox was that he was scoring well on test and quizzes yet rarely said anything and seemed to be bored at times in class.
In coaching this student through a personalized lesson plan, I concentrated on the areas of his strengths in social studies first. He had an innate ability to define abstract ideas well, and could white board them well. I had him walk through ideas…...

Scaffolding serves as immediate need of creating lesson plan customization and support for specific student needs. Over time, I observed this student gain greater mastery of the subject and find purpose in studying American history. We set the goal of having him go to the whiteboard and lead discussions of World War I at least three times during the semester. We practiced and walked through concepts. As I learned to modify my teaching style to restrain myself from carrying the class from a response standpoint, this student began to progress. I deliberately began leaving out aspects of Word War I history and would look to him to fill them win when I asked questions of the class. Soon, he was participating and is now on his way to presenting three times in front of the class.
What this experience showed me was that having emotional intelligence and situational awareness as…...

Teacher Performance Evaluation: The University of Arizona Teacher-Course Evaluation (TCE)
The University of Arizona's Teacher-Course Evaluation, or TCE, is a tool that aims to evaluate not only teacher performance, but also the course being offered by the University in general. The tool seeks insights from students about specific course features that must be improved and if necessary, modified to further enhance the curriculum. At the same time, the teacher performance evaluation is another way through which the University can best assess whether the course itself needs improvement, or perhaps the manner of delivery needs to be improved instead (Johnson, 2002:9). The TCE assumes a dual role as a tool for analysis and decision-making of the University administration: it determines and prescribes for the University the appropriate action needed to improve both the curriculum and teaching quality of its instructors/professors.

The methodology of the conduct of evaluation itself provides insightful learning that can…...

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References

Johnson, V. (2002). "Teacher course evaluations and student grades: An academic tango." Chance, Vol. 15, No. 3.

Wode, J. And J. Keiser. (2011). "Online course evaluation: Literature review and findings." Unpublished dissertation. Columbia College Chicago.

Teaching Rubrics and Checklists
Teacher Created Checklist for Classroom Threaded Discussion

Check off the following requirements as you leave your posts:

Did I leave an initial introduction post?

Do I have an identifying image?

Did I respond to my teacher's posted questions?

Did I respond to at least three student posts?

Do I have accurate spelling and grammar?

Do my posts use appropriate language?

Were all of my posts original thoughts and my own work?

Grade Sheet for Technology Projects

Portion of Assignment

Introduction Post

Post clearly states name and other required information.

Post clearly states name, but is unclear on some of the introduction information.

Name posting or information is unclear.

Student only posted name.

Identifying Image

Student posted a creative and descriptive image.

Student posted a creative image that was not as descriptive.

Student's image was neither creative nor descriptive.

Student failed to post an image or the image was inappropriate.

Responses to Teacher's Posted Questions

Student answered all posted questions using complete sentences and with great detail.

Student answered all posted…...

The ultimate goal is to increase student achievement by improving the hiring process by adding another layer of screening, namely teacher efficacy. The following aims will support the ability to achieve these goals.
Aim 1: To evaluate the association between full and part time faculty regarding the characteristic of teacher efficacy.

Hypothesis One: Part-time teachers sampled will report statistically lower teacher efficacy scores than will sampled full time faculty in business Programs at Maryland Community Colleges.

Aim 2: To evaluate the association of student performance and the efficacy scores of full and part-time faculty.

Hypothesis Two: Teachers with higher efficacy scores will result in higher averages grades than teachers with lower teacher efficacy scores.

esearch Questions

These hypotheses will allow the researcher to fulfill the basis requirements of the research study. However, in order to provide more depth and useful information the research will also address the following research questions in the research instruments.

1. What…...

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References

Bandura, a. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84, 191-215.

Blanton, H., Christie, C. & Dye, M. (2002). Social Identity vs. Reference Frame Comparisons: The Moderating Role of Stereotype Endorsement. Journal of Experimental Social Psychology 38, 253 -- 267

Brouwers, a. And Tomic, W. (2002). A test of the factorial validity of the Teacher Efficacy Scale. Open University, Heerlen, Netherlands, 67-79.

Bruce, C.D. et al. (2010). The effects of sustained classroom-embedded teacher professional learning on Teacher efficacy and related student achievement. Teaching and Teacher Education, 26, 1598-1608.

"
The study also found that the promotion of personal teaching efficacy was most evident in schools when other teachers and administrators set goals that were high but achievable, the school climate was organized and serious, and when academic excellence was highly regarded (Hoy & olfolk,1993). In addition, teacher efficacy had a great deal to do with the perception that principals could influence their superiors. That is the influence of administrators led to greater efficacy of teachers. These findings are consistent with previous research (Hoy & olfolk,1993).

According to Goddard et al. (2004) collective efficacy is also an important aspect of teaching efficacy as it pertains to student achievement. The authors assert that The connections between collective efficacy beliefs and student outcomes depend in part on the reciprocal relationships among these collective efficacy beliefs, teachers' personal sense of efficacy, teachers' professional practice, and teacher's influence over instructionally relevant school decisions (Goddard et…...

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Works Cited

Anderson, R., Greene, M., & Loewen, P. (1988). Relationships among teachers' and students' thinking skills, sense of efficacy, and student achievement. Alberta Journal of Educational Research, 34(2), 148-165.

Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change.

Psychological Review, 84, 191-215.

Cantrell S.C., Callaway P. (2008) High and low implementers of content literacy instruction: Portraits of teacher efficacy. Teaching and Teacher Education 24

In the work entitled: "Idaho Standards for lended Early Childhood Education/Early Childhood Special Education Teachers" stated is that: "The characteristics of development and learning of young children are integrally linked and different from those of older children and adults. Listed as 'Standard One' is "Knowledge of Subject Matter" explained as the teacher understanding the "central concepts, tools of inquiry, and structures of the disciplines taught and creates learning experience that make these aspects of subject matter meaningful for students.": (Western Illinois University, nd) Within the standard is the assumption that the educator knows how to assist young children with integration of the domains of development, or language, cognition, social-emotional, physical and self-help) as well as the traditional content areas of literacy mathematics, science, health, safety, nutrition, social studies, art, music drama, and movement. (Ibid, nd; paraphrased) The teacher has a comprehension of theories, history and models that form the…...

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Bibliography

Will, George F. (2006) Will: Ed Schools vs. Education. Newsweek 2006 Jan 16. Online available at  http://www.msnbc.msn.com/id/10753446/site/newsweek/ 

National Association of Scholars (2005) U.S. Department of Education. 2 November 2005 Online available at  http://www.nas.org/aa/DoEd_ltr_EdSchPoliticization.pdf 

Peart, N.A. And Campbell, F.A. (1999). At-risk students' perceptions of teacher effectiveness. Journal for a Just and Caring Education, 5 (3), 269-284.

Wasicsko, M.; Callahan, C.; and Wirtz (2004) Integrating Dispositions into the Conceptual Framework: Four a priori questions. KCA Journal Fall 2004 Vol. 23 No.1 Online available at  http://www.educatordispositions.org/dispositions/four%20a%20priori%20questions.pdf

Teacher evaluation is a controversial topic. It is often thought by the general public and even some educators that once a teacher rises to a certain level there is little incentive to alter practices based on current research or training and even more alarming the ability for an administrator to terminate a teacher's contract can be difficult.
According to surveys of parents and administrators, incompetence in the teaching profession has become a major concern (Bridges 1984). On one occasion 45% of polled public school parents felt that some teachers in the local schools should be fired. In another survey school administrators estimated that 5 to 15% of their teachers performed unsatisfactorily. Yet dismissal of tenured teachers for incompetence is still relatively rare. (Ellis, 2003, p.1)

Evaluation can be seen as a mere formality put in place to ensure less questioning about funding. "...evaluation procedures risk becoming meaningless exercises for the majority of…...

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Hawley, W.D. & Valli, L. (2003) Guide to the National Partnership for Excellence and Accountability in Teaching (NPEAT). ERIC Digest. Retrieved 27 July 2003 from EBSCOhost at  http://search.epnet.com/direct.asp?an=ED426056&db=eric&tg=AN .

Weiss, E.M & Weiss, S.G. (2003) New Directions in Teacher Evaluation. ERIC Digest.

Retrieved on 27 July 2003 from EBSCOhost at  http://search.epnet.com/direct.asp?an=ED429052&db=eric&tg=AN .

Interview questions need to cover a broad range of topics, related to both the pragmatic concerns of the interviewer and the interviewee as well as the theoretical and experiential background of the applicant (Employment Guide 2007). It is necessary to determine not only the applicants basic expectations of the job, and their reaction to questions regarding the specific job's demand, but also the breadth of knowledge they possess on a given subject and their general working relationship with colleagues and with students (Employment Guide 2007). Direct yet open-ended questioning is generally the most efficient technique for ascertaining these qualities; paying close attention to how on-point their answers are and the level of enthusiasm expressed during their response can both be effective ways of determining a good match (Employment Guide 2007).
In no way should it be imagined that the use of a teacher recruiting agency in some way eliminates the…...

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References

CERRA. (2009). "Teacher cadets." Accessed 14 May 2009.  http://www.cerra.org/teacherCadets 

Employment Guide. (2007). "Teacher interview questions." Accessed 14 May 2009. http://www.job-employment-guide.com/teacher-interview-questions.html

Guarino, C.; Santibanez, L. & Daley, G. (2006). "Teacher recruitment and retention: A review of the recent empirical literature." review of educational research, 76(2), pp. 173-208.

NCSL. (2009). "Teacher recruitment." Accessed 14 May 2009.  http://www.ncsl.org/programs/educ/trecru.htm

In turn, teachers and their leaders should take steps to increase the responsibility for managing their schools and assessing the performance of their peers. (1990)
The work of Charles Kowalski entitled: "Caring for Teachers in Uncaring Schools" (2002) states that stress in teachers "can be more insidious than in other professions by its "fuzzy" nature: it arises from a vague system of rules and returns; it is often self-inflicted; and unlike in the business or medical professions, the debilitating effects are not often counterbalanced by moments of exhilaration and satisfaction." Kowalski notes that stress is more likely to affect "younger, less experienced teachers over older, more experienced ones; those of lower academic rank over higher; single teachers over married; and women over men, although men are at greater risk of self-destructive reactions to stress." (2002)

Causes of teacher stress may be various factors and may be "both external and internal." (Kowalski,…...

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Bibliography

Johnson, Susan Moore (1990) Teachers at Work: Achieiving Success in Our Schools. Basic Books, New York 1990.

Kowalski, Charles (2002)Caring for teachers in uncaring schools. Curriculum Innovation, Testing and Evaluation: Proceedings of the 1st Annual JALT Pan-SIG Conference.May 11-12, 2002. Kyoto, Japan: Kyoto Institute of Technology. Online available at  http://www.jalt.org/pansig/2002/HTML/Kowalski.htm 

Lauzon, Lara (1999) Teacher Wellness. Vol. 1, Issue II. Fall 1999. Online available at http://www.speakwell.com/well/1999_fall/articles/teacher_wellness.html

Miller, Geri, et al. (1999) Teacher Stress: A Case Study.. ERIC Digest. Online available at  http://eric.ed.gov/ERICWebPortal/custom/portlets/recordDetails/detailmini.jsp?_nfpb=true&_&ERICExtSearch_SearchValue_0=ED467833&ERICExtSearch_SearchType_0=no&accno=ED467833

Research studies and the insights of accomplished teachers who have helped turn around struggling schools confirm that any effort to recruit and retain accomplished teachers for hard-to-staff schools must be part of a comprehensive plan -- not a separate or stand-alone strategy.
Berry 290)

The foundational point that Berry makes in this article, stresses that the need for recruitment and retention principles that stress a better overall working environment is key to change. Recruiting highly skilled teachers that are board certified requires allowing these teachers the opportunity to see the best possible working environment for their skill set. Berry also makes list of several key ingredients in a multi-faceted solution. The second set of talking points, dictated by Barry, include the remaining five, what quality teachers need in their work environment to stay in challenging schools and help them turn around:

Board-certified teachers need administrators who know and embrace the NBPTS process…...

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Works Cited

Anderson, Lauren, and Brad Olsen. "Investigating Early Career Urban Teachers' Perspectives on and Experiences in Professional Development." Journal of Teacher Education 57.4 (2006): 359.

A www.questia.com/PM.qst?a=o&d=5014632614

Berry, Barnett. "Recruiting and Retaining Board-Certified Teachers for Hard-to-Staff Schools." Phi Delta Kappan 87.4 (2005): 290.

A www.questia.com/PM.qst?a=o&d=5015996776

This can again be combined with pragmatism and functionalism in terms of learning language and grammatical structures and usage.
In including aesthetics in all school subjects, teachers are free to add an element of enjoyment to their teaching that will benefit both teachers and students. This not only enhances the classroom experience, but also what students are able to take away from the classroom for future reference. Lessons that are enjoyed in an integrated way, via both aesthetics and functionalism, will benefit students for far longer than information presented in a boring, rote fashion.

In this, the teacher's view of him- or herself is also important. In working with both students and subject matter, the teacher needs to develop a philosophy of teaching that resonates specifically with his or her personality. This is an important aspect of integrating teaching, learning, and an optimal experience of both for teacher and student. Therefore…...

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Sources

Haynes, Felicity. (1999). "Aesthetic Education." Encyclopedia of Philosophy of Education.  http://www.ffst.hr/ENCYCLOPAEDIA/aesthetic.htm 

Kohli, Wendy. (2000). "Educational Theory in the Eighties: Diversity and Divergence." Educational Theory, Summer, Vol. 50, No. 3. http://www.ed.uiuc.edu/EPS/Educational-Theory/5%20Kohli.pdf

Teaching Journal
Today being a productive teacher is more challenging than ever. Children are much more used to varied classroom approaches, with the Internet, computers and other electronic equipment becoming the norm. Gone are the days when students sit quietly in their seats while the teacher stands and does mathematics on the chalkboard and reads from a textbook.

I believe I am well prepared to meet this educational challenge. I know it is important to make my class interesting and enjoyable, so the students look forward to acquiring new knowledge. I also learned through individuals such as Greenway -- a specialist in areas such as experimental learning, accelerated education, team building and personal development -- ways to improve my teaching style. ather than seeing teaching as a standard and traditional process to be regimentally followed, Greenway calls it an art form. "Learning is a creative process. Facilitating learning is at least as…...

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References Cited

Bittel, Bill. (1989) .Self-directed learning can change you. Adelaide, Australia: Hyde Park Press.

Dillon, J. (1997). "Questioning." In D.W. Hargie, (Ed), The handbook of communication skills (pp. 103-133). New York: Routledge.

D'Zurilla, T.J., & Goldfried, M.R. (1971). "Problem solving and behavior modification." Journal of Abnormal Psychology, (78), 104-126.

Fabian, J. (1990). Creative thinking & problem solving. Chelsea, MI: Lewis.

What is the most critical aspect of a teacher's leadership skills however is their ability to make
their students actively question and grow their perception of who they are
and what their strengths are. A true teacher leader can guide students to
what they are excellent at as well, giving them insights into how best to
find the intersection of their talents and passions. The true test of a
teacher who is leading is in their commitment of constantly being willing
to also get measured by their peers and the certification organizations
that periodically test teachers for competency according to Anderson,
olheiser, Kim (1998).
In summary, the teacher leader is one who has found a passion for service
to others while the same time having a strong passion to continually learn
new techniques for teaching, for pursuing their own personal academic
interests and sharing the insights gained with students. The teacher
leaders who are making a significant impact on their communities also bring
a…...

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References

Anderson, Rolheiser, Kim (1998) - Anderson, Stephen; Rolheiser, Carol;

Gordon, Kim. Preparing Teachers to be Leaders. Educational Leadership, v55

n5 p59-61 Feb 1998. (EJ560893)

Berry, Johnson, Montgomery (2005) - Berry, Barnett; Johnson, Dylan;

Montgomery, Diana. The Power of Teacher Leadership. Educational

Leadership, v62 n5 p56 Feb 2005. (EJ725886)

Negative Effects of Homework Essay Titles

1. Helpful or Harmful?  The Truth About Homework
2. Why the World’s Most Successful Countries Are Abandoning Homework
3. Get a Life: How Homework Destroys the Work-Life Balance for Students and Teachers
4. Reinforcing Bad Habits: How Homework Actually Harms the Students Who Are Most At-Risk
5. Is Homework Ever Useful?
6. Is Homework Training Students to Think a 60-Hour Work Week Is Normal?
7. Stress and Stupidity: Can Homework Make Kids Dumber?
8. Homework, Housework, Happiness: How Assigning Too Much Homework Keeps Students Too Busy to Learn About Real Life
9. Assignments and Anxiety: The Impact of Homework on Parental Stress Levels and Household Harmony
10. Homework Harpies: Does How Students Feel About....

There are four different philosophical approaches in education: idealism, realism, pragmatism, and existentialism.  While each of these four philosophical approaches can be seen in parts of modern-day education, realism is probably the most pervasive current philosophical influence.

Realism developed from the teachings of Aristotle and can be thought of as concerning objective facts.  While different people may perceive things in various ways, the objective truth of an event does not change.  This emphasis on rational thought means that realism underpins much of what we think of as truth. 

Realism is reflected in educational approaches that teach critical thinking skills....

If you want to find out more information about education management and administration, the best way to do so may be to talk to an educational administrator.  While they are similar to managers and administrators in other fields, there are unique skills needed in an education environment.  Therefore, it should come as no surprise that almost everyone in this field begins as an educator.

Education management and administration deals with handling how the school runs.  Scheduling, determining what classes a school should offer, determining hiring needs, and handling the teachers are all parts of school administration.  One of....

In our opinion, at this time the most pressing challenge faced by school leaders is safely continuing with student education while also managing the risk of disease posed to people by the current COVID-19 pandemic.  Many school districts immediately scrambled to get technology into place to support distance-learning, but quickly found that while the technology is important for delivery of classroom materials, the technology is only a tool in the hands of educators.  Educators need to be able to teach using the technology, and, if they are unable to do so, they put their students at a disadvantage.

Moving forward,....