Using data from a 50-state policy survey conducted by the National Commission on Teaching and America’s Future, the impact of teacher qualification on the quality of education was examined. Teacher effectiveness was found to be a strong determinant of differences in student learning. Students assigned to ineffective teachers for several years in a row were found to have significantly lower levels of achievement than those assigned to highly effective teachers. These effects were found to be cumulative. Linda Darling-Hammond’s research shows successful schools have teachers who have solid academic backgrounds and are certified for teaching. These teachers create a strong, coherent curriculum by having time in their schedules to collaborate with other teachers, and to pursue ongoing professional development. In smaller schools, practices like team-teaching, integrated curriculum, multi-age grouping, cooperative learning, project learning, mentorships, parent involvement, and authentic curriculum and assessments are more manageable.
