We need teachers who are willing to invest their careers as teachers, and we need policies to support these teachers.
And year after year the gap between the number of teachers we have and the number of teachers we need in these areas is widening.
So we know teachers can make a difference, and we want to help you have the very best teachers in the classroom.
So we want to make sure that we are recruiting more math teachers, we're recruiting more science teachers.
As we recruit new teachers, we must continue to improve the quality of teaching and learning.
More than anything, if we believe that great teachers will make the difference, we should compensate and respect teachers accordingly.
Once again, it is usually the case these days that we want teachers to be paid more.
Do we keep tax loopholes for oil companies -- or do we put teachers back to work?
Have we as teachers, parents, neighbors, clergy, family, friends, doctors, therapists, shopkeepers, coaches, or whatever failed that badly?
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Or should we put teachers back to work so our kids can graduate ready for college and good jobs?
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Now, certification can be an important measure of the quality of the teacher, and obviously we want teachers to be well qualified.
When we think about the kinds of teachers we hope our children have, we realize that it's impossible to capture everything in a single metric.
Out at the Wilma Flor school we found teachers clearly wanting to do better but held back, ironically, by a lack of teaching for themselves.
We've got a program called Race To The Top that has prompted reforms in 46 states around the country, raising standards, improving how we train teachers.
If we want the future CEOs, politicians, and leaders sitting in classrooms today to grow up to be accountable citizens, then we need teachers to model accountable behavior.
"Thanks to bursaries and 'golden hellos' for maths teachers we have seen a large rise in recruitment of maths teachers over 2, 300 last year compared to 1, 400 in 2001, " it said in a statement.
"We know that teachers already have many ideas to raise them further, and we want to ensure these are explored and, when successful, spread to other schools, " said Ms Morris.
And so it's been one of our challenges to insure that we have highly-qualified teachers, and we have the right kind of courses and student support structures so that we could begin to bring students to standards to meet the No Child Left Behind Act.
And if we need more proof that teachers matter, all we've got to do is look around this room.
So I just -- I just had a meeting with my team this week about this, trying to find ways that we can improve the assessment system so we're still holding schools accountable, we're still holding teachers accountable, but we're not just holding them accountable for a score on a standardized test, but we have a richer way of assessing whether these schools are making progress.
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Are we saying that teachers at the moment aren't good enough because they haven't passed these tests?
What seems clear though is that we will need teachers, just in new roles.
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We need more teachers generally who are enthusiastic about their work and their jobs.
At the end of the day we'll only raise standards if we support our teachers.
That is why we have strengthened teachers' powers to put them back in charge.
The students were happy to be taught, and we, their teachers, were happy to be teaching them.
And in the process, we can put teachers and construction workers and veterans back on the job.
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We are 1.7 million teachers short of what we need to achieve universal primary schooling by 2015.
"We want our teachers to be as well qualified as possible, " she said.
We tell our teachers it is more important to do things the same way than to do them well.
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