scholarly journals The Relationship Between Districts’ Teacher Salary Schedule Structures and the Qualifications of Their Teacher Staffing Profile

2020 ◽  
Vol 5 (1) ◽  
pp. 6-15
Author(s):  
Henry Tran ◽  
David G. Buckman
Keyword(s):  
Fixed Effects ◽  
School Administrators ◽  
Highly Qualified Teachers ◽  
Public School Districts ◽  
Supporting Evidence ◽  
Highly Qualified ◽  
Teacher Salary ◽  
Qualified Teachers ◽  
Hiring Teachers ◽  
Fixed Effects Regression

Many school administrators face difficulties hiring teachers with the requisite job credentials and qualifications. In this paper, we argue for the potential of salary structures to influence teacher staffing. Specifically, the purpose of this study is to examine whether restructuring teacher compensation salary schedules is associated with attracting larger shares of teachers with the necessary baseline qualifications for the job (i.e., “highly qualified teachers” or HQT) in anon-collective bargaining state. Fixed effects regression using panel data from 2012-2014 for 80 of SouthCarolina’s public school districts was used to address the purpose of the study. The percent of classes not taught by HQT was found to increase as districts become more backloaded. This provides supporting evidence concerning the benefits of frontloading salary schedules. Additionally, potential drawbacks of frontloading salary schedules should be examined to improve the knowledge base of the potential costs relative to benefits of frontloading salary structures.

The Search for Highly Qualified Teachers

2004 ◽  
Vol 85 (9) ◽  
pp. 684-689 ◽  
Author(s):  
Barnett Berry ◽  
Mandy Hoke ◽  
Eric Hirsch
Keyword(s):  
Highly Qualified Teachers ◽  
Highly Qualified ◽  
Qualified Teachers

Synchronous Teaching Techniques From the Perspective and Observation of Virtual High School Teachers

2018 ◽  
Vol 14 (3) ◽  
pp. 55-67 ◽  
Author(s):  
Amy O'Brien ◽  
Richard Fuller
Keyword(s):  
Classroom Management ◽  
High School Teachers ◽  
Virtual Classroom ◽  
Highly Qualified Teachers ◽  
Highly Qualified ◽  
Virtual High School ◽  
Qualified Teachers ◽  
Cyber Charter School ◽  
Engagement Assessment ◽  
Tools And Techniques

This article describes how there are specific tools and techniques used by teachers in synchronous-live-virtual classroom environments. Those items were investigated in this article. Data was collected from semi-structured, one-on-one interviews conducted with a purposeful sample of twelve identified “highly-qualified” teachers at a cyber charter school in Pennsylvania that administered mandatory online synchronous class sessions. Additional data was collected through observations of each participant in their recorded archived “synchronous live” class sessions. The results of the study detailed the use of tools and techniques in regard to engagement, assessment and classroom management.

Meeting the highly qualified teachers challenge

2006 ◽  
Vol 5 (3) ◽  
pp. 187-194 ◽  
Author(s):  
Kok-Aun Toh ◽  
Boon-Tiong Ho ◽  
Joseph P. Riley ◽  
Yin-Kiong Hoh
Keyword(s):  
Highly Qualified Teachers ◽  
Highly Qualified ◽  
Qualified Teachers

scholarly journals СТРАТЕГІЯ ВПРОВАДЖЕННЯ ВІЛЬНОГО ПРОГРАМНОГО ЗАБЕЗПЕЧЕННЯ В ПРОЦЕС ПІДГОТОВКИ ВЧИТЕЛІВ МАТЕМАТИКИ, ФІЗИКИ ТА ІНФОРМАТИКИ

2016 ◽  
Vol 50 (6) ◽  
pp. 100
Author(s):  
Vladyslav Ye. Velychko
Keyword(s):  
Information And Communication Technologies ◽  
Communication Technologies ◽  
Highly Qualified Teachers ◽  
Educational Process ◽  
Free Software ◽  
Highly Qualified ◽  
Qualified Teachers ◽  
Advanced Technologies ◽  
Information And Communication ◽  
Methods Of Learning

Information processes in the society encourage the formation of a revision of the forms and methods of learning; involve the use of didactic capabilities of information and communication technologies in teaching. No less important in this context, the problem of professionals training who are able to use modern possibilities of computer technology. Training of highly qualified teachers is only possible using advanced technologies that cover the entire range of existing opportunities. The analysis used in the formation of the software has showed insufficient use of a whole class of software - free software in the educational process. To overcome this problem, the proposed implementation strategy of free software in the preparation of teachers of mathematics, physics and computer science is proposed.

scholarly journals Uneven Distribution of Novice Teachers in the Chilean Primary School System

2012 ◽  
Vol 20 ◽  
pp. 30 ◽  
Author(s):  
Lorena Meckes ◽  
Martín Bascopé
Keyword(s):  
Novice Teachers ◽  
Primary Teachers ◽  
Highly Qualified Teachers ◽  
Current Debate ◽  
Exit Exams ◽  
Highly Qualified ◽  
Education Policies ◽  
Qualified Teachers ◽  
Lower Socioeconomic ◽  
Teacher Distribution

This study examines the allocation of novice primary teachers in Chilean schools, looking at their characteristics and at the attributes of the schools at which they are hired after having completed their initial teacher training. The study reveals that in Chile, more qualified novice teachers are more prone to get jobs in socio-economically advantaged schools or in schools with better academic outcomes. In contrast, in disadvantaged schools, it is more likely to find novice teachers with poor results on their exit exams and who come from socioeconomic backgrounds similar to those of the school populations. These findings provide new data to inform Chilean policies. Thus, achieving a more equitable distribution of highly qualified teachers is a challenge for Chile if the aim is to reduce the achievement gap between schools attended by pupils of higher and lower socioeconomic status. Furthermore, these findings might shed some light on the current debate surrounding teacher education policies. A new law will mandate that novice teachers pass the exit exam that until now they have taken voluntarily in order to be hired in any publicly funded school. This study provides support and evidence to inform the debate that will follow in parliament, since we found that novice teachers performing at a very low level—perhaps below the minimum that will be required—have a high probability of ending up working in schools in more disadvantaged areas. On a more general scale, this research also provides a simple but complete methodology that can be used to study issues of teacher distribution elsewhere.

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