LEADER 00000cam  22005057i 4500 
001    on1062896181 
003    OCoLC 
005    20240202213016.0 
006    m     o  d         
007    cr ||||||||||| 
008    061001s2006    xx      o     000 0 eng d 
035    (OCoLC)1062896181 
040    WYU|beng|erda|cWYU|dOCLCQ 
049    STJJ 
100 1  Berry, Barnett,|eauthor 
245 10 No Child Left Behind and the "Highly Qualified" Teacher
       |bThe Promise and the Possibilities /|cBarnett Berry and 
       Linda Darling-Hammond. 
264  1 [Place of publication not identified]|bDistributed by ERIC
       Clearinghouse,|c2006. 
300    1 online resource (9 pages) 
336    text|btxt|2rdacontent 
337    computer|bc|2rdamedia 
338    online resource|bcr|2rdacarrier 
347    data file|2rda 
500    Availability: Center for Teaching Quality. 976 Airport 
       Road Suite 250, Chapel Hill, NC 27514. Tel: 919-951-0200; 
       e-mail: contactus@teachingquality.org; Web site: http://
       www.teachingquality.org.|5ericd 
500    Abstractor: ERIC.|5ericd 
500    Educational level discussed: Elementary Secondary 
       Education. 
520    The authors of this report, education researchers and 
       reformers, value both the promise and possibilities of the
       No Child Left Behind Act (NCLB), with its mandate that 
       states ensure a "highly qualified" teacher for every child
       in every core academic class. Reports by the Education 
       Trust, the Center for Education Policy, and the Center for
       Teaching Quality have revealed how the "highly qualified" 
       teacher mandates have sparked new efforts to attract 
       teachers into the profession and support them after they 
       enter. However, these organizations have revealed serious 
       shortcomings with both the federal definition of what it 
       means to be a "highly qualified" teacher as well as the 
       resources and technical "know-how" available to school 
       districts in their efforts to close the teaching quality 
       gaps. This report examines the need for a "National 
       Teacher Quality and Supply Policy" and makes 
       recommendations in the areas of (1) increasing quality and
       supply; (2) improving teacher retention; and (3) 
       facilitating a national labor market for teachers. 
       (Contains 14 notes.) [This report was written with Eric 
       Hirsch, Sharon Robinson, and Arthur Wise. It was produced 
       by the Center for Teaching Quality, formerly known as the 
       Southeast Center for Teaching Quality.]. 
524    Center for Teaching Quality.|2ericd 
590    EBSCOhost|bEducation Research Complete 
650 07 Teacher Effectiveness.|2ericd 
650 07 Federal Legislation.|2ericd 
650 07 Teacher Persistence.|2ericd 
650 07 Labor Market.|2ericd 
650 07 Teacher Qualifications.|2ericd 
650 07 Educational Legislation.|2ericd 
650 07 Teacher Competencies.|2ericd 
650 07 Academic Standards.|2ericd 
650 07 Teacher Supply and Demand.|2ericd 
650 07 Teaching Conditions.|2ericd 
655  7 Opinion Papers.|2ericd 
655  7 Reports, Evaluative.|2ericd 
700 1  Darling-Hammond, Linda,|eauthor. 
710 2  Southeast Center for Teaching Quality, Chapel Hill, NC. 
914    on1062896181 
994    92|bSTJ