Teacher Quality

To prepare for the conference, participants were asked to read on the topic of teacher quality, and then to react to the following question:

What can we do to ensure quality teachers for all K-12 students in Colorado?

To focus responses, teachers were asked to consider the issues of higher education; induction and beyond; the achievement gap; attracting, recruiting, and retaining quality teachers to hard-to-staff schools; the working conditions of teachers; and professional development. What resulted was a 27 page document used to stimulate rich conversations among peers. Below are some comments by conference participants.

In Their Own Words

Higher education

* “Assure that every pre-service teacher has the opportunity to work with NBCTs or other qualified teachers.”

* “Develop stronger partnerships with local school districts and higher education programs.”

* “Embed National Board Standards and processes in licensure programs.”

Induction and beyond

* “Develop professional learning communities.”

* “Staff development can be an ongoing, daily process when teachers and administrators are united in a strong learning community with constant collaboration and open dialogue." 

* “Create opportunities for teachers to coach other teachers.”

Closing the achievement gap 

* “Keep quality teachers (such as NBCTs) in the classroom by making it possible for them to be instructional leaders."

* ”Establish strong teams made up of  teachers, students, family, and community to support students and ensure success.”

* “Offer free/reduced priced enrichment classes before and after school.”

* “Call on former educators who are now business and community members, NBCTs, district administrators, and retired teachers to mentor students in high-poverty, low-performing schools.”

Attracting and retaining quality teachers

* “Financial incentives, while necessary, are not enough to attract NBCTs and other quality teachers to hard-to-staff schools.”

* “Successful teachers need to work with other like-minded teachers and administrators who are willing to collaborate in learning communities.”

*  “My principal believes in me, supports me, welcomes my opinion in important issues, and helps me get the resources I need.”

* “Assure strong principal leadership that enables teacher leadership.”

 Work conditions

* “Teachers need time to collaborate with each other.”

* “I want time systematically built into my day to reflect.”

* “I want opportunities to share leadership responsibilities without ceasing to be a front-line teacher.” 

Professional development

* “Professional development should be job-embedded.”

* “Offer job-embedded professional development such as National Board Certification.”

* “Professional development must meet the needs of individuals in improving teaching and learning.”

Themes of the Responses

Taken together, teachers’ responses yielded several important themes related to teacher leadership. Consider the following ideas:

First, teachers are interested in the topic of teacher quality, and are prepared to participate in meaningful conversations. Second, teacher leaders' concerns about school reform are grounded in issues of teaching and learning. Third, quality teachers want to collaborate with peers and administrators to improve the quality of their instruction. Fourth, teachers are interested in structural change such as professional learning communities that make collaboration possible. Fifth, teachers are concerned with the whole child, families, and communities.

In the end, the conference was a huge success. And I had the opportunity to witness the expertise, collaboration, and leadership of Colorado's quality teachers.