Redefining Teacher Quality REDEFINING TEACHER QUALITY: MYTHS OF NO CHILD LEFT BEHIND

This article describes four myths about teacher quality commonly associated with the 2001 No Child Left Behind (NCLB) Legislation. Myth #1 explores the hypothesis that generating an endless supply of new teachers to solve the teacher shortage is the best way to alleviate any real teacher shortage. Myth #2 tackles the assertion that academic ability alone qualifies one to teach, and academic ability is the most important attribute of an effective teacher. A candid discussion about the changing definition of waivers and their role in concealing a growing population of under-prepared teachers is discussed in Myth #3. Finally, Myth #4 examines claims that alternative certification programs produce teachers who are as good or better than traditional prepared teachers. No Child Left Behind (NCLB) ushered in significant changes with regard to how individuals entering the teaching profession would be prepared. The Federal legislation defined the term “quality teacher, ” specifying minimum content preparation requirements for quality teachers. Additionally, for the first time, the federal government would tie quality teaching and student academic success to Title I funding