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Rigorous QualificationsMeta-analyses of studies of teacher characteristics show that while the effects of some teacher characteristics (e.g. degree level, teacher preparation, teacher certification) on student achievement are inconclusive, other characteristics such as teacher academic proficiency [i], teacher verbal ability [ii], and teacher content-area knowledge [iii] are strongly related to improving student achievement. In addition, a certain threshold of teaching experience has been shown to have important positive effects on student achievement, since teachers tend to improve dramatically in their first few years in the classroom. [iv]
Using this research on highly-effective teachers, TEP teachers must demonstrate their qualifications in 4 major areas. Note that some of the requirements below were changed in May of 2009 to reflect lessons learned during TEP's initial 15 months of teacher recruitment.
(1) Expert Subject-Area Knowledge demonstrated through (a) undergraduate and/or graduate coursework and excellent grades in the relevant subject area
(b) an original piece of writing on any topic in the subject-area (c) a written analysis of a pedagogical issue related to the subject area (2) Teaching Expertise and Experience demonstrated through
(a) the submission of TWO of the following three items
(i) an unedited video clip of a lesson, accompanied by a written narrative that analyzes and reflects upon the teaching and learning that occurs in the lesson
(ii) a portfolio of student work that demonstrates the progress of 2 specific students, accompanied by a written narrative that analyzes the progress that each student demonstrates (iii) assessment data for at least one entire class of students accompanied by a written narrative that provides background on the assessments and analyzes the data (b) the submission of one additional piece of evidence of any form demonstrating student learning
(c) an essay describing personal pedagogical beliefs and approach(d) a day-long teaching audition (either in the candidate’s classroom or in a TEP classroom) (3) Strong Curriculum Development Ability demonstrated through (a) one originally developed and refined curricular tool of any form (e.g. written materials, instructional methodology, technological innovation) (4) Outstanding Verbal Ability demonstrated through (a) the quality of the written work submitted in the application (b) communication skills demonstrated in the day-long teaching audition [i] Dan Goldhaber and Emily Anthony, “Teacher Quality and Student Achievement,” ERIC Clearinghouse on Urban Education, Urban Diversity Series No. 115, May 2003: 18.
[ii] Constance K. Bond, “Do Teacher Salaries Matter? The Effects of Teacher Salaries on Teacher Recruitment, Teacher Retention, and Student Outcomes,” Dissertation, Columbia University, 2001, 63.
[iii] Bond, 64.
[iv] ibid, 97-98.
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