TEACHING STANDARDS

Teaching Standards

Teaching Standards

Introduction

Historically, teachers were hired not necessarily because of their content knowledge, experience, or training but rather for such reasons as their being considered worthy or righteous; willing to work for little pay; having agreed to live with a neighborhood family; or being perceived as firm disciplinarians. Some elementary teachers never attended secondary school. Often teaching was seen as temporary work before advancing to a permanent career. At the turn of the 20th century the National Teachers Organization, now known as the National Education Association (NEA), was formed and standards for teachers began to be established. Normal schools were being initiated to provide teacher training. Teachers who had attended normal school or teacher institutes began to be hired because of their training. At the same time, many private colleges and universities began developing teacher education programs, and normal schools were becoming state teachers' colleges. It was not until the 1950s and 1960s that teachers were required to have bachelor's degrees in education, and states began requiring a national teacher exam as a condition for completing the requirements of the teaching license. Teacher training began to change in the 1980s to make teaching more professional and for preparation programs to be more consistent. Higher standards were recommended and some universities even adopted a 5-year teacher preparation program (Amrein, 2007).

While the No Child Left Behind Act has been seen to be innovative, it should be noted that in 1938 the National Education Association published information regarding the disparity between teachers hired in rural schools and those hired in non-rural areas. The publication included information that the teachers in rural areas received lower pay, were younger, had little or no teaching experience, and had less training than their non-rural counterparts. The 1945 solution, similar to the one in effect today, led to a teacher shortage in rural areas.

State Propositions

In order to cater the dire need of education and that also in accordance to the teaching standards every state has derived certain methods to fulfill the need. These methods and proposition are articulated well in every curriculum and are bound to be taught to every teacher in order to enhance their capacity and capability. Here below we discuss the propositions compelled by state on the teachers so that they work in their full capacity and do every effort not to leave behind any children (Darling, 2008).

Mission and Core Propositions

The mission of the NBPTS is to advance the quality of student learning by recognizing excellence in teaching practice, identifying and maintaining rigorous sets of standards for teachers that define what teachers should know and be able to do in the classroom. The ideal elements of an accomplished teacher, as envisioned by the National Board, were identified in the 1989 NBPTS document What Teachers Should Know and Be Able to Do. It remains the cornerstone of the organization and NBPTS certification. Five core propositions for accomplished teaching were identified in the 1989 document.

States now require background checks of persons applying for teaching licenses to ensure ...