This section is available for download—Improving Teaching Quality 

One of the greatest challenges facing our schools is the ability to provide every student with high-quality instruction. Research shows that teacher quality is one of the most important school-related variables affecting student achievement. As teaching and learning conditions in many areas have deteriorated and teacher salaries have not kept pace with inflation, it has become more difficult to attract and retain the best teachers in America's classrooms. The AFT believes there is much that can be done to remedy this situation.

Based on research and members' experience, the AFT has identified key elements that are essential to ensuring that all children have access to quality teachers and teaching. We are committed to pursuing improvements in teaching quality by working with states and local school districts to develop and implement high-quality professional development through legislation and negotiations. It takes equally committed community partners who want to eradicate the nonschool factors that impede student learning to collaborate with us in these efforts. Working together on the recommendations outlined below, we can accomplish our shared goals of improving teaching quality and student achievement alike.

Implement high entry standards and support for new teachers through Peer Assistance and Review (PAR)

Teaching is a hard job-and novice teachers need significant support as they come to understand curriculum goals and objectives while also dealing with professional expectations and responsibilities. When support is not provided, teachers leave-and our kids are shortchanged. As financially strapped school districts waste money on the endless cycle of recruiting, training and replacing new teachers, the education of students suffers from the faculty turnover. Further, under the current system, tenure decisions are often made on the fly, by ill-prepared principals without the time or the expertise to make informed judgments.

To address both issues, we propose a professional induction program for new teachers, ending in peer review. In Peer Assistance and Review (PAR) programs, new teachers benefit from intensive assistance and training from skilled colleagues-and the integrity and quality of the teaching profession benefits as new teachers meet the standards of a rigorous pretenure review by knowledgeable peers.

What You Can Do

Examples From the Field

• Toledo, Ohio
• Hamburg, N.Y. (pdf)
• San Francisco, Calif. (pdf)
• Lompoc, Calif. (pdf)