Education research shows that the quality of teaching is one of the most powerful factors that affect student learning and achievement.  The Federal No Child Left Behind Act places great emphasis on the quality of teaching and requires recipients of funds to ensure that highly qualified teachers– with bachelor’s degrees, full state certification or licensure, and proof that they know each subject they teach–are in place, particularly for minority and disadvantaged students.   

This policy forum examined the definitions and implications of having highly qualified teachers, reviewed strategies used to increase the number of highly qualified teachers, and considered ways to more effectively retain and equitably distribute highly qualified teachers to schools and students who are most in need. 

Panelists included:

• William Miles, Ed.D, Policy Director, Public Education Network
• Mark Simon, Director, Center for Teacher Leadership
• Kaya Henderson, Vice President of Strategic Partnership, The New Teacher Project

Additional reactions and perspectives were provided by

• George Parker, President, Washington Teachers’ Union
• Sadia White, Assistant Superintendent, Elementary Schools, District of Columbia Public Schools
• Barbara Nophlin, Head of School, Paul Public Charter School