How Do I Know If My Child's Teacher Is Qualified?

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If we search our memories when asked to think of a person who made a difference in our lives, the individual we remember will, most likely, be a teacher. Teachers frequently are remembered as caring and empathetic, as enthusiastic, positive individuals with a love for learning; as experts in their subject area; and as believers in the worth of all students and their ability to succeed. The qualities we remember are personality traits teachers need if they are to help children learn.

What Other Traits Should Teachers Possess?

Elementary school teachers should have a mastery of mathematics, science, literature, grammar, writing, spelling, history, geography, art, and music. Furthermore, the effective teacher should know how to teach each of these subjects to every child. Teachers need to understand child development, the importance of motivation, and the role of reading in the mastery of learning.

Secondary school teachers should have in-depth knowledge of the subjects they teach, as well as the ability to transfer that knowledge to students with diverse needs and interests. The ability to motivate students is of prime importance and requires an understanding of adolescent psychology and learning theory.

These skills should be taught in teacher preparation courses or alternative route programs.

Qualified teachers also have the ability to identify children with emotional problems so they can be referred to someone for help and to enlighten children about the hazards of drugs, smoking, AIDS, and sex. The qualified teacher should also have the ability to communicate with parents, work effectively with school administrators, and accomplish school goals.

Equipping one individual with all these skills is a difficult task.

How Are Colleges Of Education Preparing Quality Teachers?

Research in teaching methods has identified certain behaviors that teachers must demonstrate in order to be rated effective. Good teacher preparation programs include opportunities to learn and practice the following skills:

• Knowledge of the subjects they teach;
  
  
• Diagnostic and planning skills;
  
  
• Organization and management techniques;
  
  
• An understanding of how children develop and learn;
  
  
• A variety of ways to present information and to develop students' thinking;
  
  
• The ability and knowledge to make valid evaluations of student learning;
  
  
• A willingness to participate in lifelong professional growth;
  
  
• The capacity to make judgments about the effects of particular teaching practices on individual students' learning;
  
  
• Knowledge of parental involvement strategies; and
  
  
• Ways to deal with culturally diverse populations.
  
  

How Do I Know If My Child's Teacher Has These Skills?

• Ask to see your child's homework. Go over the assignments to see if he or she understands the subject matter.
  
  
• Question your child about how his or her school day is organized. Is time designated for group projects, individually initiated activities, and creative endeavors?
  
  
• Assess the discipline techniques of your child's teacher. Are there established rules and natural consequences for violations of these rules?
  
  
• Ask your child's teacher about how he or she evaluates your child's performance. Are measures other than standardized tests used (e.g., observation, checklists, interviews)?
  
  
• Are comments on your child's written assignments constructive? Does the teacher state WHAT is correct as well as incorrect, Why it is correct or incorrect, and HOW to correct or improve the errors?
  
  
• When you confer with your child's teacher, ask about the educational goals he or she has for your child. Do the goals extend beyond academic performance to include social skills?
  
  
• Ask to observe your child's classroom. Take notes and later talk with the teacher about any concerns.
  
  

Some Of My Child's Teachers Were Certified To Teach Through An Alternative Certification Program. Are They Qualified To Teach?

Research shows that teachers certified through an alternative program are as competent and effective as teachers certified through traditional education preparation programs. A growing number of states and school districts are using nontraditional means to recruit and certify teachers. Currently, 29 states have established some form of alternative certification to revitalize the teaching profession. Universities and public school systems support these nontraditional means by sponsoring training programs designed to attract people to the teaching profession who have demonstrated skills outside of education, especially in critical-need areas.

Nearly all alternative certification programs require candidates to:

• Have at least a bachelor's degree;
  
  
• Show competence in their subject area by passing a state or nationally sponsored test;
  
  
• Take professional education courses prior to actually taking charge of a classroom; and
  
  
• Work with an experienced teacher who serves as a mentor.
  
  

In some states, an individual who has obtained a bachelor's degree (preferably in a liberal arts area) and wishes to teach must take only those teacher preparation courses required by the state. This route is generally not shortage-driven and requires some professional preparation and an internship. In most cases, individuals must pass appropriate tests, such as the National Teacher's Exam. In some states, this route is called a 5th-year program and may enable an individual to meet requirements for both a master's degree and a teaching certificate. In many states, continuing certification requires that teachers take additional courses as part of their professional development.

For more information on this subject, please contact:

ERIC Clearinghouse on Teacher Education
American Association of Colleges
for Teacher Education
One Dupont Circle NW, Suite 610
Washington, DC 20036-2412.

Sources

Most of the following references--those identified with an ED or EJ number--have been abstracted and are in the ERIC database. The journal articles should be available at most research libraries. For a list of ERIC collections in your area, contact ACCESS ERIC at 1 (800) USE-ERIC.

American Association of Colleges for Teacher Education (1989). Alternative Preparation For Licensure. Washington, DC: AACTE.

Good, T.L. & Brophy, J.E. (1987). Looking In Classrooms. New York: Harper & Row.

Hawk, P.P. & Schmidt, M.W. (1989). "Teacher Preparation: A Comparison of Traditional and Alternative Programs." Journal Of Teacher Education, 40 (5), 53-58. EJ 399 746.

Jensen, M.C. (1987). How To Recruit, Select, Induct, And Retain The Very Best Teachers. Eugene, OR: ERIC Clearinghouse on Educational Management. ED 279 056.

U.S. Department of Education (1991). Alternative Certification For Teachers:A New Career For You. Washington, DC.

Credits

Written by Parmalee P. Hawk, Ed.D., Director of Teacher Education, East Carolina University.

This publication was prepared by ACCESS ERIC with funding from the Office of Educational Research and Improvement, U.S. Department of Education, under Contract No. RI890120. The opinions expressed in this report do not necessarily reflect the positions or policies of the Department of Education.

Last update 11/04/93