Quality Teaching and School Leadership: A Scan of Research Findings
Teaching Australia, Australian Institute for Teaching and School Leadership, 2005 - Educational leadership - 88 pages
The research on teacher quality - as measured in terms of student learning outcomes - reveals that teachers vary in their effectiveness, but simple indicators, such as year of experience or level of qualifications are inadequate measures. The most powerful indicators of teacher quality are expertise in relevant subject content studies coupled with skills in teaching and learning. These characteristics are acquired initially through teacher preparation courses and professional development during their careers. Thus, any effort to raise the standard of teacher preparation in these areas is likely to have an impact on the capacities that teachers bring to their work, and the quality of teaching in schools. This report discusses the research effort in teacher education in terms of four central issues: quality initial teacher preparation, effective links between teacher education programs and schools, the use of advanced standards for school leadership and accomplished teaching, and approaches to leadership learning and professional development for teaching.
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