‘Bound by recognition’1: some thoughts on professional designation for teachers

Recent challenges concerning the quality of teachers and the programs that prepare them have resulted in responses from professional organizations that have been more widespread and intense than in the past (Robinson, 2011; Wiseman, 2012). The Blue Ribbon Panel on Clinical Preparation (BRP) formed by the National Council for the Accreditation of Teacher Education (NCATE), the merger of NCATE and Teacher Education Accreditation Council (TEAC) into Council for the Accreditation of Educator Preparation (CAEP) to improve teacher education (Cibulka, 2011), and the Teacher Performance Assessment Initiative which emerged from collaboration between the Performance Assessment for California Teachers (PACT), the National Board for Professional Teaching Standards (NBPTS), and American Association of Colleges for Teacher Education (AACTE) member institutions (Robinson, 2011) are examples of ways that professional organizations have responded to the challenges. In general, calls for performance assessments of teaching to provide both formative and summative information about the quality of teachers, teacher candidates, and teacher preparation programs pervade the current discourse on education at every level, including schools and districts, institutions of higher education, state and national policymaking entities, and professional organizations. As a result, a number of performance assessments have emerged that can provide feedback to teacher education programs about the strengths and weaknesses of their candidates as well as evidence for licensure and certification of teachers. For example, Education Teacher Performance Assessment (edTPA) was designed to provide information for program improvement through the use of a common set of performance assessments for preservice teachers and has also been adopted by states and districts for summative evaluation purposes (http://edtpa.aacte.org/). The multiple performance measures in systems like edTPA improve upon value added models (VAM) by providing information on teaching quality, not just teacher quality or teacher effectiveness, and provide information sooner than might be accomplished by use of VAM alone (Newton, 2010). For this theme issue, we invited research and conceptual articles related to teacher performance assessments specifically as they affect teacher education, including validation studies of measures used in the assessments. We posed a series of questions that we considered important for researchers to address related to performance assessments, including the following: What are the relationships between current performance assessments and teacher education, either conceptually or in terms of outcomes? What do we know about the use of performance assessments in the context of teacher education, and what do we need to know? How do performance assessments of teachers in schools map onto assessment of teacher education programs, or how don't they? What differences may exist across novice teachers and expert teachers with respect to performance assessment, and how does that impact their professional learning? What are the implications of the relationships between for-profit companies, university teacher education programs, researchers, states, and professional organizations with respect to performance assessments of teachers? What is the relationship between assessment criteria and the research on teaching and learning, and what are its implications for teacher education? How do states make decisions to move to statewide teacher assessment systems? What potential conflicts of interest may exist among various stakeholders in performance assessment efforts? How do policies related to performance assessment of teachers affect opportunities for teacher learning? What can we learn from the history of past efforts to evaluate beginning teachers? What is different this time? What do we know about the validity and reliability of performance assessments and why does this matter? …

Teacher Professional Development (TPD) is exponential for English teachers to the success of teaching and learning process in the classroom. Teachers with professional identity are deemed to have good quality in teaching. As stipulated by Rodgers & Scott (2008) teachers with professional identity are deemed to have good quality in teaching. The efforts to do this can be accomplished through such ways as participating in conferences, seminars, workshops, and non-degree training, or even pursuing their further studies to master’ s degree and doctorate program. Also, they can conduct research and publish articles. This article is intended to provide evidence how novice, mid-career, and senior EFL teachers construct their identity professionally and autonomously. To arrive at the purpose of the study, an explorative survey was carried out to 129 EFL teachers throughout the Province of East Java via online questionnaire with 37 close-ended items. The findings revealed that (1) EFL teachers, be they junior, mid-career or senior ones involved in the present study, have tried to professionalize themselves via a number of corridors from self-directed ones to the ones imposed by other professional development providers; (2) teachers perceive their professional status and areas in diverse ways, and (3) they have various professional and pedagogical knowledge and skills related to becoming professional EFL teachers. In conclusion, EFL novice, mid-career or senior teachers have manifested their professional identity with a number of corridors as professional autonomous learners.

Teaching physical education is a challenging but rewarding occupation. Finding a way into the profession can be a daunting task while regular changes in government policy can make it hard to stay up to date. This engaging new book explains the process of becoming and being a teacher of secondary school physical education, from the various routes of entry into the profession, to the realities of being a qualified PE teacher, to the ways in which experienced teachers can become teacher educators and nurture the next generation. It combines rich personal accounts of teaching in, and being taught, physical education, with practical advice for trainees, newly qualified teachers and established professionals, with an emphasis throughout on the importance of critical self-reflection. The book begins by exploring the nature and purpose of physical education and examining the historical development of initial teacher training. It examines recent changes in training, policy and curriculum, and offers an overview of the various ways of becoming a PE teacher, including the Post Graduate Certificate in Education (PGCE) and school and employment based routes. The book offers advice on what to expect at interview, meeting the standards for qualifying to teach, and on how to survive the difficult first year as a newly-qualified teacher. It also outlines the challenges and rewards of being a qualified teacher, mentor or curriculum leader, as well as a teacher educator within higher education. Concise, helpful, and filled with sensible insights based on real experiences of teaching physical education,Becoming a Physical Education Teacheris an essential read for anybody considering entering the profession, or for students, trainees, newly qualified or experienced teachers wanting to understand better the process of becoming, and being, a successful PE teacher.

Common sense suggests a good teacher matters. Personal experiences with inspirational and challenging teachers reinforce this notion. Research has also shown some teachers have a more significant impact on student achievement than others (McAffrey, D.R., Lockwood, J.R., Koretz, D.L., & Hamilton, L.S., 2003; Rivkin, Haushek, & Kain, 2005; Rockoff, 2004). Teacher quality is seen as a key policy lever to narrow achievement gaps that exist along racial and economic lines. Ensuring the quality profile of the teacher workforce is crucial to extend the democratic mission of public schooling to an unprecedented number of students who are more diverse than at any point in US history. Two recent publications, timed to go with the 2008 legislative sessions, underscore the importance of the teacher quality movement as part of the larger educational reform conversation. Education Week's Quality Counts 2008: Tapping into Teaching issue (Education Week, Jan. 10, 2008) and the National Council for Teacher Quality's (NCTQ) state-by-state Teacher Policy Yearbook (NCTQ, 2007) evaluate state policies and performance in enhancing teacher quality. These reports, aimed at policy makers, describe the teaching profession from 30,000 above ground. To those whose daily work is preparing quality teachers, the terms of the debate feel distant and removed. And, they are. Teacher preparation, particularly university-based teacher preparation, is seen as part of the problem and to be circumvented. Key players shaping the policy debate and funding initiatives are working from outside Schools of Education, and often outside universities altogether. In effect teacher educators have been marginalized and are taking part in their own marginalization. The activity and urgency around teacher quality challenge us to ask this central question: What is the teacher educator's role in enhancing teacher quality? We argue that a more systemic framing is needed, one that examines teacher quality from 30,000 above and on the ground. First, we review definitions and arguments that have framed the movement thus far. DEFINING TEACHER QUALITY Defining teacher quality has been both problematic and elusive. Three terms heard in the discussions are highly qualified teacher, effective teacher, and good teacher. These focus on teacher characteristics or qualifications, teaching outcomes, and teaching practices, respectively. None adequately captures the complexity of a system that supports teacher quality. Legislatively, the federal law, No Child Left Behind (2001) defines highly qualified teacher as having the following qualifications: a bachelor's degree, a state teaching certification or a passing score on the state teacher licensing examination, and subject matter knowledge (Hess & Petrilli, 2006). Critiques of this definition emphasize the overly narrow focus on content preparation, the imprecision of measures for each qualification, and the variability across states to define when a teacher has met criteria. For example, given the wide variation in states' licensure requirements and pathways to certification, holding a state teaching license, though relatively easy to measure from state databases, does not say much about a teacher's knowledge or practice. Overall, the federal definition of highly qualified teacher sets a minimum base for teacher knowledge and focuses on input measures. The term effective teacher generally refers to teachers' ability to foster student achievement. There is a long tradition of research on teacher effectiveness, dating back to the 1960s and 70s (Shulman, 1986). Much of this research examined specific teaching practices (e.g., teachers' questioning strategies) and correlated them with student learning gains. More recent and sophisticated extensions of this line of research include work done by Just for the Kids (http://www .just4kids.org/en/) or by Marzano and colleagues at the Mid-continent Research for Education and Learning (Marzano, R. …

The role of teacher cannot be separated in teaching and learning process. In fact, teacher hold an important role to improve the quality of education especially for facing 21 st century global change. In this globalization era, it drives to the increasing need of knowledge and communication to survive. It forces the teacher to take the responsibility to fulfill what the students need since the teachers meet directly to the student to meet the 21 st century skills. Thus, teacher quality may strongly influence and affect the educational quality. Discussing about teacher quality, some terms will come out; good teacher, qualified teacher, and professional teacher. In developing country, those kinds of teachers are very needed to improve the quality of education. In fact, it is very rare that a teacher has three of them. Despite of that, it becomes a confusion regarding to those terms. Are they different? And how can they different? In this article, it will be discussed about the differences of good teacher, qualified teacher, and professional teacher. After defining the differences of them, we can see which one is the appropriate to be improved for developing country where in this research is for Indonesia case. In conclusion, referring to some matters in Indonesia, professional teacher should be concerned by the government to achieve the good quality in education.

Background Case studies suggest that late hiring timelines are common in large urban school districts and result in the loss of qualified teachers to surrounding suburbs. To date, however, there has been no large-scale quantitative investigation of the relationship between the timing of teacher hires and teacher qualifications. Purpose This study examines the pervasiveness of late teacher hiring in urban and suburban school districts and explores the association between the timing of teacher hires and teacher qualifications, including certification, master's degree, and selectivity of undergraduate institution. Research Design Nationally representative cross-sectional data collected by the National Center for Education Statistics are used. Data Analysis The study uses data on school districts, public schools, and teachers from the 1999–2000 Schools and Staffing Survey. Secondary data are analyzed using multiple regression, including labor market fixed effects, to estimate the relationship between the timing of teacher hires and teacher qualifications. Results On average, districts hire 45% of their new teachers late—during the second half of summer and once the school year has already begun. Late hiring is more pervasive in urban and low-socioeconomic-status districts where over half of new hires take place during this late period. In urban districts, fully one fifth of new hires are made once the school year has already begun. The proportion of teachers hired late, however, does not predict the Barron's ratings of teachers’ undergraduate institutions, certification, or master's degree. Conclusions Although descriptive results indicate that late hiring is pervasive and more pronounced in urban districts, analyses do not provide evidence supporting the notion that earlier hiring is associated with hiring better credentialed teachers. Despite these null results, it is important to remember that late hires are still likely to cause problems for students, as well as for teachers, schools, and districts.

This study discusses the importance of developing professional and quality teachers in realising the aspirations of the national education system. Teachers are the main pillars responsible for shaping knowledgeable, virtuous and competitive human capital in line with the aims of the National Education Philosophy (Falsafah Pendidikan Kebangsaan). This paper focuses on five key policies related to the development of teacher professionalism, namely the National Education Philosophy (Falsafah Pendidikan Kebangsaan), the Teacher Education Philosophy (Falsafah Pendidikan Guru), the Malaysia Education Blueprint (Pelan Pembangunan Pendidikan Malaysia, PPPM 2013–2025), the Malaysian Teacher Standard (Standard Guru Malaysia), and the Master Plan for Teacher Professionalism Development (Pelan Induk Pembangunan Profesionalisme Keguruan). Each policy is formulated to ensure that teachers possess professional competence, pedagogical skills, ethical values, and the ability to adapt to the changing landscape of 21st-century education. The discussion also highlights the roles of in-service training, teaching and learning supervision, and the practice of Professional Learning Communities in strengthening teacher quality. A mini-study conducted found a significant relationship between the implementation of in-service training and the enhancement of teacher professionalism. Planning, content, and course delivery were identified as the main factors contributing to the improvement of teachers’ knowledge, skills, and classroom efficiency. In conclusion, teacher professionalism development must be implemented continuously and systematically to produce innovative, ethical, reflective, and lifelong learning educators. Quality teachers not only contribute to student excellence but also serve as catalysts for the development of a prosperous society and nation.

The teaching profession continues to struggle with defining itself in relation to other professions. Even though public opinion positions teachers second only to doctors and nurses in terms of their professional status and prestige research in the UK suggests that teachers still believe that they have much lower status than other professions. With teacher job satisfaction considerably lower today than the past and on-going issues with teacher recruitment and retention, new government policies have set out to enhance the status of teachers both within and outside of the profession. The Advanced Skills Teacher (AST) grade was introduced in 1998 as a means to recognise and reward teaching expertise and was framed as a way of also raising the status of the teaching profession. As to what a teaching professional should look like, the AST was in many ways positioned as the embodiment. Using survey data from 849 ASTs and in depth interviews with 31, this paper seeks to explores the ways that the AST designation impacts or not on teachers’ perceptions of their professional identity. In particular, the paper considers whether such awards contribute in positive ways to a teacher’s sense of professional identity and status. The results from the research suggest that teaching grades that recognise and reward teaching excellence do contribute in important ways to a teachers’ professional identity via an increased sense of recognition, reward and job satisfaction. The results from this research also suggest that recognising the skills and expertise of teachers is clearly important in supporting teacher retention. This is because as it allows highly accomplished teachers to remain where they want to be and that is the classroom.

This study sought to assess teacher qualification in public primary schools in Bomi and Margibi Counties, Liberia. Teacher Qualification in this study is considered as Academic Qualification and Teaching Experience. Participants were 133 teachers and 8 principals from 16 public primary schools in Bomi and Margibi Counties. A simple random sampling technique was used to select the teachers, while a purposive sampling technique was used to select the principals for the study. A cross-sectional survey design, documentary review, brief observations and mini-interview were used. A semi-structured self-administered questionnaire, in addition to the open ended questions for the mini-interview was mainly used to collect the data. Research findings revealed that nearly half of the teachers studied in Bomi and Margibi Counties have teaching certificates required to teach at the primary level. However, there is a considerable number of teachers teaching in public primary schools that don’t have the required certificates. This stresses the need for teacher training to still be prioritized. The study also revealed that most of the teachers with the academic qualification to teach, never had teaching experience besides the mandatory teaching practices (practicum) done during training. Findings suggest that although more teachers hold the minimum teaching certificate ( C Certificate), teacher training should still be prioritized as there are still more teachers in the classrooms without any formal teacher training. Continuous professional development (CPD) should also be carried out regularly to boost the competency level of teachers who already hold the teaching certificate, but have little teaching experience.

One of the most persistent themes in the history of teacher education has been sharp public criticism coupled with ardent demands for improvement and change. Despite many reform initiatives over the years, however, it has been widely perceived that teacher education has been almost impervious to genuine reform (Fullan, 1998; Goodlad, 1990), failing to keep pace with the conditions of a changing society even when they threatened its very existence (Imig & Switzer, 1996). Perhaps it is the combination of a perceived historical failure to change coupled with the unprecedented intensity of current public attention that have prompted so many recent initiatives by prestigious national organizations and foundations that are related to teaching and teacher education, teachers' qualifications, and teacher quality. Although what follows is not a comprehensive list, the remainder of this editorial provides a brief description of some of the most visible current initiatives and reports that are directly related to teacher education; those recently completed are listed first, followed by those currently under way. Center for the Study of Teaching and Policy Research Report on Preparation. Suzanne Wilson, Robert Floden, and Joan Ferrini-Mundy (MSU) authored CTP's recent report, Teacher Preparation Research: Current Knowledge, Gaps, and Recommendations, for the U.S. Department of Education/OERI. The authors examined more than 300 peer-reviewed research reports about subject matter preparation, pedagogical preparation, clinical training, policies for improving teacher education, and alternative certification. Drawing on the 57 studies that met rigorous criteria, the report concludes that the empirical research base for teacher education is thin. It recommends a new generation of research that looks across institutions, examines specific parts of teachers' preparation, and has stronger research designs. Executive summary and full report are available at: http://www.ctpweb.org. Committee on Assessment and Quality Report. The National Research Council's Committee on Assessment and Quality recently issued Candidates: The Role of Licensure Tests in Improving Quality, edited by Karen Mitchell, David Robinson, Barbara Plake, and Kale Knolls. Chaired by David Robinson, the 19-member committee was impaneled by the National Academy of Sciences at the request of the U.S. DOE to examine the appropriateness and technical quality of teacher licensure tests and the merits of such tests for holding states and higher education institutions accountable for the quality of teacher education. The report concludes that initial teacher licensure tests fall short of the intended policy goals for their use as accountability tools and as levers for improving teacher preparation and licensing programs. Complete report is available at http://www. nap.edu. Educational Testing Service's Studies of Quality and Education. ETS' work on teacher quality and teacher education is not a single initiative but an emphasis in several of their centers. Along these lines, Harold Wenglinsky's study linking students' achievement in math and science with teacher qualifications, professional development and classroom practices, concludes that classroom practices matter most. His study on teaching teachers explores the links among the characteristics of teacher education institutions, their programs, and teacher effectiveness as measured by scores on licensure exams. Drew Gitomer, Andrew Latham and Robert Ziomek's study on the academic quality of prospective teachers concludes that prospective teachers' academic ability varies widely by type of licensure sought. For information on these and other ETS studies, consult: http://www.ets.org.research/. AERA Consensus Panel on Education. The AERA Consensus Panel is an 18-month initiative intended to provide a synthesis of existing empirical and conceptual research related to the preparation of new teachers. …

The teaching profession demands that teachers master PAK-21 techniques and skills in building and forming concrete student knowledge. Through this PAK-21 practice, the development of students' potential is honed holistically in producing knowledgeable and competitive human capital at the global level. This can only be generated through an effective and quality teaching process. However, empirical evidence shows that the quality of teaching and learning (TnL) of teachers is still at a moderate level which is at a satisfactory level. Therefore, this study was conducted to identify the extent to which the quality of teacher teaching can be improved through instructional coaching by School Improvement Specialist Coaches Plus (SISC+). This study involved 46 samples consisting of committee leaders and senior teachers known as middle leader teachers (MLT) in the state of Kedah. The survey was conducted online. The results of descriptive analysis using SPSS version 28 software show that the level of SISC+ personnel instructional coaching practice and the effectiveness of SISC+ personnel instructional coaching on the quality of MLT teaching and learning is very high. This finding indirectly shows that SISC+ personnel instructional coaching is very relevant in improving the quality of TnL MLT in preparing them as TnL leaders in schools. In conclusion, the results of this study are new empirical evidence that the presence of SISC+ personnel has a positive impact on the education arena in this country.

Numerous plans have been proposed for improving the teaching quality at major universities. These schemes typically do not rest on identifiable economic models. In this paper, a professorial decision-making model is presented for the purpose of exploring alternative plans to raise teaching quality. Using a Lancaster methodology, where time is a variable input, it is demonstrated that an increase in the pecuniary return to teaching will raise teaching quality while exogenous changes in teaching and/or research technology need not. The slack academic market for Ph.D.'s, the difficulty in securing state financing, and falling undergraduate enrollments have led to many speculations and proposals for appropriate methods to improve the quality of college teaching. In the case of economics, the American Economic Association, via its Committee on Economic Education, is emphasizing the development of better alternative university teaching technologies (for example, improved course content and teaching techniques). Siegfried and White [12, p. 315], however, question the effectiveness of improved technology: . .. we are not optimistic that instruction at these schools will be noticeably improved a further outpouring of new teaching techniques. They state that an alternative way of improving instruction might be to devise means of capitalizing on the research orientation of the university professor and the associated research-oriented reward structure at large universities. This suggestion is not based on an identifiable economic model, but rather on the observation that contemporaneous The author is an Assistant Professor and Director of Economic Education at the University of Minnesota. * Constructive criticism of an earlier draft was provided John Danforth, John Hause, Jack Rodgers, Jim Simler, and other members of the Fall 1973 Minnesota Human Capital Workshop. Jack Rodgers was of special assistance in rechecking algebraic manipulations and implications. [Manuscript received February 1974; accepted August 1974.] The Journal of Human Resources * X * 1 This content downloaded from 207.46.13.86 on Sun, 16 Oct 2016 04:43:39 UTC All use subject to http://about.jstor.org/terms 108 I THE JOURNAL OF HUMAN RESOURCES teaching output is statistically less significant in salary determination than is cumulative research output. Based on a two-dimensional argument involving only professional research and teaching time considerations, Richard McKenzie [11, p. 617], on the other hand, suggests . . . that if more research is desired, an appropriate policy may be to increase the maximum teaching [time] requirements; if more teaching [time] is desired, administrators should consider, along with other changes, raising the research [time] requirements. To follow McKenzie's argument, it is necessary to assume, in addition to standard assumptions, that (1) a professor can be forced into spending a given maximum amount of time in teaching and research activity while his income is fixed regardless of total time assigned; (2) the professor's two-dimensional preference ordering can be summarized a circular indifference surface; and (3) the professor is operating in the inefficient region of his indifference surface. A more direct plan to improve the quality of college teaching has been elaborated Kenneth Eble [3, pp. 21-35]. Eble's plan rests on the speculation that an increase in the pecuniary return to teaching, given accepted evaluation instruments and procedures, will improve the quality of teaching, but not necessarily at the expense of research.' Such speculation, however, is questioned William Arrowsmith [1, p. 58]. He advocates viewing the professor as a Socratic teacher, and he concludes that we will not raise college teaching quality by the meretricious device of offering prizes or bribes. As yet, no one appears to have specified in a formal manner the alternative economic determinants for improving the quality of college level teaching. All that we do have are conflicting verbal speculations as to the possible means of improving instruction. In this study, a formal comparative static model is presented for the purpose of exploring the implications of alternative plans to raise teaching quality. Based on a Lancaster [8, 9] methodology, where time is a variable input, it is demonstrated that an increase in the pecuniary return to teaching output will raise teaching quality at major universities while exogenous changes in teaching and/or research technology need not. Empirical methods of testing this model are also suggested. PROFESSORIAL DECISION-MAKING FRAMEWORK It is generally accepted that a professional not only derives utility from consumption activity, but also acquires satisfaction out of professional activities-in 1 Hansen and Kelley [6, pp. 11-12] also predict that an increase in the relative reward for teaching will increase the output of this activity. Their prediction rests on some unspecified relationships in which a change in the relative return to teaching-psychic and pecuniary-does not affect the production possibility set, but only causes a change in the marginal rate of substitution between teaching and research in the utility function. This content downloaded from 207.46.13.86 on Sun, 16 Oct 2016 04:43:39 UTC All use subject to http://about.jstor.org/terms

Concerns about teacher quality and quantity have led to several developments in Dutch primary teacher education, including the development of a new academic teacher training program. This program is expected to contribute to alleviating both concerns, firstly by attracting students from the highest level of secondary education to the teaching profession, and secondly by training these students in a research-oriented environment. In this dissertation we explored to what extent academic and higher professional teachers differ in their daily teaching practices. The results show both groups of teachers are supportive to their students and do not differ in their reflections on classroom situations and their own practices. Both groups of teachers also did not differ in their teaching behavior when entering the teaching profession, but the academic teachers showed a faster rate of development during the first four years of their career. This difference might be caused by the prior level of secondary education. When creating profiles of teaching quality, higher professional teachers had a higher probability of having advanced teaching qualities, whereas academic teachers had a higher probability of having basic teaching qualities. In general, academic teachers appeared to be neither better nor worse prepared in their daily teaching practices than higher professional teachers. Additional research is needed to investigate the development of both groups of teachers in the subsequent years of the teaching career, whether they stay in the teaching profession and whether more diversity in school teams is related to an improvement of educational quality.

The quantity and quality of teachers: Dynamics of the trade-off

Teachers are human resources who are considered the key to success or efforts to achieve educational goals. Therefore, education as a whole requires reliable human resources, namely professional teachers. Education cannot make a meaningful contribution without the support of professional and qualified teachers. This study is done to identify the effect of work life balance, professional competence, preventive discipline and financial compensation on the performance of MTs NU 10 Penawaja teachers. This study’s methodology is survey-based and quantitative. Both primary and secondary data were used. The study’s sample size consists of 36 MTs NU 10 Penawaja instructors. A linkert scale was then used to rate the respondents’ responses. Multiple linear regression is the analytical technique employed in this study, with the assistance of the SPSS version 25 program. The analysis used includes validity test, classical assumptions, reliability test, hypothesis testing. The results of this study are work life balance has a positive effect on teacher performance, professional competence has a positive effect on teacher performance, preventive discipline has a positive effect on teacher performance and financial compensation has a positive effect on teacher performance.